9 research outputs found
Structured Cooperative Learning as a Means for Improving Average Achievers' Mathematical Learning in Fractions
International audienceIn primary school, learning fractions is a central mathematical objective. However, the mastery of basic procedures involving fractions presents a difficulty for many students. The aim of the current intervention is to introduce structured cooperative learning as means to improve students' learning, particularly for average achievers. Previous research has underscored that heterogeneous groups might be deleterious for average achievers because they are excluded by the teacher learner relationships that is likely to take place between low and high achievers students. This intervention proposes structuring interactions in order to boost the learning of average achievers in heterogeneous groups. We hypothesize that highly structured cooperative learning should improve average achievers' understanding of the content-targeted in group work as well as progress in terms of fractions learning, when compared to low-structured cooperative learning. In this intervention, 108 fifth graders worked cooperatively in heterogeneous triads (a low, average, and high achiever). The triads had to express the length of one segment using three rulers with different sub-units and respecting three mathematical skills regarding fractions. Triads were randomly assigned to a low-structured or high-structured cooperative learning condition. In the low-structured condition, no specific structure was provided. (i.e., they organized their cooperative work as they wished). In the high-structured condition, each student became an expert for one part before working in the triad and endorsed different responsibilities. The results indicated that highly structured cooperative learning favors the understanding of the targeted task, especially for average-ability students. Moreover, students at all levels progressed from the baseline test to the post-test. Indeed, low and high achievers had the same progression in both conditions, whereas average achievers progressed more in the highly structured condition. Results are discussed in terms of new teaching methods that could efficiently increase average achieversâ performances
L'idéologie méritocratique dans le systÚme éducatif : un élément de reproduction sociale ?
Despite the policies of equal opportunities, childrenâ social environment strongly influences their level of education (Observatory of Inequalities, 2011). The equality principle implies a meritocratic logic according to which each student has the same chances to succeed in school. However, meritocratic beliefs may have negative consequences for members of disadvantaged groups including self-assessment or self-concepts (Shannon & Major, 2006; Jost & Hunyady, 2005; Midgley, Feldlaufer, Eccles, 1989; Marsh, Köller, Baumert, 2001). However, members of disadvantaged groups need to believe in meritocratic ideology to preserve their self-image and/or their group (Jost et al., 2004; Kay & Friesen, 2011; Kay et al., 2009; Van Der Toorn et al., 2011). This work studied, how the belief in school meritocratic ideology may explain, in part, social inequalities in academic achievement and, secondly, the determinants of this belief, especially among disadvantaged students. The first three studies were carried out on primary school pupils. A first study (see study 1) highlights the existence of a mediation process between studentsâ socioeconomic status and their academic performances through their self-efficacy. The following three studies highlight how the belief in school meritocratic ideology can increase social achievement and self-efficacy gaps, predominantly in the field of mathematics among primary school pupils (see studies 2 and 3) while it reverses social self-competence gap typically observed among university students (see study 4). Results from a fifth study determined that in a context such as selective university, students of non-social science field believe stronger in school meritocratic ideology than students in the social sciences field. This effect is not observed for the students who perceive themselves as members of low socioeconomic status (see study 5). The last study presented in this work (see study 6) underlines that the students who perceive themselves as members of low socioeconomic status presented stronger belief in school meritocratic ideology in a salient selection process condition (vs. âSuccess for allâ condition). This effect is reversed for the students who perceive themselves as members of high socioeconomic status groups. These results are discussed in relation to the definitions of the meritocratic ideology and the multiple meanings of the word âmeritâ. We also discussed the impact of these characteristics on the reproduction of inequalities in the education system, where the selection process is salient.MalgrĂ© les politiques en faveur du principe dâĂ©galitĂ© des chances, le milieu social dans lequel Ă©voluent les enfants influence fortement leur niveau scolaire (Observatoire des InĂ©galitĂ©s, 2011). Ce principe implique une logique mĂ©ritocratique selon laquelle chaque Ă©lĂšve a, a priori, les mĂȘmes chances de rĂ©ussite scolaire. Or les croyances mĂ©ritocratiques peuvent avoir des consĂ©quences nĂ©fastes chez les membres de groupes dĂ©favorisĂ©s par le statu quo, notamment sur leur auto-Ă©valuation (Shannon & Major, 2006 ; Jost & Hunyady, 2005 ; Midgley, Feldlaufer, Eccles, 1989 ; Marsh, Köller, Baumert, 2001). Pourtant, les membres de groupes dĂ©favorisĂ©s ont besoin de croire en la mĂ©ritocratie pour prĂ©server leur image de soi et/ou de leur groupe dâappartenance (Jost, Banaji, & Nosek, 2004; Kay & Friesen, 2011; Kay et al., 2009; Van Der Toorn, Tyler, & Jost, 2011). Lâobjectif de ce travail est dâĂ©tudier, dâune part, comment la croyance en la mĂ©ritocratie scolaire peut expliquer, en partie, les inĂ©galitĂ©s sociales de rĂ©ussite scolaire auprĂšs dâĂ©lĂšves et dâĂ©tudiant(e)s et dâautre part, quels seraient les dĂ©terminants de cette croyance auprĂšs dâune population Ă©tudiante et plus particuliĂšrement auprĂšs des Ă©tudiant(e)s dĂ©favorisĂ©(e)s par le statu quo. Les trois premiĂšres Ă©tudes ont Ă©tĂ© rĂ©alisĂ©es sur des Ă©lĂšves dâĂ©cole primaire. Une premiĂšre Ă©tude (Ătude 1) souligne lâexistence dâun processus de mĂ©diation du lien entre le statut socioĂ©conomique des Ă©lĂšves et leurs performances scolaires par lâintermĂ©diaire de leur degrĂ© de sentiment dâefficacitĂ© personnelle (SEP). Les trois Ă©tudes suivantes soulignent comment la croyance en la mĂ©ritocratie scolaire peut contribuer Ă creuser les Ă©carts sociaux de rĂ©ussite et/ou de SEP, principalement dans le domaine des mathĂ©matiques, chez des Ă©lĂšves dâĂ©cole primaire (Ătudes 2 et 3) alors quâelle inverse lâĂ©cart social de sentiment de compĂ©tence classiquement observĂ© auprĂšs des Ă©tudiant(e)s Ă lâuniversitĂ© (Ătude 4). Les rĂ©sultats dâune cinquiĂšme Ă©tude (Ătude 5) soulignent que dans un contexte sĂ©lectif tel que lâuniversitĂ©, les Ă©tudiant(e)s de filiĂšres de sciences non sociales croient plus en la mĂ©ritocratie scolaire que les Ă©tudiant(e)s de sciences sociales mais que cet effet ne sâobserve pas pour les Ă©tudiant(e)s se percevant de bas statut socioĂ©conomique. Enfin, la derniĂšre Ă©tude prĂ©sentĂ©e dans ce travail (Ătude 6) souligne que les Ă©tudiant(e)s se percevant de bas statut socioĂ©conomique prĂ©sentent une forte croyance en la mĂ©ritocratie scolaire dans une condition oĂč la sĂ©lection universitaire est rendue saillante (vs. Condition de « RĂ©ussite pour tous »), alors que cet effet sâinverse chez les Ă©tudiant(e)s se percevant de haut statut socioĂ©conomique. Lâensemble de ces rĂ©sultats est discutĂ© au regard des dĂ©finitions de lâidĂ©ologie mĂ©ritocratique et de la polysĂ©mie du terme « mĂ©rite » et de lâimpact de ces spĂ©cificitĂ©s sur la reproduction des inĂ©galitĂ©s au sein du systĂšme Ă©ducatif, notamment par lâintermĂ©diaire des processus de sĂ©lection
Meritocratic ideology in the educational system : an element of social reproduction ?
MalgrĂ© les politiques en faveur du principe dâĂ©galitĂ© des chances, le milieu social dans lequel Ă©voluent les enfants influence fortement leur niveau scolaire (Observatoire des InĂ©galitĂ©s, 2011). Ce principe implique une logique mĂ©ritocratique selon laquelle chaque Ă©lĂšve a, a priori, les mĂȘmes chances de rĂ©ussite scolaire. Or les croyances mĂ©ritocratiques peuvent avoir des consĂ©quences nĂ©fastes chez les membres de groupes dĂ©favorisĂ©s par le statu quo, notamment sur leur auto-Ă©valuation (Shannon & Major, 2006 ; Jost & Hunyady, 2005 ; Midgley, Feldlaufer, Eccles, 1989 ; Marsh, Köller, Baumert, 2001). Pourtant, les membres de groupes dĂ©favorisĂ©s ont besoin de croire en la mĂ©ritocratie pour prĂ©server leur image de soi et/ou de leur groupe dâappartenance (Jost, Banaji, & Nosek, 2004; Kay & Friesen, 2011; Kay et al., 2009; Van Der Toorn, Tyler, & Jost, 2011). Lâobjectif de ce travail est dâĂ©tudier, dâune part, comment la croyance en la mĂ©ritocratie scolaire peut expliquer, en partie, les inĂ©galitĂ©s sociales de rĂ©ussite scolaire auprĂšs dâĂ©lĂšves et dâĂ©tudiant(e)s et dâautre part, quels seraient les dĂ©terminants de cette croyance auprĂšs dâune population Ă©tudiante et plus particuliĂšrement auprĂšs des Ă©tudiant(e)s dĂ©favorisĂ©(e)s par le statu quo. Les trois premiĂšres Ă©tudes ont Ă©tĂ© rĂ©alisĂ©es sur des Ă©lĂšves dâĂ©cole primaire. Une premiĂšre Ă©tude (Ătude 1) souligne lâexistence dâun processus de mĂ©diation du lien entre le statut socioĂ©conomique des Ă©lĂšves et leurs performances scolaires par lâintermĂ©diaire de leur degrĂ© de sentiment dâefficacitĂ© personnelle (SEP). Les trois Ă©tudes suivantes soulignent comment la croyance en la mĂ©ritocratie scolaire peut contribuer Ă creuser les Ă©carts sociaux de rĂ©ussite et/ou de SEP, principalement dans le domaine des mathĂ©matiques, chez des Ă©lĂšves dâĂ©cole primaire (Ătudes 2 et 3) alors quâelle inverse lâĂ©cart social de sentiment de compĂ©tence classiquement observĂ© auprĂšs des Ă©tudiant(e)s Ă lâuniversitĂ© (Ătude 4). Les rĂ©sultats dâune cinquiĂšme Ă©tude (Ătude 5) soulignent que dans un contexte sĂ©lectif tel que lâuniversitĂ©, les Ă©tudiant(e)s de filiĂšres de sciences non sociales croient plus en la mĂ©ritocratie scolaire que les Ă©tudiant(e)s de sciences sociales mais que cet effet ne sâobserve pas pour les Ă©tudiant(e)s se percevant de bas statut socioĂ©conomique. Enfin, la derniĂšre Ă©tude prĂ©sentĂ©e dans ce travail (Ătude 6) souligne que les Ă©tudiant(e)s se percevant de bas statut socioĂ©conomique prĂ©sentent une forte croyance en la mĂ©ritocratie scolaire dans une condition oĂč la sĂ©lection universitaire est rendue saillante (vs. Condition de « RĂ©ussite pour tous »), alors que cet effet sâinverse chez les Ă©tudiant(e)s se percevant de haut statut socioĂ©conomique. Lâensemble de ces rĂ©sultats est discutĂ© au regard des dĂ©finitions de lâidĂ©ologie mĂ©ritocratique et de la polysĂ©mie du terme « mĂ©rite » et de lâimpact de ces spĂ©cificitĂ©s sur la reproduction des inĂ©galitĂ©s au sein du systĂšme Ă©ducatif, notamment par lâintermĂ©diaire des processus de sĂ©lection.Despite the policies of equal opportunities, childrenâ social environment strongly influences their level of education (Observatory of Inequalities, 2011). The equality principle implies a meritocratic logic according to which each student has the same chances to succeed in school. However, meritocratic beliefs may have negative consequences for members of disadvantaged groups including self-assessment or self-concepts (Shannon & Major, 2006; Jost & Hunyady, 2005; Midgley, Feldlaufer, Eccles, 1989; Marsh, Köller, Baumert, 2001). However, members of disadvantaged groups need to believe in meritocratic ideology to preserve their self-image and/or their group (Jost et al., 2004; Kay & Friesen, 2011; Kay et al., 2009; Van Der Toorn et al., 2011). This work studied, how the belief in school meritocratic ideology may explain, in part, social inequalities in academic achievement and, secondly, the determinants of this belief, especially among disadvantaged students. The first three studies were carried out on primary school pupils. A first study (see study 1) highlights the existence of a mediation process between studentsâ socioeconomic status and their academic performances through their self-efficacy. The following three studies highlight how the belief in school meritocratic ideology can increase social achievement and self-efficacy gaps, predominantly in the field of mathematics among primary school pupils (see studies 2 and 3) while it reverses social self-competence gap typically observed among university students (see study 4). Results from a fifth study determined that in a context such as selective university, students of non-social science field believe stronger in school meritocratic ideology than students in the social sciences field. This effect is not observed for the students who perceive themselves as members of low socioeconomic status (see study 5). The last study presented in this work (see study 6) underlines that the students who perceive themselves as members of low socioeconomic status presented stronger belief in school meritocratic ideology in a salient selection process condition (vs. âSuccess for allâ condition). This effect is reversed for the students who perceive themselves as members of high socioeconomic status groups. These results are discussed in relation to the definitions of the meritocratic ideology and the multiple meanings of the word âmeritâ. We also discussed the impact of these characteristics on the reproduction of inequalities in the education system, where the selection process is salient
Belief in school meritocracy as a system-justifying tool for low status students
International audienceThe belief that, in school, success only depends on will and hard work is widespread in Western societies despite evidence showing that several factors other than merit explain school success, including group belonging (e.g., social class, gender). In the present paper, we argue that because merit is the only track for low status students to reach upward mobility, Belief in School Meritocracy (BSM) is a particularly useful system-justifying tool to help them perceive their place in society as being deserved. Consequently, for low status students (but not high status students), this belief should be related to more general system-justifying beliefs (Study 1). Moreover, low status students should be particularly prone to endorsing this belief when their place within a system on which they strongly depend to acquire status is challenged (Study 2). In Study 1, high status (boys and high SES) were compared to low status (girls and low SES) high school students. Results indicated that BSM was related to system-justifying beliefs only for low SES students and for girls, but not for high SES students or for boys. In Study 2, university students were exposed (or not) to information about an important selection process that occurs at the university, depending on the condition. Their subjective status was assessed. Although such a confrontation reduced BSM for high subjective SES students, it tended to enhance it for low subjective SES students. Results are discussed in terms of system justification motives and the palliative function meritocratic ideology may play for low status students
âWhen there is a will, there is a wayâ: Meritocratic values at school and their impact on childrenâs self-efficacy and achievement
International audienc
From social class to self-efficacy: Internalization of low social status pupilsâ school performance
International audiencePrevious research has largely documented that socioeconomic status (SES) is a strong and consistent predictor of pupilsâ school performance in several countries. In this research, we argue that children internalize the SES achievement gap in the form of a lower/higher sense of school self-efficacy. In two studies, teenaged studentsâ (Study 1) and childrenâs (Study 2) self-efficacy was measured. Their parentsâ occupations as well as the studentsâ anticipated grades (Study 1) and real grades (Study 2) in mathematics and French were recorded. The results indicated that SES affected both self-efficacy and school performances. Moreover, self-efficacy mediated the link between SES and mathematics performance. Thus, a seemingly psychological factor (i.e., self-efficacy) actually depends on social status and further contributes to explain low SES studentsâ poor performance in school
RĂ©ussir dans lâenseignement supĂ©rieur : un dĂ©fi pour les plus dĂ©favorisĂ©s
Obtenir un diplĂŽme de lâenseignement supĂ©rieur est une voie prĂ©fĂ©rentielle pour accĂ©der Ă un emploi, une bonne rĂ©munĂ©ration et, in fine, une bonne qualitĂ© de vie (OCDE, 2012). Pourtant, lâenseignement supĂ©rieur nâest pas un lieu neutre et y rĂ©ussir peut parfois ĂȘtre particuliĂšrement difficile. Au vu des chiffres des grandes Ă©tudes internationales, ces difficultĂ©s ne semblent pourtant pas toucher tous les Ă©tudiants de maniĂšre Ă©quivalente (OCDE, 2014 ; Sirin, 2005 ; White, 1982). En effet, plus..
RĂ©ussir dans lâenseignement supĂ©rieur : un dĂ©fi pour les plus dĂ©favorisĂ©s
International audienc
Menaces sociales et environnementales : repenser la société des risques
Au-delĂ de lâengouement mĂ©diatique quâil suscite, le concept de menace offre un cadre de rĂ©flexion scientifique socialement utile. Plus englobant que le risque, la menace renvoie Ă la fois Ă un sentiment diffus, Ă lâanticipation de consĂ©quences nĂ©gatives quâon ne sait nommer avec certitude mais que lâon pressent, et Ă une Ă©valuation concomitante dâune certaine impuissance Ă y faire face