Zobrazeno 1 - 10
of 12
pro vyhledávání: '"Anatolia, Batruch"'
Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment?
Autor:
Nathalie Mella, Pascal Pansu, Anatolia Batruch, Marco Bressan, Pascal Bressoux, Genavee Brown, Fabrizio Butera, Anthony Cherbonnier, Céline Darnon, Marie Demolliens, Anne-Laure De Place, Pascal Huguet, Eric Jamet, Ruben Martinez, Vincent Mazenod, Estelle Michinov, Nicolas Michinov, Celine Poletti, Isabelle Régner, Mathilde Riant, Anais Robert, Ocyna Rudmann, Camille Sanrey, Arnaud Stanczak, Emilio Paolo Visintin, Eva Vives, Olivier Desrichard
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
There is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school performance. In this paper, w
Externí odkaz:
https://doaj.org/article/8d35350b234c439bab1295f25490acc2
Publikováno v:
Teaching and Teacher Education, 123:103985. Elsevier
Sorting students into hierarchically ordered tracks or streams on the basis of their academic performance (i.e., tracking) is ubiquitous in educational systems, and oftentimes based on teachers’ track recommendations. International surveys indicate
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a7790825537e64c30dc3dc776fa81c9e
https://doi.org/10.1016/j.tate.2022.103985
https://doi.org/10.1016/j.tate.2022.103985
Publikováno v:
Social Psychological and Personality Science, vol. 14, no. 5, pp. 621-635
Educational institutions are imbued with an institutional meritocratic discourse: only merit counts for academic success. In this article, we study whether this institutional belief has an impact beyond its primary function of encouraging students to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f10a3d512db19255228e4705666f64d2
https://hdl.handle.net/1814/74913
https://hdl.handle.net/1814/74913
Autor:
Anatolia Batruch, Jolanda Jetten, Herman Gerbert van de Werfhorst, Céline Darnon, Fabrizio Butera
Educational institutions are imbued with an institutional meritocratic discourse: only merit counts for academic success. In this article, we study whether this institutional belief has an impact beyond its primary function of encouraging students to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e7c2e6743a3f2e57c486b85f341f9c8d
https://doi.org/10.31234/osf.io/8rzd9
https://doi.org/10.31234/osf.io/8rzd9
Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment?
Autor:
Marie Demolliens, Pascal Huguet, Vincent Mazenod, Genavee Brown, Pascal Pansu, Camille Sanrey, Anatolia Batruch, Ruben Martinez, Anne-Laure de Place, Céline Poletti, Ocyna Rudmann, Eva Vives, Nicolas Michinov, Estelle Michinov, Céline Darnon, Marco Bressan, Eric Jamet, Mathilde Riant, Olivier Desrichard, Nathalie Mella, Emilio Paolo Visintin, Anthony Cherbonnier, Fabrizio Butera, Isabelle Régner, Arnaud Stanczak, Pascal Bressoux, Anaïs Robert
Publikováno v:
Frontiers in Psychology
Frontiers in Psychology, Frontiers, 2021, 12, ⟨10.3389/fpsyg.2021.640661⟩
Frontiers in Psychology, Frontiers Media, 2021, 12, ⟨10.3389/fpsyg.2021.640661⟩
Frontiers in Psychology, 2021, 12, ⟨10.3389/fpsyg.2021.640661⟩
Frontiers in Psychology, Vol 12 (2021)
Frontiers in psychology, vol. 12, pp. 640661
Frontiers in Psychology, Frontiers, 2021, 12, ⟨10.3389/fpsyg.2021.640661⟩
Frontiers in Psychology, Frontiers Media, 2021, 12, ⟨10.3389/fpsyg.2021.640661⟩
Frontiers in Psychology, 2021, 12, ⟨10.3389/fpsyg.2021.640661⟩
Frontiers in Psychology, Vol 12 (2021)
Frontiers in psychology, vol. 12, pp. 640661
International audience; There is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school perfo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f20e81de9faabc43b23877de1c3e0594
https://nrl.northumbria.ac.uk/id/eprint/47547/1/fpsyg-12-640661.pdf
https://nrl.northumbria.ac.uk/id/eprint/47547/1/fpsyg-12-640661.pdf
Publikováno v:
Journal of Community & Applied Social Psychology. 29:418-428
It is argued that far-right (FR) populism in the West is fuelled by inequality. In this paper, we argue that three social psychological processes are central to explaining these phenomena. We suggest that these processes are recursive although we do
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::50050c603eafae1cb6b21dd56189f5f3
https://doi.org/10.1002/casp.2409
https://doi.org/10.1002/casp.2409
Re-Establishing the Social-Class Order: Restorative Reactions against High-Achieving, Low-SES Pupils
Publikováno v:
Journal of Social Issues. 73:42-60
This research investigates a barrier faced by low-SES pupils who are on an upward social mobility trajectory: resistance to their high-achiever status. We hypothesize that, as they disconfirm the usual social-class academic disparities (i.e., high-SE
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6005d228696a7c794ead00b816ec488a
https://doi.org/10.1111/josi.12203
https://doi.org/10.1111/josi.12203
Publikováno v:
Dans N. Younès, C. Gremion et E. Sylvestre (dir.), Evaluations, sources de synergies ? Entre normalisation, contrôle et développement formatif.
Evaluations, sources de synergies ? Entre normalisation, contrôle et développement formatif
Evaluations, sources de synergies ? Entre normalisation, contrôle et développement formatif, 2020
HAL
Evaluations, sources de synergies ? Entre normalisation, contrôle et développement formatif
Evaluations, sources de synergies ? Entre normalisation, contrôle et développement formatif, 2020
HAL
préparation de ce manuscrit a été financée par le Fonds National suisse de la Recherche Scientifique.; International audience; L’évaluation n’est pas un exercice neutre qui consiste à quantifier les mérites de la production d’un éle
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::c339c60b5c524959b97123badf891db4
https://hal.science/hal-03116420
https://hal.science/hal-03116420
Publikováno v:
Journal of Educational Psychology
Journal of Educational Psychology, American Psychological Association, 2019, 111 (4), pp.717-735. ⟨10.1037/edu0000307⟩
Journal of Educational Psychology, vol. 111, no. 4, pp. 717-735
Journal of Educational Psychology, American Psychological Association, 2019, 111 (4), pp.717-735. ⟨10.1037/edu0000307⟩
Journal of Educational Psychology, vol. 111, no. 4, pp. 717-735
International audience; To understand the persistent social class achievement gap, researchers have investigated how educational settings affect lower versus higher socioeconomic status (SES) students’ performance. We move beyond the question of ac
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4f6c56510eaca939cc598960fb2ef004
https://hal.archives-ouvertes.fr/hal-03116386
https://hal.archives-ouvertes.fr/hal-03116386
Autor:
Peter, Laurine, Michinov, Nicolas, Besançon, Maud, Michinov, Estelle, Juhel, Jacques, Brown, Genavee, Jamet, Eric, Cherbonnier, Anthony, Anatolia, Batruch, Fabrizio, Butera, Nathalie, Mella-Barraco, Emilio Paolo, Visintin, Genavee, Brown, Marco, Bressan, Céline, Poletti, Isabelle, Régner, Eva, Vives, Pascal, Bressoux, Anne-Laure, De Place, Pascal, Pansu
Publikováno v:
Frontiers in Psychology; 10/11/2021, Vol. 12, p1-12, 12p