Suchergebnisse

Les effets de l'éducation, mesurés par la différence entre les attitudes sociopolitiques d'étudiants de psychologie de première et de quatrième années universitaires, sont étudiés en comparant deux universités roumaines(Bucarest et Cluj). Les étudiants de l'université de Bucarest rapportent des attitudes plus favorables envers le socialisme (l'ancien système politique)que ceux de l'université de Cluj. Ces attitudes corrèlent positivement avec les mesures classiques du conservatisme sociopolitique (autoritarisme et anti-égalitarisme) et négativement avec les attitudes envers le capitalisme. De plus, conformément aux travaux sur les effets de l'éducation, les résultats étayent l'hypothèse de socialisation : alors qu'il n'y a pas de différence entre les attitudes des étudiants de Bucarest et de Cluj en première année, des différences significatives apparaissent en quatrième année.

It is argued that an epistemic authority would induce greater influence in transmitting knowledge to students when there is a correspondence between the (authoritarian vs. democratic) style of the authority and students' perceptions of their relation to the authority (high vs. low epistemic dependence). In two studies it was predicted, and found, that students who perceived themselves in a state of low epistemic dependence towards their teachers were more influenced by a democratic than by an authoritarian teaching style. This difference in appropriation was not found for students who perceived themselves in a state of epistemic dependence towards the epistemic authority. Key words: Epistemic (In)Dependence, Democratic and Authoritarian Style, Appropriation

1st year Romanian female university students (N=100) were confronted to a bogus scientific study on friendship groups that contradicted their initial belief. In a 2x2 factorial design the style of the message delivered by the epistemic authority was either authoritarian or democratic; the second variable concerned high vs. low acceptance of students' informational dependence on their teachers. There was a significant interaction effect on the main dependent variable, namely the degree to which participants appropriated the information contradicting their initial belief. It was observed that participants who recognize less the notion of informational dependence are not sensitive to source's style. Participants who recognize more dependence express a representation that is far from that suggested by the source when confronted to the democratic source rather than when confronted to the authoritarian source. For them, correlational analyses shed some light on two contrasted dynamics : informational dependence in front of the authoritarian source, and disengagement in front of the democratic source.

Intro; TABLE DES MATIERES; Table des matières 1; Table des matières 2; Série " Psychologie sociale "; Avant-propos; Chapitre 1. Fondamentaux de l'influence sociale; 1. Pourquoi communique-t-on?; 2. L'effet autocinétique et la normalisation; 3. Le conformisme; Chapitre 2. Les processus constitutifs de l'influence sociale; 1. L'imitation; 2. Les processus automatiques; 2.1. L'ancrage; 2.2. Le conditionnement évaluatif; 2.3. L'amorçage; 3. La recherche de consensus; 4. La dépendance : influences informationnelle et normative; 5. Nature et saillance des normes

An experimental study investigated the influence of informational dependence on information appropriation as a function of epistemic authority's styles. In a 2 x 2 design, university students were informed that acknowledging epistemic dependence was related either to academic success or to academic failure, and were exposed to controversial information from an epistemic authority that used either an authoritarian or a democratic style. The main dependent variable was the extent to which participants appropriated the controversial information. Firstly, the results showed that students were more inclined to admit that their own academic competence depended on the information delivered by the teachers when epistemic dependence was related to success rather than to failure. Secondly, the admittance of dependence had a different impact on information appropriation according to the authority's style. Admittance increased appropriation under a democratic style whereas it decreased appropriation under an authoritarian style.

AbstractTeachers carry out a number of roles in the educational system. Their primary role is to help all students develop knowledge and skills, but, most of the time, they take on the role of gatekeepers: They evaluate students and exercise selection on the basis of performance. We analyze the roles of teachers through the lens of the literature on social influence and put forward the proposal that teaching is a form of social influence. We review existing research on the mechanisms that explain the differential effects teachers may have on students' learning, students' prospects, and, therefore, educational justice. We conclude that if teachers endorse the role of mentors—instead of that of gatekeepers—focusing on the development of their students' knowledge, they can promote deep study, long‐term learning, and equality of treatment. Such an approach could help design teacher training and school reform so as to maximize the learning potential of all students and empower teachers to become active agents of profound individual and social change.