This document examines how prejudices on success and failure affect school results, analyzing the psychologization of academic results, consequences on students, and measures to minimize stereotypes.
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[...] their reputation as 'bad students')."" III. Measures to be taken to minimize prejudices in school teaching Highlighting the learning process and limiting comparisons and reassigning the causes of failure and malleable perception of intelligence A. Highlighting the learning process and limiting comparisons Emphasize student progress and efforts, rather than their results. 7. " . school learnings constitute real challenges in the sense that they involve many trials . " 11. " . limit the comparison contexts . 13. "This relatively simple strategy involves modifying the way students represent the tasks they are asked to perform." 15. [...]
[...] students become particularly concerned . " 5. " . Their attention is divided between solving the problem and the questions it raises about its value . " 14. "Research has clearly established that evaluation contexts selectively disrupt the functioning of students deemed inferior." B. Social Comparison and Its Consequences Explain the context of school social comparison and its impacts on students' perception of their own value. 9. " . These situations constitute comparison situations because they give students indications of their position in the class hierarchy."" 10. [...]
[...] - Problematic : How do prejudices about success and failure affect academic results? - Announcement of the plan : We will analyze: the psychologization of academic results the observed consequences of prejudices on students and the measures to be taken to minimize these stereotypes in school education (III). I. The analysis of the psychologization of academic results Theoretical conception of psychologization and significant impact of prejudices on interpretations of academic performance A. Theoretical conception of psychologization Explain the concept of psychologization. [...]
[...] \"The theory of naive conceptions of intelligence{ . }postulates that the conception that children have of intelligence{ . }determines the way they interpret their school experiences.\"" 18. { . }the student interprets their difficulties as a lack of abilities . 19. { . }those in the experimental group subsequently obtained better results.\"" scolaires throughout the entire year. 20. { . }students who were previously praised for their perseverance { . }resist much better to difficulties.\"" Conclusion - Summary : Synthesis of the main parts addressed. [...]
