The Social Regulation of Classroom Performances: a Theoretical Outline |
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Authors: | Monteil Jean Marc Huguet Pascal |
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Institution: | (1) Rectorat de l'Académie de Marseille-Aix-en-Provence, France;(2) Centre National de la Recherche Scientifique (CNRS), Université Blaise Pascal, France;(3) Laboratoire de Psychologie Sociale de la Cognition, Université Blaise Pascal, 34 Avenue Carnot, 63006 Clermont-Ferrand, France |
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Abstract: | Based on 20 years of research on the social regulation of academic performances, this paper provides arguments for the idea
that the social context in which cognitive functioning takes place is an integral part of that functioning, not just the surrounding
context for it. Several studies in the classroom setting indeed reveal that student's cognitive performances can depend on
interactions between their actual and past social experiences, most notably interpersonal comparison and evaluation episodes.
Because of their recurrence, these episodes can become part of student's autobiographical memory and, therefore, can affect
their actual behavior in specific conditions. Theoretical suggestions are made for a ‘social psychology of cognition.’
This revised version was published online in August 2006 with corrections to the Cover Date. |
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