Made available in DSpace on 2015-04-11T13:59:19Z (GMT). No. of bitstreams: 1 gisele.pdf: 2523540 bytes, checksum: abc6ea9e01e107d1598aaa442801d7a8 (MD5) Previous issue date: 2011-05-20 / O ser humano é motivado a descobrir a causalidade dos eventos e compreender seu ambiente, estabelecendo relações para o sucesso ou fracasso a partir de suas crenças e expectativas, a isso se denomina atribuição causal. Na escola, esse processo de atribuir causas é repetido pelos alunos em relação ao rendimento escolar, pois eles formulam julgamentos sobre sua própria capacidade e condição de estudantes a partir dos contextos de aprendizagem. A pesquisa objetivou identificar as atribuições causais sobre o rendimento escolar dos estudantes do 9º ano do ensino fundamental da rede estadual da cidade de Manaus/Amazonas. A amostra foi de 1011 estudantes e o instrumento utilizado foi o Questionário das Atribuições para o Rendimento Escolar (QARE de Almeida & Miranda, 2008 adaptado por Mascarenhas, 2010), cujas propriedades psicométricas mostraram-se fiáveis para o domínio das ciências humanas apresentando um Alpha de Cronbach de 0,849 nos itens de bom desempenho e um Alpha de Cronbach de 0,89 para os itens relacionados ao fraco desempenho . Utilizou-se de uma abordagem quantitativa para a análise dos dados. As causas apontadas para o rendimento escolar foram analisadas pelo método de análise fatorial e categorizadas em oito fatores que se apresentam com o grau de importância devido aos valores próprios apresentados, sendo quatro para o bom desempenho (Fator 1: Estudos organização e estratégias com valor próprio de 3,245; Fator 2: Professores e estrutura externa material com valor próprio de 2,669; Fator 3: Capacidades e habilidades cognitivas com valor próprio de 2,332; Fator 4: Sorte e apoio externo com valor próprio de 1,639) e quatro para o fraco desempenho (Fator 1: Estudos organização, estratégias e motivação apresentado o valor próprio de 3,184; Fator 2: Capacidades e habilidades cognitivas com o valor próprio de 2,738; Fator 3: Professores e apoio externo (família) com valor próprio de 2,692 e Fator 4: Sorte e estrutura material externa com valor próprio de 2,213). Concluiu-se que a identificação e análise das atribuições causais sobre o rendimento escolar pode favorecer a elaboração de ações interventivas na escola no sentido de promover a aprendizagem e que o QARE é um instrumento inovador no domínio da psicologia escolar gerando novos indicadores conceituais que podem contribuir para revisão do currículo de formação de docentes e gestores da educação.

<p>This thesis investigates help-seeking and effects of help-seeking on causal attributions for helping (i.e., what people believe caused help or lack of help). Additionally, it examines self-serving and other-serving attributions (i.e., to augment a person's positive sides and diminish the negative ones). Help-seeking was investigated in questionnaires, describing situations where spouses collaborate in doing household chores. A first study showed that women and men report using direct styles (i.e., explicitly verbalising the requests) more often than indirect ones. A second study showed that spouses inaccurately believe that wives in general would report more indirect and less direct styles than husbands in general. Causal attributions for helping were investigated in four studies with different methods, settings, and types of relationships (questionnaires, laboratory experiment; spouses doing chores, students and strangers doing computerized exercises). Consistent support was obtained for a predicted interaction between helping and the clarity of the request for help in determining the attributions. It is suggested that this finding is an effect of people comparing the behavior of one person with their beliefs about how other persons behave (i.e., consensus). Additionally, the findings did not support the claims that people make self-serving attributions and that the latter would be more pronounced among men than women. However, the attributions were other-serving. The thesis gives a novel understanding of everyday life by combining the issues of help-seeking and causal attributions. It also offers a discussion of the previous literature and of theoretical and applied implications of the findings.</p>

This thesis investigates help-seeking and effects of help-seeking on causal attributions for helping (i.e., what people believe caused help or lack of help). Additionally, it examines self-serving and other-serving attributions (i.e., to augment a person's positive sides and diminish the negative ones). Help-seeking was investigated in questionnaires, describing situations where spouses collaborate in doing household chores. A first study showed that women and men report using direct styles (i.e., explicitly verbalising the requests) more often than indirect ones. A second study showed that spouses inaccurately believe that wives in general would report more indirect and less direct styles than husbands in general. Causal attributions for helping were investigated in four studies with different methods, settings, and types of relationships (questionnaires, laboratory experiment; spouses doing chores, students and strangers doing computerized exercises). Consistent support was obtained for a predicted interaction between helping and the clarity of the request for help in determining the attributions. It is suggested that this finding is an effect of people comparing the behavior of one person with their beliefs about how other persons behave (i.e., consensus). Additionally, the findings did not support the claims that people make self-serving attributions and that the latter would be more pronounced among men than women. However, the attributions were other-serving. The thesis gives a novel understanding of everyday life by combining the issues of help-seeking and causal attributions. It also offers a discussion of the previous literature and of theoretical and applied implications of the findings.

Ce travail de thèse s'inscrit dans lignée des travaux de Mueller et Dweck (1998) et visait à étudier l'effet des compliments (ou feedback attributionnels) de capacité et d'effort sur les buts, l'implication, les attributions causales et les performances des élèves. Au-delà de l'aspect réplication, notre objectif était d'examiner l'effet d'interaction entre les compliments et les attributions d'échec sur les performances. Dans une série de quatre études, des élèves de cinquième année de primaire recevaient un compliment de capacité ou d'effort pour leur réussite à une première série d'exercices de difficulté moyenne puis indiquait leur préférence pour un but. Après une deuxième série d'exercices très difficile, les élèves recevaient un feedback négatif et devaient communiquer leur implication dans la tâche et les causes de leur échec. Enfin, une troisième série d'exercices de difficulté moyenne permettait d'évaluer à nouveau leurs performances. Nous ne retrouvons aucun des résultats observés par Mueller et Dweck (1998). En revanche, les résultats pointent le rôle des attributions dans la relation entre le compliment et les performances. L'une des études, conduite parallèlement en France et en Chine, révèle des effets distincts du compliment selon les cultures. Deux études supplémentaires nous ont permis de tester nos hypothèses en regard de la non-réplication des résultats. La première se pose en termes de développement différencié de la compréhension des notions d'effort et de capacité. La seconde est d'ordre méthodologique et concerne l'effet du feedback positif simple donné conjointement au compliment. Les résultats vont dans le sens de la première hypothèse. / In line with Mueller and Dweck (1998) framework, this thesis work aimed at studying the effects of praise (or attributional feedback) for effort or ability on pupils' goals, implication, causal attributions and academic performances. Beyond replication aspect, our goal was to examine the interaction effect between praise and failure attributions on performances. In a series of four studies, fifth graders received ability or effort praise for their success on a first set of exercises of moderate difficulty and pointed out their goal preference. After a second difficult set of exercises, pupils received negative feedback and were asked about their task implication and their failure attributions. Finally, a third set of exercises of middle difficulty allowed us to reevaluate their performances. None of the results observed by Mueller and Dweck (1998) appeared. However, results pointed out the role of causal attributions in the relation between praise and performances. One of these studies realized in the same time in France and China revealed different effects of praise according to the cultures. Two additional studies allowed us to test our hypotheses about the nonreplication of the results. The first one dealt with the differentiated development of the understanding of effort and ability notions. The second one was of methodological order and concerned the effect of simple positive feedback jointly given with praise. The results support the first hypothesis.

Ce travail a pour but d'identifier les déterminants du Sentiment d'Auto-efficacité Mnésique (SAM). Dans le chapitre 1, nous définissons le SAM et décrivons ses déterminants proposés dans la littérature. Les déterminants que nous proposons s'organisent en deux axes. Il a été montré que le SAM décline avec l'âge. Une explication proposée à ce déclin est les croyances culturellement partagées à propos du déclin de la mémoire avec l'âge qui amèneraient les personnes âgées à évaluer qu'elles ont une mauvaise mémoire, indépendamment de leur performances mnésiques réelles. Cependant, les mécanismes explicatifs de cet effet ont été peu étudiés. Nous supposons que l'attribution causale de ses propres manquements normaux de mémoire à l'âge devrait expliquer le déclin du SAM avec l'âge. Dans le chapitre 2, nous montrons que cette attribution à l'âge médiatise partiellement le lien entre âge et SAM. Dans le chapitre 3, nous présentons une étude longitudinale menée afin a) d'examiner si l'attribution à l'âge et l'identification au groupe des personnes âgées diminuent le SAM ainsi que le changement de SAM avec le temps et b) d'identifier les déterminants de l'attribution à l'âge, en faisant l'hypothèse que les croyances générales d'un déclin de la mémoire avec l'âge et l'identification au groupe des personnes âgées influencent l'attribution à l'âge ainsi que le changement d'attribution à l'âge à travers le temps. Les analyses transversales appuient partiellement nos hypothèses mais nous échouons à observer ces effets avec une méthodologie longitudinale. Le SAM est à la fois spécifique à un domaine particulier (e.g., mémoire des chiffres, mémoire des visages) et généralisable à plusieurs domaines. La littérature sur le SAM nous en apprend peu sur les conditions permettant la généralisation d'un SAM spécifique à un domaine à un autre domaine. Nous nous attendons à ce que la généralisation du SAM dans un domaine à un autre domaine dépende d'une théorie naïve particulière, la conception d'unité de la mémoire (conception unitaire vs. multiple), avec l'hypothèse que la généralisation du SAM apparaisse d'autant plus lorsque les participants ont une conception unitaire de la mémoire plutôt que multiple. Dans le chapitre 4, nous présentons quatre études testant cette hypothèse. Globalement, nous échouons à observer les effets attendus, probablement à cause des domaines choisis. A notre connaissance, aucune étude ne s'est intéressée à identifier les domaines de mémoire utilisés pour catégoriser spontanément les situations de mémoire. Dans le chapitre 5, nous présentons deux études visant à identifier ces domaines. Dans le chapitre 6, nous discutons des résultats au regard de la littérature sur le SAM. / This work aims at identifying the determinants of Memory Self-Efficacy (MSE). In chapter 1, we define MSE and describe determinants of MSE proposed in the literature. The determinants we propose are organized according to two axes. MSE has been shown to decline with aging. One suggested explanation for this decline is that culturally shared beliefs about memory decline lead older adults to evaluate their memory as being poor, regardless of their actual memory performance. However, explanatory mechanisms of this effect have rarely been studied. We assume that older adults' tendency to attribute their everyday memory failures to their age should explain age-related decline in MSE. In chapter 2, we show that the tendency to attribute one's memory failures to one's age partially mediates the link between age and MSE. In chapter 3, we present a longitudinal study conducted in order to a) examine whether this age attribution and old age group identification decrease MSE and change over time in MSE, and b) identify age attribution determinants, with the hypothesis that general beliefs about memory decline and identification with the older adults influence age attribution, as well as change over time in age attribution. Transversal analyses partially support our hypotheses but we fail to observe the same effects using a longitudinal method. MSE is both specific to some domains (e.g., memory for numbers, memory for faces) and general across several domains. Literature about MSE does not tell much about the conditions allowing the generalization of MSE from one domain to another domain. We assume that the generalization of MSE from one domain to another depends on a particular lay theory, the unity conception of memory (unitary vs. multiple conception), with the hypothesis that MSE generalization would appear more when participants conceive memory as unitary rather than multiple. In chapter 4, we present four studies testing this hypothesis. Globally, we fail to observe the expected effects, likely due to the chosen domains. To our knowledge, no study has been conducted to identify memory domains used to spontaneously categorize memory situations. In chapter 5, we present two studies designed to identify these domains. In chapter 6, we discuss our results regarding MSE literature.

El presente estudio cualitativo tiene como finalidad identificar posibles perspectivas de investigación sobre la base de los conceptos de las creencias y de atribuciones causales en el marco de la educación intercultural bilingüe [EIB] en el Perú. Es por ello que, para plantear esas posibilidades de indagación, se ha efectuado una revisión bibliográfica de documentos que abordan la implementación y desarrollo de la EIB en América Latina, en el Perú y, en particular, en la región Loreto. A partir de ello, en el presente documento, se plantea una descripción de este proceso educativo. Además, se definen los constructos de creencias y atribuciones causales, y se reportan hallazgos de otras investigaciones que utilizan estos conceptos en contextos con algún nivel de similaridad al de la EIB. También se presenta lo encontrado en otros trabajos que han indagado las percepciones y factores que influyen la implementación y desarrollo pertinente de la EIB en los pueblos originarios. A partir de lo anterior, se proponen las siguientes posibilidades de investigación: creencias y atribuciones causales de padres y madres de familia de pueblos originarios pertenecientes a escuelas EIB, creencias docentes sobre la implementación de la EIB, factores a los que atribuyen los actores educativos el éxito o fracaso de la experiencia educativa EIB y actitudes de los actores educativos frente al servicio de la EIB en todos los niveles de educación. Asimismo, se puede abordar el tema acerca de las percepciones de los padres y madres de familia en relación con el perfil docente EIB. / The purpose of this qualitative study is to identify possible research perspectives based on the concepts of beliefs and causal attributions in the framework of intercultural bilingual education [EIB] in Peru. That is why, to raise these possibilities of inquiry, a bibliographic review of documents that address the implementation and development of IBE in Latin America, Peru and, in particular, in the Loreto region has been carried out. Based on this, this document presents a description of this educational process. Furthermore, the constructs of beliefs and causal attributions are defined, and the findings of other investigations that use these concepts in contexts with some level of similarity to that of IBD are reported. It also presents what was found in other studies that have investigated the perceptions and factors that influence the implementation and pertinent development of EIB in indigenous peoples. Based on the above, in this document, the following research possibilities are proposed: beliefs and causal attributions of parents of indigenous peoples belonging to IBE schools, teaching beliefs about IBE implementation, factors to which educational actors attribute the success or failure of the IBE educational experience and attitudes of educational actors towards the IBE service at all levels of education. Likewise, the issue about the perceptions of fathers and mothers in relation to the EIB teaching profile can be addressed. / Trabajo de investigación

Solicitud de envío manuscrito de artículo científico. / En Latinoamérica, en los últimos años, se han aplicado evaluaciones de desempeño docente. Dado ese contexto, en algunos países como Chile y México, se ha evidenciado una actitud negativa de los docentes y de incertidumbre frente a esta evaluación (Schulmeyer, 2002). En el caso peruano, por ejemplo, en el 2017, aproximadamente 238 mil docentes realizaron una de las huelgas magisteriales más grandes, donde reclamaron la derogatoria de la EDD (Fowks, 2017). Esta situación internacional evidencia la importancia de investigar las diversas aristas de esta problemática. En ese marco, se realizó esta investigación con el objetivo de explorar las creencias y las atribuciones causales que los docentes de escuelas bilingües rurales-multigrado de Nivel Primaria de la región Áncash manejan sobre esta evaluación. Se eligieron las creencias y las atribuciones causales como elementos teóricos, porque ambos son constructos que son complmentarias y que permiten estudiar las percepciones acerca de un fenómeno. A partir de ello, se realizó este estudio cualitativo con una aproximación fenomenológica y se utilizaron algunas herramientas de la teoría fundamentada. Luego de definir este presupuesto metodológico, se llevaron a cabo cinco entrevistas semiestructuradas a docentes de este tipo de escuelas. Después del análisis, se evidenció que los participantes asumen que su experiencia en aula, su preparación y su formación inicial constituyen causales de éxito o fracaso al momento de afrontar la EDD. Asimismo, se identificó cierto nivel de desconfianza en cuanto a la finalidad de la evaluación, ya que se halló que algunos docentes creen que esta evaluación probablemente busque el despido de los docentes. Por último, se encontró que algunos docentes creen que algunas características de sus estudiantes de las escuelas en las que trabajan y el tiempo asignado a la evaluación influirían en su desempeño al momento de afrontar la EDD. / In Latin America, in recent years, teacher performance evaluations have been applied. Given this context, some countries such as Chile and Mexico have shown a negative attitude of teachers and uncertainty regarding this evaluation (Schulmeyer, 2002). In the Peruvian case, for example, in 2017, approximately 238 thousand teachers carried out one of the largest teacher strikes, where they demanded the repeal of the Teacher Performance Evaluation (EDD in Spanish, Fowks, 2017). This international situation shows the importance of investigating the various aspects of this problem. In this framework, this research was carried out with the objective of exploring the beliefs and causal attributions that teachers of bilingual rural-multigrade Primary Level schools in the Ancash region handle on this evaluation. Beliefs and causal attributions were chosen as theoretical elements, because both are constructs that are complementary and that allow the study of perceptions about a phenomenon. Based on this, this qualitative study was carried out with a phenomenological approach and some tools of grounded theory were used. After defining this methodological estimation, five semi-structured interviews were carried out with teachers of this type of schools. After the analysis, it was evidenced that the participants assume that their experience in the classroom, their preparation and their initial training constitute causes of success or failure when facing the EDD. Likewise, a certain level of distrust was identified as to the purpose of the evaluation, since it was found that some teachers believe that this evaluation is likely to seek the dismissal of teachers. Finally, it was found that some teachers believe that some characteristics of their students from the schools in which they work and the time allocated to the evaluation would influence their performance when facing the EDD. / Trabajo de Suficiencia Profesional

Solicitud de embargo por publicación en revista indexada. / La revisión teórica y bibliográfica desarrollada a continuación surge a raíz de la presencia de la primera experiencia de educación remota de emergencia en el Perú (una variante de la educación a distancia): la estrategia multicanal “Aprendo en casa”, la cual fue producto de la pandemia del coronavirus. Asimismo, este análisis de fuentes está orientado a identificar las posibilidades de indagación a partir de las creencias y atribuciones causales que puedan surgir de la utilización de esta modalidad de aprendizaje en el Nivel Inicial. Para ello, se define a las creencias como aquellos juicios evaluativos que conducen la manera de pensar y proceder de las personas en determinadas situaciones (Borg, 2001; Pajares,1992). De la misma forma, las atribuciones causales son construcciones mentales desarrolladas a partir de la búsqueda de razones que explican un hecho y que, además, determinan cómo el sujeto enfrenta situaciones posteriores (Weiner, 1985). Finalmente, en este trabajo, se ha identificado que, en los estudios realizados sobre educación a distancia, las percepciones sobre esta modalidad varían de acuerdo al nivel de conocimiento y experiencia que los docentes y estudiantes poseen acerca de ella. Además, se resalta la ausencia de situaciones en las que se haya usado este tipo de educación en edades tempranas y se hace hincapié en la necesidad de indagar la pertinencia de su aplicación en el Nivel Inicial. / The theoretical and bibliographic review developed below arises from the presence of the first remote education experience (EAD) in Peru (a distance education form): the multichannel strategy “Aprendo en casa”, which was a product of COVID-19. Likewise, this resource analysis is aimed towards identifying the possibilities of research based on the beliefs and causal attributions that may arise from the use of this new modality of learning at the preschool level. In order to do this, beliefs are defined as those evaluative judgments that guide the way people think or act in different circumstances (Borg, 2001; Pajares,1992). In the same way, causal attributions are mental constructions that are developed based on the reasons that explain a fact, and that, in addition, determines how any subject faces subsequent situations (Weiner, 1985). To finish off, in this investigation, it has been identified that, in the studies that have been carried out about distance education, perceptions about this modality vary according to the level of knowledge and experience that a teacher and student have of it. In addition, the absence of situations where this modality of education might have been used in the early years is highlighted and it is emphasized that there is a need to investigate the relevance of its application at preschool level. / Trabajo de investigación