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    What is the best model for girls and boys faced with a standardized mathematics evaluation situation: a hardworking role model or a gifted role model?

    Bagès, Céline, Martinot, Delphine
    The British journal of social psychology, September 2011, Vol.50(3), pp.536-43 [Revue évaluée par les pairs]
    MEDLINE/PubMed (U.S. National Library of Medicine)
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    Titre: What is the best model for girls and boys faced with a standardized mathematics evaluation situation: a hardworking role model or a gifted role model?
    Auteur: Bagès, Céline; Martinot, Delphine
    Sujet: Identification (Psychology) ; Mathematics ; Problem Solving
    Description: Same-gender role models are likely to improve girls' math performance. This field experiment examined whether the explanation given for a role model's success also influence children's math performance. Fifth graders were presented with a female or a male role model before a difficult math test and were informed about the cause of his/her math success (effort vs. ability vs. no explanation). The results showed that the gender of a hardworking role model did not influence math performance. In contrast, when the role model's success was not explained or explained by abilities, children performed better with the female role model than with the male role model. The hardworking role model and the female role model allowed reducing stereotype threat among girls.
    Fait partie de: The British journal of social psychology, September 2011, Vol.50(3), pp.536-43
    Identifiant: 2044-8309 (E-ISSN); 21453310 Version (PMID); 10.1111/j.2044-8309.2010.02017.x (DOI)

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    When school and family convey different cultural messages: the experience of turkish minority group members in france

    Aelenei, Cristina, Darnon, Céline, Martinot, Delphine
    Psychologica Belgica, 2016, 56, 2, 111-117
    2016
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    Titre: When school and family convey different cultural messages: the experience of turkish minority group members in france
    Auteur: Aelenei, Cristina; Darnon, Céline; Martinot, Delphine
    Date: 2016
    Fait partie de: Psychologica Belgica, 2016, 56, 2, 111-117

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    Boys, girls, and the school cultural environment: Teachers’ judgment and students’ values

    Aelenei, Cristina, Darnon, Céline, Martinot, Delphine
    Journal of Social Psychology, 2017, 157, 5, 556-570
    2017
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    Titre: Boys, girls, and the school cultural environment: Teachers’ judgment and students’ values
    Auteur: Aelenei, Cristina; Darnon, Céline; Martinot, Delphine
    Date: 2017
    Fait partie de: Journal of Social Psychology, 2017, 157, 5, 556-570

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    French Children’s Awareness of Gender Stereotypes About Mathematics and Reading: When Girls Improve Their Reputation in Math

    Martinot, Delphine, Bagès, Céline, Désert, Michel
    Sex Roles, 2012, Vol.66(3), pp.210-219 [Revue évaluée par les pairs]
    Springer Science & Business Media B.V.
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    Titre: French Children’s Awareness of Gender Stereotypes About Mathematics and Reading: When Girls Improve Their Reputation in Math
    Auteur: Martinot, Delphine; Bagès, Céline; Désert, Michel
    Sujet: Gender stereotype awareness ; Academic abilities ; Children ; Math ; Reading
    Description: Since 2000, surveys on academic achievement show gender inequalities in favor of girls in the school setting. The aim of the present study was to examine if gender stereotypes about academic abilities that are usually considered as fully demonstrated in the literature have to be updated. Three hundred ninety-eight French fifth graders from a medium-sized provincial town answered a questionnaire designed to examine, both with direct and indirect measures, if they hold different gender stereotypes concerning mathematics and reading depending on target’s age (children vs. adults). As expected, results showed that participants, regardless of their gender, were aware of a math-ability stereotype favorable to men when the stereotyped targets were adults. When the stereotyped targets were children and young adolescents, the math-ability stereotype was less clear. Participants believed that people think that girls succeed as well as boys in math. Concerning reading-ability, participants reported the “usual” stereotype favorable to females, regardless of the stereotyped target’s age (child or adult). Together these results suggest that academic gender stereotypes have to be reconsidered. The math-ability stereotype targeting children and favorable to both genders seems to show an improvement of the French girls’ reputation in mathematics. Moreover, the reputation of French boys in this domain seems to be poorer than reported in previous research.
    Fait partie de: Sex Roles, 2012, Vol.66(3), pp.210-219
    Identifiant: 0360-0025 (ISSN); 1573-2762 (E-ISSN); 10.1007/s11199-011-0032-3 (DOI)

    • Plusieurs versions

    Perception of students’ intelligence malleability and potential for future success: Unfavourable beliefs towards girls

    Verniers, Catherine, Martinot, Delphine
    British Journal of Educational Psychology, September 2015, Vol.85(3), pp.289-299 [Revue évaluée par les pairs]

    • Plusieurs versions

    Boys, girls, and the school cultural environment: Teachers' judgment and students' values

    Aelenei, Cristina, Darnon, Céline, Martinot, Delphine
    The Journal of social psychology, 03 September 2017, Vol.157(5), pp.556-570 [Revue évaluée par les pairs]

    • Plusieurs versions

    Virtues of a Hardworking Role Model to Improve Girls’ Mathematics Performance

    Bagès, Céline, Verniers, Catherine, Martinot, Delphine
    Psychology of women quarterly, March 2016, Vol.40(1), pp.55-64 [Revue évaluée par les pairs]

    • Plusieurs versions

    The feminization of school hypothesis called into question among junior and high school students

    Verniers, Catherine, Martinot, Delphine, Dompnier, Benoît
    British Journal of Educational Psychology, September 2016, Vol.86(3), pp.369-381 [Revue évaluée par les pairs]

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    L’EJSAG, une Échelle de Justification du système Spécifique Au Genre : validation auprès d’une population d’adolescents et d’adultes

    Verniers, Catherine, Martinot, Delphine
    L'année psychologique, 2015, Vol.115(1), pp.107-140 [Revue évaluée par les pairs]
    Cairn.info, Cairn.info - Revues
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    Titre: L’EJSAG, une Échelle de Justification du système Spécifique Au Genre : validation auprès d’une population d’adolescents et d’adultes
    Auteur: Verniers, Catherine; Martinot, Delphine
    Sujet: Psychology
    Description: L'objectif de la présente étude est de proposer une échelle de justification du système spécifique au genre en langue française, l'EJSAG, validée auprès d'une population de 662 participants, adolescents et adultes. Dans les études 1 et 2, des analyses factorielles exploratoires puis confirmatoires ont permis de retenir une échelle unifactorielle en huit items. Dans l'étude 3, les validités convergentes et discriminantes de l'EJSAG ont été établies. Des différences de sexe conformes aux résultats régulièrement observés dans la littérature ont également été mises en évidence : les participants présentant des scores moyens plus élevés que les participantes sur cette échelle. Enfin, les alpha de Cronbach sont satisfaisants dans l'ensemble des échantillons. Cet outil est susceptible de contribuer à la compréhension des mécanismes sous-tendant le maintien des inégalités de genre chez les adolescents et les adultes, et de faciliter l'étude de la justification du système de genre d'un...
    Fait partie de: L'année psychologique, 2015, Vol.115(1), pp.107-140
    Identifiant: 0003-5033 (ISSN); 1955-2580 (E-ISSN); 10.3917/anpsy.151.0107 (DOI)

    • Plusieurs versions

    Characteristics expected in fields of higher education and gender stereotypical traits related to academic success: a mirror effect

    Verniers, Catherine, Martinot, Delphine
    Social Psychology of Education, 2015, Vol.18(4), pp.719-733 [Revue évaluée par les pairs]