AustralieFrV1, PascalFrancis, Corpus, bibRecord, 001793

Are Academic Discounting and Devaluing Double-Edged Swords? Their Relations to Global Self-Esteem, Achievement Goals, and Performance Among Stigmatized Students

Identifieur interne : 001793 ( PascalFrancis/Corpus ); précédent : 001792; suivant : 001794

Are Academic Discounting and Devaluing Double-Edged Swords? Their Relations to Global Self-Esteem, Achievement Goals, and Performance Among Stigmatized Students

Auteurs : Florence Loose ; Isabelle Regner ; Alexandre J. S. Morin ; Florence Dumas

Source :

Journal of educational psychology [ 0022-0663 ] ; 2012.

RBID : Francis:12-0366301

Descripteurs français

Pascal (Inist)
- Motivation, Performance, Milieu scolaire, Estime soi, Stigmate, Dévaluation, Réussite scolaire, Homme, Etudiant, Adolescent.

English descriptors

KwdEn :
- Academic achievement, Adolescent, Devaluation, Human, Motivation, Performance, School environment, Self esteem, Stigma, Student.

Abstract

Often taken for granted, the coexistence of benefits and costs of discounting and devaluing has never been tested. Yet, not only are there inconsistent findings about the relations between these processes and global self-esteem, but little is known about their relations to motivation and performance. Here we simultaneously examined how academic discounting and devaluing relate to global self-esteem, achievement goals, and grades. Conducted among a diverse sample of stigmatized secondary-school students, the present study showed that discounting was positively related to global self-esteem (even more for students with lower academic self-esteem) and unrelated to achievement goals and grades. Devaluing was unrelated to global self-esteem, negatively related to all achievement goals, and associated with lower grades through mastery-approach goals. These findings suggest that discounting is a true self-protective strategy, buffering self-evaluation without decreasing achievement motivation. On the contrary, devaluing appears as a maladaptive strategy, with no benefit at all for self-evaluation and major costs for achievement motivation and grades.

Notice en format standard (ISO 2709)

Pour connaître la documentation sur le format Inist Standard.

A01	`01`	`1`		`@0 0022-0663`
A02	`01`			`@0 JLEPA5`
A03		`1`		`@0 J. educ. psychol.`
A05				`@2 104`
A06				`@2 3`
A08	`01`	`1`	`ENG`	`@1 Are Academic Discounting and Devaluing Double-Edged Swords? Their Relations to Global Self-Esteem, Achievement Goals, and Performance Among Stigmatized Students`
A11	`01`	`1`		`@1 LOOSE (Florence)`
A11	`02`	`1`		`@1 REGNER (Isabelle)`
A11	`03`	`1`		`@1 MORIN (Alexandre J. S.)`
A11	`04`	`1`		`@1 DUMAS (Florence)`
A14	`01`			`@1 Montpellier 2 University and MRM (Montpellier Research in Management) @3 FRA @Z 1 aut.`
A14	`02`			`@1 University of Sherbrooke @3 CAN @Z 3 aut.`
A14	`03`			`@1 University of Western Sydney @3 AUS @Z 3 aut.`
A14	`04`			`@1 Aix-Marseille University and Centre National del la Recherche Scientifique @3 FRA @Z 2 aut. @Z 4 aut.`
A14	`05`			`@1 Jean Moulin Lyon III University @3 FRA @Z 4 aut.`
A20				`@1 713-725`
A21				`@1 2012`
A23	`01`			`@0 ENG`
A43	`01`			`@1 INIST @2 3205 @5 354000504432420150`
A44				`@0 0000 @1 © 2012 INIST-CNRS. All rights reserved.`
A45				`@0 2 p.1/4`
A47	`01`	`1`		`@0 12-0366301`
A60				`@1 P`
A61				`@0 A`
A64	`01`	`1`		`@0 Journal of educational psychology`
A66	`01`			`@0 USA`
C01	`01`		`ENG`	@0 Often taken for granted, the coexistence of benefits and costs of discounting and devaluing has never been tested. Yet, not only are there inconsistent findings about the relations between these processes and global self-esteem, but little is known about their relations to motivation and performance. Here we simultaneously examined how academic discounting and devaluing relate to global self-esteem, achievement goals, and grades. Conducted among a diverse sample of stigmatized secondary-school students, the present study showed that discounting was positively related to global self-esteem (even more for students with lower academic self-esteem) and unrelated to achievement goals and grades. Devaluing was unrelated to global self-esteem, negatively related to all achievement goals, and associated with lower grades through mastery-approach goals. These findings suggest that discounting is a true self-protective strategy, buffering self-evaluation without decreasing achievement motivation. On the contrary, devaluing appears as a maladaptive strategy, with no benefit at all for self-evaluation and major costs for achievement motivation and grades.
C02	`01`	`X`		`@0 770B11C @1 II`
C03	`01`	`X`	`FRE`	`@0 Motivation @5 01`
C03	`01`	`X`	`ENG`	`@0 Motivation @5 01`
C03	`01`	`X`	`SPA`	`@0 Motivación @5 01`
C03	`02`	`X`	`FRE`	`@0 Performance @5 02`
C03	`02`	`X`	`ENG`	`@0 Performance @5 02`
C03	`02`	`X`	`SPA`	`@0 Rendimiento @5 02`
C03	`03`	`X`	`FRE`	`@0 Milieu scolaire @5 03`
C03	`03`	`X`	`ENG`	`@0 School environment @5 03`
C03	`03`	`X`	`SPA`	`@0 Medio escolar @5 03`
C03	`04`	`X`	`FRE`	`@0 Estime soi @5 04`
C03	`04`	`X`	`ENG`	`@0 Self esteem @5 04`
C03	`04`	`X`	`SPA`	`@0 Estima consigo @5 04`
C03	`05`	`X`	`FRE`	`@0 Stigmate @5 05`
C03	`05`	`X`	`ENG`	`@0 Stigma @5 05`
C03	`05`	`X`	`SPA`	`@0 Estigma @5 05`
C03	`06`	`X`	`FRE`	`@0 Dévaluation @5 06`
C03	`06`	`X`	`ENG`	`@0 Devaluation @5 06`
C03	`07`	`X`	`FRE`	`@0 Réussite scolaire @5 07`
C03	`07`	`X`	`ENG`	`@0 Academic achievement @5 07`
C03	`07`	`X`	`SPA`	`@0 Logro escolar @5 07`
C03	`08`	`X`	`FRE`	`@0 Homme @5 18`
C03	`08`	`X`	`ENG`	`@0 Human @5 18`
C03	`08`	`X`	`SPA`	`@0 Hombre @5 18`
C03	`09`	`X`	`FRE`	`@0 Etudiant @5 19`
C03	`09`	`X`	`ENG`	`@0 Student @5 19`
C03	`09`	`X`	`SPA`	`@0 Estudiante @5 19`
C03	`10`	`X`	`FRE`	`@0 Adolescent @5 20`
C03	`10`	`X`	`ENG`	`@0 Adolescent @5 20`
C03	`10`	`X`	`SPA`	`@0 Adolescente @5 20`
C07	`01`	`X`	`FRE`	`@0 Electrophysiologie @5 37`
C07	`01`	`X`	`ENG`	`@0 Electrophysiology @5 37`
C07	`01`	`X`	`SPA`	`@0 Electrofisiología @5 37`
N21				`@1 282`

Format Inist (serveur)

NO :	FRANCIS 12-0366301 INIST
ET :	Are Academic Discounting and Devaluing Double-Edged Swords? Their Relations to Global Self-Esteem, Achievement Goals, and Performance Among Stigmatized Students
AU :	LOOSE (Florence); REGNER (Isabelle); MORIN (Alexandre J. S.); DUMAS (Florence)
AF :	Montpellier 2 University and MRM (Montpellier Research in Management)/France (1 aut.); University of Sherbrooke/Canada (3 aut.); University of Western Sydney/Australie (3 aut.); Aix-Marseille University and Centre National del la Recherche Scientifique/France (2 aut., 4 aut.); Jean Moulin Lyon III University/France (4 aut.)
DT :	Publication en série; Niveau analytique
SO :	Journal of educational psychology; ISSN 0022-0663; Coden JLEPA5; Etats-Unis; Da. 2012; Vol. 104; No. 3; Pp. 713-725; Bibl. 2 p.1/4
LA :	Anglais
EA :	Often taken for granted, the coexistence of benefits and costs of discounting and devaluing has never been tested. Yet, not only are there inconsistent findings about the relations between these processes and global self-esteem, but little is known about their relations to motivation and performance. Here we simultaneously examined how academic discounting and devaluing relate to global self-esteem, achievement goals, and grades. Conducted among a diverse sample of stigmatized secondary-school students, the present study showed that discounting was positively related to global self-esteem (even more for students with lower academic self-esteem) and unrelated to achievement goals and grades. Devaluing was unrelated to global self-esteem, negatively related to all achievement goals, and associated with lower grades through mastery-approach goals. These findings suggest that discounting is a true self-protective strategy, buffering self-evaluation without decreasing achievement motivation. On the contrary, devaluing appears as a maladaptive strategy, with no benefit at all for self-evaluation and major costs for achievement motivation and grades.
CC :	770B11C
FD :	Motivation; Performance; Milieu scolaire; Estime soi; Stigmate; Dévaluation; Réussite scolaire; Homme; Etudiant; Adolescent
FG :	Electrophysiologie
ED :	Motivation; Performance; School environment; Self esteem; Stigma; Devaluation; Academic achievement; Human; Student; Adolescent
EG :	Electrophysiology
SD :	Motivación; Rendimiento; Medio escolar; Estima consigo; Estigma; Logro escolar; Hombre; Estudiante; Adolescente
LO :	INIST-3205.354000504432420150
ID :	12-0366301

Links to Exploration step

Francis:12-0366301

Le document en format XML

<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en" level="a">Are Academic Discounting and Devaluing Double-Edged Swords? Their Relations to Global Self-Esteem, Achievement Goals, and Performance Among Stigmatized Students</title>
<author><name sortKey="Loose, Florence" sort="Loose, Florence" uniqKey="Loose F" first="Florence" last="Loose">Florence Loose</name>
<affiliation><inist:fA14 i1="01"><s1>Montpellier 2 University and MRM (Montpellier Research in Management)</s1>
<s3>FRA</s3>
<sZ>1 aut.</sZ>
</inist:fA14>
</affiliation>
</author>
<author><name sortKey="Regner, Isabelle" sort="Regner, Isabelle" uniqKey="Regner I" first="Isabelle" last="Regner">Isabelle Regner</name>
<affiliation><inist:fA14 i1="04"><s1>Aix-Marseille University and Centre National del la Recherche Scientifique</s1>
<s3>FRA</s3>
<sZ>2 aut.</sZ>
<sZ>4 aut.</sZ>
</inist:fA14>
</affiliation>
</author>
<author><name sortKey="Morin, Alexandre J S" sort="Morin, Alexandre J S" uniqKey="Morin A" first="Alexandre J. S." last="Morin">Alexandre J. S. Morin</name>
<affiliation><inist:fA14 i1="02"><s1>University of Sherbrooke</s1>
<s3>CAN</s3>
<sZ>3 aut.</sZ>
</inist:fA14>
</affiliation>
<affiliation><inist:fA14 i1="03"><s1>University of Western Sydney</s1>
<s3>AUS</s3>
<sZ>3 aut.</sZ>
</inist:fA14>
</affiliation>
</author>
<author><name sortKey="Dumas, Florence" sort="Dumas, Florence" uniqKey="Dumas F" first="Florence" last="Dumas">Florence Dumas</name>
<affiliation><inist:fA14 i1="04"><s1>Aix-Marseille University and Centre National del la Recherche Scientifique</s1>
<s3>FRA</s3>
<sZ>2 aut.</sZ>
<sZ>4 aut.</sZ>
</inist:fA14>
</affiliation>
<affiliation><inist:fA14 i1="05"><s1>Jean Moulin Lyon III University</s1>
<s3>FRA</s3>
<sZ>4 aut.</sZ>
</inist:fA14>
</affiliation>
</author>
</titleStmt>
<publicationStmt><idno type="wicri:source">INIST</idno>
<idno type="inist">12-0366301</idno>
<date when="2012">2012</date>
<idno type="stanalyst">FRANCIS 12-0366301 INIST</idno>
<idno type="RBID">Francis:12-0366301</idno>
<idno type="wicri:Area/PascalFrancis/Corpus">001793</idno>
</publicationStmt>
<sourceDesc><biblStruct><analytic><title xml:lang="en" level="a">Are Academic Discounting and Devaluing Double-Edged Swords? Their Relations to Global Self-Esteem, Achievement Goals, and Performance Among Stigmatized Students</title>
<author><name sortKey="Loose, Florence" sort="Loose, Florence" uniqKey="Loose F" first="Florence" last="Loose">Florence Loose</name>
<affiliation><inist:fA14 i1="01"><s1>Montpellier 2 University and MRM (Montpellier Research in Management)</s1>
<s3>FRA</s3>
<sZ>1 aut.</sZ>
</inist:fA14>
</affiliation>
</author>
<author><name sortKey="Regner, Isabelle" sort="Regner, Isabelle" uniqKey="Regner I" first="Isabelle" last="Regner">Isabelle Regner</name>
<affiliation><inist:fA14 i1="04"><s1>Aix-Marseille University and Centre National del la Recherche Scientifique</s1>
<s3>FRA</s3>
<sZ>2 aut.</sZ>
<sZ>4 aut.</sZ>
</inist:fA14>
</affiliation>
</author>
<author><name sortKey="Morin, Alexandre J S" sort="Morin, Alexandre J S" uniqKey="Morin A" first="Alexandre J. S." last="Morin">Alexandre J. S. Morin</name>
<affiliation><inist:fA14 i1="02"><s1>University of Sherbrooke</s1>
<s3>CAN</s3>
<sZ>3 aut.</sZ>
</inist:fA14>
</affiliation>
<affiliation><inist:fA14 i1="03"><s1>University of Western Sydney</s1>
<s3>AUS</s3>
<sZ>3 aut.</sZ>
</inist:fA14>
</affiliation>
</author>
<author><name sortKey="Dumas, Florence" sort="Dumas, Florence" uniqKey="Dumas F" first="Florence" last="Dumas">Florence Dumas</name>
<affiliation><inist:fA14 i1="04"><s1>Aix-Marseille University and Centre National del la Recherche Scientifique</s1>
<s3>FRA</s3>
<sZ>2 aut.</sZ>
<sZ>4 aut.</sZ>
</inist:fA14>
</affiliation>
<affiliation><inist:fA14 i1="05"><s1>Jean Moulin Lyon III University</s1>
<s3>FRA</s3>
<sZ>4 aut.</sZ>
</inist:fA14>
</affiliation>
</author>
</analytic>
<series><title level="j" type="main">Journal of educational psychology</title>
<title level="j" type="abbreviated">J. educ. psychol.</title>
<idno type="ISSN">0022-0663</idno>
<imprint><date when="2012">2012</date>
</imprint>
</series>
</biblStruct>
</sourceDesc>
<seriesStmt><title level="j" type="main">Journal of educational psychology</title>
<title level="j" type="abbreviated">J. educ. psychol.</title>
<idno type="ISSN">0022-0663</idno>
</seriesStmt>
</fileDesc>
<profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Academic achievement</term>
<term>Adolescent</term>
<term>Devaluation</term>
<term>Human</term>
<term>Motivation</term>
<term>Performance</term>
<term>School environment</term>
<term>Self esteem</term>
<term>Stigma</term>
<term>Student</term>
</keywords>
<keywords scheme="Pascal" xml:lang="fr"><term>Motivation</term>
<term>Performance</term>
<term>Milieu scolaire</term>
<term>Estime soi</term>
<term>Stigmate</term>
<term>Dévaluation</term>
<term>Réussite scolaire</term>
<term>Homme</term>
<term>Etudiant</term>
<term>Adolescent</term>
</keywords>
</textClass>
</profileDesc>
</teiHeader>
<front><div type="abstract" xml:lang="en">Often taken for granted, the coexistence of benefits and costs of discounting and devaluing has never been tested. Yet, not only are there inconsistent findings about the relations between these processes and global self-esteem, but little is known about their relations to motivation and performance. Here we simultaneously examined how academic discounting and devaluing relate to global self-esteem, achievement goals, and grades. Conducted among a diverse sample of stigmatized secondary-school students, the present study showed that discounting was positively related to global self-esteem (even more for students with lower academic self-esteem) and unrelated to achievement goals and grades. Devaluing was unrelated to global self-esteem, negatively related to all achievement goals, and associated with lower grades through mastery-approach goals. These findings suggest that discounting is a true self-protective strategy, buffering self-evaluation without decreasing achievement motivation. On the contrary, devaluing appears as a maladaptive strategy, with no benefit at all for self-evaluation and major costs for achievement motivation and grades.</div>
</front>
</TEI>
<inist><standard h6="B"><pA><fA01 i1="01" i2="1"><s0>0022-0663</s0>
</fA01>
<fA02 i1="01"><s0>JLEPA5</s0>
</fA02>
<fA03 i2="1"><s0>J. educ. psychol.</s0>
</fA03>
<fA05><s2>104</s2>
</fA05>
<fA06><s2>3</s2>
</fA06>
<fA08 i1="01" i2="1" l="ENG"><s1>Are Academic Discounting and Devaluing Double-Edged Swords? Their Relations to Global Self-Esteem, Achievement Goals, and Performance Among Stigmatized Students</s1>
</fA08>
<fA11 i1="01" i2="1"><s1>LOOSE (Florence)</s1>
</fA11>
<fA11 i1="02" i2="1"><s1>REGNER (Isabelle)</s1>
</fA11>
<fA11 i1="03" i2="1"><s1>MORIN (Alexandre J. S.)</s1>
</fA11>
<fA11 i1="04" i2="1"><s1>DUMAS (Florence)</s1>
</fA11>
<fA14 i1="01"><s1>Montpellier 2 University and MRM (Montpellier Research in Management)</s1>
<s3>FRA</s3>
<sZ>1 aut.</sZ>
</fA14>
<fA14 i1="02"><s1>University of Sherbrooke</s1>
<s3>CAN</s3>
<sZ>3 aut.</sZ>
</fA14>
<fA14 i1="03"><s1>University of Western Sydney</s1>
<s3>AUS</s3>
<sZ>3 aut.</sZ>
</fA14>
<fA14 i1="04"><s1>Aix-Marseille University and Centre National del la Recherche Scientifique</s1>
<s3>FRA</s3>
<sZ>2 aut.</sZ>
<sZ>4 aut.</sZ>
</fA14>
<fA14 i1="05"><s1>Jean Moulin Lyon III University</s1>
<s3>FRA</s3>
<sZ>4 aut.</sZ>
</fA14>
<fA20><s1>713-725</s1>
</fA20>
<fA21><s1>2012</s1>
</fA21>
<fA23 i1="01"><s0>ENG</s0>
</fA23>
<fA43 i1="01"><s1>INIST</s1>
<s2>3205</s2>
<s5>354000504432420150</s5>
</fA43>
<fA44><s0>0000</s0>
<s1>© 2012 INIST-CNRS. All rights reserved.</s1>
</fA44>
<fA45><s0>2 p.1/4</s0>
</fA45>
<fA47 i1="01" i2="1"><s0>12-0366301</s0>
</fA47>
<fA60><s1>P</s1>
</fA60>
<fA61><s0>A</s0>
</fA61>
<fA64 i1="01" i2="1"><s0>Journal of educational psychology</s0>
</fA64>
<fA66 i1="01"><s0>USA</s0>
</fA66>
<fC01 i1="01" l="ENG"><s0>Often taken for granted, the coexistence of benefits and costs of discounting and devaluing has never been tested. Yet, not only are there inconsistent findings about the relations between these processes and global self-esteem, but little is known about their relations to motivation and performance. Here we simultaneously examined how academic discounting and devaluing relate to global self-esteem, achievement goals, and grades. Conducted among a diverse sample of stigmatized secondary-school students, the present study showed that discounting was positively related to global self-esteem (even more for students with lower academic self-esteem) and unrelated to achievement goals and grades. Devaluing was unrelated to global self-esteem, negatively related to all achievement goals, and associated with lower grades through mastery-approach goals. These findings suggest that discounting is a true self-protective strategy, buffering self-evaluation without decreasing achievement motivation. On the contrary, devaluing appears as a maladaptive strategy, with no benefit at all for self-evaluation and major costs for achievement motivation and grades.</s0>
</fC01>
<fC02 i1="01" i2="X"><s0>770B11C</s0>
<s1>II</s1>
</fC02>
<fC03 i1="01" i2="X" l="FRE"><s0>Motivation</s0>
<s5>01</s5>
</fC03>
<fC03 i1="01" i2="X" l="ENG"><s0>Motivation</s0>
<s5>01</s5>
</fC03>
<fC03 i1="01" i2="X" l="SPA"><s0>Motivación</s0>
<s5>01</s5>
</fC03>
<fC03 i1="02" i2="X" l="FRE"><s0>Performance</s0>
<s5>02</s5>
</fC03>
<fC03 i1="02" i2="X" l="ENG"><s0>Performance</s0>
<s5>02</s5>
</fC03>
<fC03 i1="02" i2="X" l="SPA"><s0>Rendimiento</s0>
<s5>02</s5>
</fC03>
<fC03 i1="03" i2="X" l="FRE"><s0>Milieu scolaire</s0>
<s5>03</s5>
</fC03>
<fC03 i1="03" i2="X" l="ENG"><s0>School environment</s0>
<s5>03</s5>
</fC03>
<fC03 i1="03" i2="X" l="SPA"><s0>Medio escolar</s0>
<s5>03</s5>
</fC03>
<fC03 i1="04" i2="X" l="FRE"><s0>Estime soi</s0>
<s5>04</s5>
</fC03>
<fC03 i1="04" i2="X" l="ENG"><s0>Self esteem</s0>
<s5>04</s5>
</fC03>
<fC03 i1="04" i2="X" l="SPA"><s0>Estima consigo</s0>
<s5>04</s5>
</fC03>
<fC03 i1="05" i2="X" l="FRE"><s0>Stigmate</s0>
<s5>05</s5>
</fC03>
<fC03 i1="05" i2="X" l="ENG"><s0>Stigma</s0>
<s5>05</s5>
</fC03>
<fC03 i1="05" i2="X" l="SPA"><s0>Estigma</s0>
<s5>05</s5>
</fC03>
<fC03 i1="06" i2="X" l="FRE"><s0>Dévaluation</s0>
<s5>06</s5>
</fC03>
<fC03 i1="06" i2="X" l="ENG"><s0>Devaluation</s0>
<s5>06</s5>
</fC03>
<fC03 i1="07" i2="X" l="FRE"><s0>Réussite scolaire</s0>
<s5>07</s5>
</fC03>
<fC03 i1="07" i2="X" l="ENG"><s0>Academic achievement</s0>
<s5>07</s5>
</fC03>
<fC03 i1="07" i2="X" l="SPA"><s0>Logro escolar</s0>
<s5>07</s5>
</fC03>
<fC03 i1="08" i2="X" l="FRE"><s0>Homme</s0>
<s5>18</s5>
</fC03>
<fC03 i1="08" i2="X" l="ENG"><s0>Human</s0>
<s5>18</s5>
</fC03>
<fC03 i1="08" i2="X" l="SPA"><s0>Hombre</s0>
<s5>18</s5>
</fC03>
<fC03 i1="09" i2="X" l="FRE"><s0>Etudiant</s0>
<s5>19</s5>
</fC03>
<fC03 i1="09" i2="X" l="ENG"><s0>Student</s0>
<s5>19</s5>
</fC03>
<fC03 i1="09" i2="X" l="SPA"><s0>Estudiante</s0>
<s5>19</s5>
</fC03>
<fC03 i1="10" i2="X" l="FRE"><s0>Adolescent</s0>
<s5>20</s5>
</fC03>
<fC03 i1="10" i2="X" l="ENG"><s0>Adolescent</s0>
<s5>20</s5>
</fC03>
<fC03 i1="10" i2="X" l="SPA"><s0>Adolescente</s0>
<s5>20</s5>
</fC03>
<fC07 i1="01" i2="X" l="FRE"><s0>Electrophysiologie</s0>
<s5>37</s5>
</fC07>
<fC07 i1="01" i2="X" l="ENG"><s0>Electrophysiology</s0>
<s5>37</s5>
</fC07>
<fC07 i1="01" i2="X" l="SPA"><s0>Electrofisiología</s0>
<s5>37</s5>
</fC07>
<fN21><s1>282</s1>
</fN21>
</pA>
</standard>
<server><NO>FRANCIS 12-0366301 INIST</NO>
<ET>Are Academic Discounting and Devaluing Double-Edged Swords? Their Relations to Global Self-Esteem, Achievement Goals, and Performance Among Stigmatized Students</ET>
<AU>LOOSE (Florence); REGNER (Isabelle); MORIN (Alexandre J. S.); DUMAS (Florence)</AU>
<AF>Montpellier 2 University and MRM (Montpellier Research in Management)/France (1 aut.); University of Sherbrooke/Canada (3 aut.); University of Western Sydney/Australie (3 aut.); Aix-Marseille University and Centre National del la Recherche Scientifique/France (2 aut., 4 aut.); Jean Moulin Lyon III University/France (4 aut.)</AF>
<DT>Publication en série; Niveau analytique</DT>
<SO>Journal of educational psychology; ISSN 0022-0663; Coden JLEPA5; Etats-Unis; Da. 2012; Vol. 104; No. 3; Pp. 713-725; Bibl. 2 p.1/4</SO>
<LA>Anglais</LA>
<EA>Often taken for granted, the coexistence of benefits and costs of discounting and devaluing has never been tested. Yet, not only are there inconsistent findings about the relations between these processes and global self-esteem, but little is known about their relations to motivation and performance. Here we simultaneously examined how academic discounting and devaluing relate to global self-esteem, achievement goals, and grades. Conducted among a diverse sample of stigmatized secondary-school students, the present study showed that discounting was positively related to global self-esteem (even more for students with lower academic self-esteem) and unrelated to achievement goals and grades. Devaluing was unrelated to global self-esteem, negatively related to all achievement goals, and associated with lower grades through mastery-approach goals. These findings suggest that discounting is a true self-protective strategy, buffering self-evaluation without decreasing achievement motivation. On the contrary, devaluing appears as a maladaptive strategy, with no benefit at all for self-evaluation and major costs for achievement motivation and grades.</EA>
<CC>770B11C</CC>
<FD>Motivation; Performance; Milieu scolaire; Estime soi; Stigmate; Dévaluation; Réussite scolaire; Homme; Etudiant; Adolescent</FD>
<FG>Electrophysiologie</FG>
<ED>Motivation; Performance; School environment; Self esteem; Stigma; Devaluation; Academic achievement; Human; Student; Adolescent</ED>
<EG>Electrophysiology</EG>
<SD>Motivación; Rendimiento; Medio escolar; Estima consigo; Estigma; Logro escolar; Hombre; Estudiante; Adolescente</SD>
<LO>INIST-3205.354000504432420150</LO>
<ID>12-0366301</ID>
</server>
</inist>
</record>

Pour manipuler ce document sous Unix (Dilib)

EXPLOR_STEP=$WICRI_ROOT/Wicri/Asie/explor/AustralieFrV1/Data/PascalFrancis/Corpus

HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 001793 | SxmlIndent | more

HfdSelect -h $EXPLOR_AREA/Data/PascalFrancis/Corpus/biblio.hfd -nk 001793 | SxmlIndent | more

Pour mettre un lien sur cette page dans le réseau Wicri

{{Explor lien
   |wiki=    Wicri/Asie
   |area=    AustralieFrV1
   |flux=    PascalFrancis
   |étape=   Corpus
   |type=    RBID
   |clé=     Francis:12-0366301
   |texte=   Are Academic Discounting and Devaluing Double-Edged Swords? Their Relations to Global Self-Esteem, Achievement Goals, and Performance Among Stigmatized Students
}}

This area was generated with Dilib version V0.6.33.
Data generation: Tue Dec 5 10:43:12 2017. Site generation: Tue Mar 5 14:07:20 2024

	Serveur d'exploration sur les relations entre la France et l'Australie
	Attention, ce site est en cours de développement ! Attention, site généré par des moyens informatiques à partir de corpus bruts. Les informations ne sont donc pas validées.

Serveur d'exploration sur les relations entre la France et l'Australie

Are Academic Discounting and Devaluing Double-Edged Swords? Their Relations to Global Self-Esteem, Achievement Goals, and Performance Among Stigmatized Students

Are Academic Discounting and Devaluing Double-Edged Swords? Their Relations to Global Self-Esteem, Achievement Goals, and Performance Among Stigmatized Students

Source :

Descripteurs français

English descriptors

Abstract

Notice en format standard (ISO 2709)

Format Inist (serveur)

Links to Exploration step

Le document en format XML

Pour manipuler ce document sous Unix (Dilib)

Pour mettre un lien sur cette page dans le réseau Wicri