Influence of academic settings (eg: social comparison, evaluative pressure) on learning and intellectual performance
School reproduction of social inequalities (from preschool to university)
Socialization and self-concept (independent / interdependent)
Sense of belonging and academic achievement
Development and evaluation of interventions in schools
Mots-clés : educational inequalities, context, social comparison, evaluation pressure
Nicole Stephens, Professor at Northwestern University
Andrei Cimpian, Professor at New York University
Goudeau, S., Sanrey, C., Stanczak, A., Manstead, A, & Darnon, C. (2021). Lockdown and homeschooling: Why and how the COVID-19 pandemic is likely to increase the social class achievement gap. Nature Human Behaviour. https://doi.org/10.1038/s41562-021-01212-7
Sanrey, C., Goudeau, S., Stanczak, A., & Darnon, C. (in press). A two-sided lockdown? Social class variations in the implementation of homeschooling during the COVID-19 lockdown. Frontiers in Psychology.
Goudeau, S., & Cimpian, A. (2021). How Do Young Children Explain Differences in the Classroom? Implications for Achievement, Motivation, and Educational Equity. Perspectives on Psychological Science, 16, 533-552. https://doi.org/10.1177/1745691620953781
Aube, B., Follenfant, A., Goudeau, S., & Derguy, C. (2020). Public stigma of Autism Spectrum Disorders at school: The older the children, the more crucial implicit attitudes are. Journal of Autism and Developmental Disorders.
Croizet, J.-C., Autin, F., Goudeau, S., Marot, M., & Millet, M. (2019). Education and Social Class: Highlighting How the Educational System Perpetuates Social Inequality. In The Social Psychology of Inequality (5 ed., Vol. 30, pp. 139–152). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-030-28856-3_9
Croizet, J. C., Goudeau, S., Marot, M., & Millet, M. (2017). How do Educational Contexts Contribute to the Social Class Achievement Gap: Documenting Symbolic Violence from a Social Psychological Point of View. Current Opinion in Psychology, 18, 105-110. doi:10.1016/j.copsyc.2017.08.025.