Pascal Pansu
Biographic Data
| ID | 2403126 |
|---|---|
| NAME | Pascal Pansu |
| GIVEN NAMES | Pascal |
| FAMILY NAME | Pansu |
| SIGNATURE | PANSU P |
| AFFILIATIONS | Université Grenoble Alpes |
| ORCID | 0000-0002-8344-615X |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 27 |
| WORKS AS AUTHOR | 24 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
I Feel Competent, Therefore I Am
Do perceptions about one’s competence shape learning, or are they simply reflections of actual skills? This study revisits this longstanding question by replicating and extending preliminary findings by Marsh et al. (2024) on the temporal dynamics linking students’ academic self-concept (i.e., their perceived academic competence) and their academic skills. Using longitudinal data from a large-scale field study (N > 9000 students, 3 measurement po…
Between self-doubt and overconfidence
Students’ academic motivation depends not only on actual competence but also on how competence is perceived. Grounded in Self-Determination Theory (SDT), this study examined how the alignment between perceived and actual competence relates to different forms of motivation. A sample of 967 French sixth-grade students (Mage = 11.22 years; 53.3% female) completed measures of perceived and actual mathematics competence as well as intrinsic, identifie…
Effect of stereotype threat on the performance of elementary school children
Using differential reinforcement for all to manage disruptive behaviors
Introduction Disruptive behaviors produce harmful effects, which reduce students’ well-being and learning opportunities. This paper presents a new strategy named Differential Reinforcement for All (DR-All), which has been inspired by DR and Social Learning Theory. Methods We conducted one study in which we applied DR-All to three classes with first grade students (intervention 1), then in kindergarten (intervention 2), and fifth grade students (i…
Cooperative learning reduces the gender gap in perceived social competences
Considering the evolving and unpredictable job market, adaptability is an important skill for young adults. Such adaptability implies that schools need to teach key social competences, like communication, collaboration, or problem-solving. In this area, a gender gap has consistently been found, showing that boys display social competences less than girls. A large-scale nationwide multilab longitudinal experiment—the ProFAN project—was conducted i…
Developmental trajectories of conditional parental regard and long-term association with students’ academic functioning
To feel unconditional love and acceptance from parents is a need which fundamental character is widely recognized. This article presents the results of a longitudinal study which first objective is to identify trajectories of change in perceived parental support conditional on academic success over a 5-year period. The second objective examines whether students’ gender, mental ability, and parental education predict membership in the trajectories…
A latent profile analysis of teachers’ causal attribution for academic success or failure
Is Emma or Liam the Top Scorer in Math? The Effects of a Counter-Stereotypical Role Model on Math Achievement
Students’ self-evaluation bias of school competence and its link to teacher judgment in elementary school
A new method for studying the halo effect in teachers' judgement and its antecedents
BackgroundIn academic contexts, teachers' judgements are central to instruction and have many consequences for students' self-perceptions. Understanding the cognitive biases that may exist in teachers' judgements is thus of central importance.AimsThis paper presents two studies in which we aimed to investigate the presence of a halo effect in teachers' judgements (Study 1 and Study 2) and to clarify the conditions for the emergence of this halo e…
The role of causal attributions in determining behavioral consequences
A large body of research has documented Weiner's theory as it applies to achievement contexts, highlighting the role of the causal dimensions (locus of causality, stability, and controllability) as antecedents of specific emotional, cognitive, and behavioral reactions. The aim of this article is to address important, and as yet unanswered questions, by focusing on the relationship between these causal dimensions and their cognitive and behavioral…
Does classroom social comparison bias students’ evaluation of their own competence
Les relations intergroupes
Comme tous les travailleurs, les chercheurs ne peuvent échapper à l’évaluation. Celle-ci ne peut être conduite par eux-mêmes. De nombreuses questions se posent : qui doit les évaluer ? À quel rythme ? Et surtout, sur quelles bases ? Sur leur réputation, leurs interventions, leur implication dans la discipline, leur présence dans la littérature scientifique ? Mais alors quelle littérature ? Comment apprécier cette présence ? Par le nombre de texte…
Are students who make an effort perceived as successful or just liked by their teachers
A burden for the boys
Quand se juger meilleur ou moins bon qu’il ne l’est s’avère profitable ou nuisible à l’élève
Cet article présente une revue des travaux ayant examiné la question des biais d’auto-évaluation de compétence cognitive ou scolaire chez des élèves et des étudiants. Dans une première partie, nous abordons la question de la mesure des biais d’auto-évaluation. Dans une seconde, nous présentons quelques rares études qui ont tenté d’identifier leurs déterminants. Dans une troisième partie, nous discutons du point de vue controversé quant au caractè…
Relation between perceived scholastic competence and social comparison mechanisms among elementary school children
Les feedbacks à l’école
L’émission de feedbacks est souvent considérée comme un élément clé pour renforcer la motivation et soutenir la réussite des élèves. Cette revue de la littérature tentera d’apporter quelques éclaircissements sur la question. Dans un premier temps, nous rappellerons les différents sens prêtés aux feedbacks et nous les situerons au regard de termes proches. Dans un second temps, nous présenterons leurs principales catégorisations avant de proposer …
Facial expressions of emotions
This paper addresses methodological considerations relevant to nonverbal communication of emotion research. In order to gather more information about the interpretations given to spontaneous and dynamic facial expressions, two main objectives guide the present exploratory research. The first one is to obtain naturalistic recordings of emotional expressions in realistic settings that are ‘emotional enough’. The second one is to address the issue o…
Jobs and evaluations
International audience
Internal attributions in an intergroup business setting
International audience
Facial Attractiveness, Applicants' Qualifications, and Judges' Expertise about Decisions in Preselective Recruitment
The aim of this study was to assess how facial attractiveness, applicants' qualifications, and the expertise of judges influence preselective recruitment in a relational occupation, hotel management. Participants (96 hotel managers and 96 students) were asked to judge a fictitious applicant based on a resume and a photograph. Overall, analysis showed that the classic effect of attractiveness on the judgments of evaluators was modulated by the app…
Internality attribution and intergroup relations
Internality attribution and intergroup relations
In two studies, subjects filled out a questionnaire requiring them to choose between internal and external explanations of desirable or undesirable events. They were also asked to fill out the same questionnaire from another person's point of view, either a member of the ingroup or a member of the outgroup. The first study used students as subjects and the events were about student life. The second study used employees for subjects and the events…
A burden for the boys
The role of causal attributions in determining behavioral consequences
A large body of research has documented Weiner's theory as it applies to achievement contexts, highlighting the role of the causal dimensions (locus of causality, stability, and controllability) as antecedents of specific emotional, cognitive, and behavioral reactions. The aim of this article is to address important, and as yet unanswered questions, by focusing on the relationship between these causal dimensions and their cognitive and behavioral…
A new method for studying the halo effect in teachers' judgement and its antecedents
BackgroundIn academic contexts, teachers' judgements are central to instruction and have many consequences for students' self-perceptions. Understanding the cognitive biases that may exist in teachers' judgements is thus of central importance.AimsThis paper presents two studies in which we aimed to investigate the presence of a halo effect in teachers' judgements (Study 1 and Study 2) and to clarify the conditions for the emergence of this halo e…
Does classroom social comparison bias students’ evaluation of their own competence
Relation between perceived scholastic competence and social comparison mechanisms among elementary school children
Students’ self-evaluation bias of school competence and its link to teacher judgment in elementary school
Are students who make an effort perceived as successful or just liked by their teachers
Facial expressions of emotions
This paper addresses methodological considerations relevant to nonverbal communication of emotion research. In order to gather more information about the interpretations given to spontaneous and dynamic facial expressions, two main objectives guide the present exploratory research. The first one is to obtain naturalistic recordings of emotional expressions in realistic settings that are ‘emotional enough’. The second one is to address the issue o…
Internal attributions in an intergroup business setting
International audience
Internality attribution and intergroup relations
Internality attribution and intergroup relations
In two studies, subjects filled out a questionnaire requiring them to choose between internal and external explanations of desirable or undesirable events. They were also asked to fill out the same questionnaire from another person's point of view, either a member of the ingroup or a member of the outgroup. The first study used students as subjects and the events were about student life. The second study used employees for subjects and the events…
Facial Attractiveness, Applicants' Qualifications, and Judges' Expertise about Decisions in Preselective Recruitment
The aim of this study was to assess how facial attractiveness, applicants' qualifications, and the expertise of judges influence preselective recruitment in a relational occupation, hotel management. Participants (96 hotel managers and 96 students) were asked to judge a fictitious applicant based on a resume and a photograph. Overall, analysis showed that the classic effect of attractiveness on the judgments of evaluators was modulated by the app…
Jobs and evaluations
International audience
Internal attributions in an intergroup business setting
International audience
Facial expressions of emotions
This paper addresses methodological considerations relevant to nonverbal communication of emotion research. In order to gather more information about the interpretations given to spontaneous and dynamic facial expressions, two main objectives guide the present exploratory research. The first one is to obtain naturalistic recordings of emotional expressions in realistic settings that are ‘emotional enough’. The second one is to address the issue o…
Les feedbacks à l’école
L’émission de feedbacks est souvent considérée comme un élément clé pour renforcer la motivation et soutenir la réussite des élèves. Cette revue de la littérature tentera d’apporter quelques éclaircissements sur la question. Dans un premier temps, nous rappellerons les différents sens prêtés aux feedbacks et nous les situerons au regard de termes proches. Dans un second temps, nous présenterons leurs principales catégorisations avant de proposer …
Relation between perceived scholastic competence and social comparison mechanisms among elementary school children
Quand se juger meilleur ou moins bon qu’il ne l’est s’avère profitable ou nuisible à l’élève
Cet article présente une revue des travaux ayant examiné la question des biais d’auto-évaluation de compétence cognitive ou scolaire chez des élèves et des étudiants. Dans une première partie, nous abordons la question de la mesure des biais d’auto-évaluation. Dans une seconde, nous présentons quelques rares études qui ont tenté d’identifier leurs déterminants. Dans une troisième partie, nous discutons du point de vue controversé quant au caractè…
A burden for the boys
Les relations intergroupes
Comme tous les travailleurs, les chercheurs ne peuvent échapper à l’évaluation. Celle-ci ne peut être conduite par eux-mêmes. De nombreuses questions se posent : qui doit les évaluer ? À quel rythme ? Et surtout, sur quelles bases ? Sur leur réputation, leurs interventions, leur implication dans la discipline, leur présence dans la littérature scientifique ? Mais alors quelle littérature ? Comment apprécier cette présence ? Par le nombre de texte…
Are students who make an effort perceived as successful or just liked by their teachers
Does classroom social comparison bias students’ evaluation of their own competence
Students’ self-evaluation bias of school competence and its link to teacher judgment in elementary school
A new method for studying the halo effect in teachers' judgement and its antecedents
BackgroundIn academic contexts, teachers' judgements are central to instruction and have many consequences for students' self-perceptions. Understanding the cognitive biases that may exist in teachers' judgements is thus of central importance.AimsThis paper presents two studies in which we aimed to investigate the presence of a halo effect in teachers' judgements (Study 1 and Study 2) and to clarify the conditions for the emergence of this halo e…
The role of causal attributions in determining behavioral consequences
A large body of research has documented Weiner's theory as it applies to achievement contexts, highlighting the role of the causal dimensions (locus of causality, stability, and controllability) as antecedents of specific emotional, cognitive, and behavioral reactions. The aim of this article is to address important, and as yet unanswered questions, by focusing on the relationship between these causal dimensions and their cognitive and behavioral…
A latent profile analysis of teachers’ causal attribution for academic success or failure
Is Emma or Liam the Top Scorer in Math? The Effects of a Counter-Stereotypical Role Model on Math Achievement
Developmental trajectories of conditional parental regard and long-term association with students’ academic functioning
To feel unconditional love and acceptance from parents is a need which fundamental character is widely recognized. This article presents the results of a longitudinal study which first objective is to identify trajectories of change in perceived parental support conditional on academic success over a 5-year period. The second objective examines whether students’ gender, mental ability, and parental education predict membership in the trajectories…
Using differential reinforcement for all to manage disruptive behaviors
Introduction Disruptive behaviors produce harmful effects, which reduce students’ well-being and learning opportunities. This paper presents a new strategy named Differential Reinforcement for All (DR-All), which has been inspired by DR and Social Learning Theory. Methods We conducted one study in which we applied DR-All to three classes with first grade students (intervention 1), then in kindergarten (intervention 2), and fifth grade students (i…
Cooperative learning reduces the gender gap in perceived social competences
Considering the evolving and unpredictable job market, adaptability is an important skill for young adults. Such adaptability implies that schools need to teach key social competences, like communication, collaboration, or problem-solving. In this area, a gender gap has consistently been found, showing that boys display social competences less than girls. A large-scale nationwide multilab longitudinal experiment—the ProFAN project—was conducted i…
I Feel Competent, Therefore I Am
Do perceptions about one’s competence shape learning, or are they simply reflections of actual skills? This study revisits this longstanding question by replicating and extending preliminary findings by Marsh et al. (2024) on the temporal dynamics linking students’ academic self-concept (i.e., their perceived academic competence) and their academic skills. Using longitudinal data from a large-scale field study (N > 9000 students, 3 measurement po…
Between self-doubt and overconfidence
Students’ academic motivation depends not only on actual competence but also on how competence is perceived. Grounded in Self-Determination Theory (SDT), this study examined how the alignment between perceived and actual competence relates to different forms of motivation. A sample of 967 French sixth-grade students (Mage = 11.22 years; 53.3% female) completed measures of perceived and actual mathematics competence as well as intrinsic, identifie…
Effect of stereotype threat on the performance of elementary school children
Psychology (16 works) · Social Psychology (15 works) · Developmental psychology (11 works) · Education, Achievement, and Giftedness (9 works) · Motivation and Self-Concept in Sports (9 works) · Social Psychology (7 works) · Social and Intergroup Psychology (6 works) · Mathematics education (5 works) · Pedagogy (5 works) · Attribution (4 works)