Vincent Mazenod
Biographic Data
| ID | 8901757 |
|---|---|
| NAME | Vincent Mazenod |
| GIVEN NAMES | Vincent |
| FAMILY NAME | Mazenod |
| SIGNATURE | MAZENOD V |
| AFFILIATIONS | Centre National de la Recherche Scientifique |
| ORCID | 0000-0002-8569-929X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
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…
Facilitating group work through collaboration instructions using a digital environment
Facilitating effective group collaboration is a major challenge in contemporary educational and professional contexts, and digital environments may support this goal by structuring collaborative processes through explicit instructions. The present experimental study examined the effects of collaboration instructions based on constructive controversy principles on group collaboration. These instructions were delivered via a digital environment dur…
Development and validation of a scale to assess students’ perceptions of team feedback in collaborative tasks
Research on individual learning has largely demonstrated that individuals need feedback to regulate their work, and improve strategies and performance. At the team level, studies suggested that feedback given to teams could affect processes and performance, but this depends on how team members perceive the feedback in terms of quality and usefulness. To our knowledge, no scale exists to assess the perception of team feedback after a teamwork ses…
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…
The influence of socioeconomic status, working memory and academic self-concept on academic achievement
Compensating the socioeconomic achievement gap with computer‐assisted instruction
No prominent works on this page.
Compensating the socioeconomic achievement gap with computer‐assisted instruction
The influence of socioeconomic status, working memory and academic self-concept on academic achievement
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…
Facilitating group work through collaboration instructions using a digital environment
Facilitating effective group collaboration is a major challenge in contemporary educational and professional contexts, and digital environments may support this goal by structuring collaborative processes through explicit instructions. The present experimental study examined the effects of collaboration instructions based on constructive controversy principles on group collaboration. These instructions were delivered via a digital environment dur…
Development and validation of a scale to assess students’ perceptions of team feedback in collaborative tasks
Research on individual learning has largely demonstrated that individuals need feedback to regulate their work, and improve strategies and performance. At the team level, studies suggested that feedback given to teams could affect processes and performance, but this depends on how team members perceive the feedback in terms of quality and usefulness. To our knowledge, no scale exists to assess the perception of team feedback after a teamwork ses…
Psychology (4 works) · Mathematics education (3 works) · Perception (3 works) · Academic achievement (2 works) · Creativity in Education and Neuroscience (2 works) · Demography (2 works) · Developmental psychology (2 works) · Disadvantaged (2 works) · Education, Achievement, and Giftedness (2 works) · Innovative Teaching and Learning Methods (2 works)