000			02087cam a2200229 4500500
005			20250112055649.0
041			_afre
042			_adc
100	1	0	_aGaymard, Sandrine _eauthor
700	1	0	_a Andrés, Soledad _eauthor
245	0	0	_aRepresentations, Normative Models and Social Competence: An Exploratory Study in a Secondary School in a Deprived Area of Madrid, Spain
260			_c2009.
500			_a71
520			_aThis exploratory research conducted in a Spanish Secondary school proposes to structure the study of social representations with the domain of social competencies and is in line with the psychology of social education. The rapid social changes in Spain during the last decades have had a strong influence on education. A number of school conflicts linked to social interaction are at the origin of a vast variety of intervention programs focused on the development of student social skills. From this perspective, it is necessary to take the representations of different community members (families, students, teachers) into account. To evaluate students’ « social skills » a questionnaire was administered in a secondary school located in a deprived area of Madrid. In order to study families’ and teachers’ reference models, we substituted instructions in pro conditions (well-viewed) and against-normative conditions (badly-viewed). Factor analysis in the main components of the different normative models detects an interesting Guttman effect. Results show a social competence representation linked to the behavior expectations promoted by traditional society. With peers, this representation is not adapted to favourable individual and social development.
690			_asocial competence
690			_anormative models
690			_aeducation
690			_aGuttman effect
690			_asocial representation
786	0		_nRevue internationale de psychologie sociale | Volume 22 | 2 | 2009-09-01 | p. 43-69 | 0992-986X
856	4	1	_uhttps://shs.cairn.info/journal-revue-internationale-de-psychologie-sociale-2009-2-page-43?lang=en
999			_c219637 _d219637