When declaring respect for school rules leads pupils to be perceived more positively: Consequences of academic organizational citizenship behaviors on teachers' judgments

Stéphane Jouffre (1) , Catherine Esnard (1) , Anne Taillandier-Schmitt (2)

1 CeRCA [Poitiers] - Centre de recherches sur la cognition et l'apprentissage [UMR 7295]
2 PAVeA - Psychologie des âges de la vie et adaptation

We looked at whether academic organizational citizenship behaviors (OCB) serve pupils’ self-presentational purposes and influence how their teachers perceive them. Sixth and eighth graders answered an academic OCB questionnaire based on the self-presentation paradigm. Their teachers rated them on traits referring to social utility and social desirability. Results showed that pupils instructed to seek their teachers approval rather than their disapproval declared more OCB. Furthermore, high declared OCB frequency positively influenced the way teachers described their pupils. This OCB declaration effect was, however, only observed when we considered the social desirability ratings of poorly performing girls. These results are discussed with reference to the impression management model of OCB.

Domaines: Psychologie

Stéphane Jouffre, Catherine Esnard, Anne Taillandier-Schmitt. When declaring respect for school rules leads pupils to be perceived more positively: Consequences of academic organizational citizenship behaviors on teachers' judgments. Revue Internationale de Psychologie Sociale = International review of social psychology, 2012. ⟨hal-02098163⟩