The COVID-19 pandemic has forced teachers and parents to quickly adapt to a new educational context: distance learning. Teachers developed online academic material while parents taught the exercises and lessons provided by teachers to their children at home. Considering that the use of digital tools in education has dramatically increased during this crisis, and it is set to continue, there is a pressing need to understand the impact of distance learning. Taking a multidisciplinary view, we argue that by making the learning process rely more than ever on families, rather than on teachers, and by getting students to work predominantly via digital resources, school closures exacerbate social class academic disparities. To address this burning issue, we propose an agenda for future research and outline recommendations to help parents, teachers and policymakers to limit the impact of the lockdown on social-class-based academic inequality.

The COVID-19 pandemic deeply affected how schools and families functioned through most of 2020. In particular, school closures meant parents took on a more central role in their children’s learning. This study analyzed social class variations in the quantity and quality of homeschooling during the lockdown. Through an online questionnaire, 360 parents reported (1) their digital equipment and use, (2) the perceptions of their ability to homeschool their children, (3) how they handled homeschooling and (4) the extent to which they supported other activities considered more or less “profitable” from an educational point of view (e.g., reading, watching television). A social position index was used as a proxy of social class. The results indicated that all parents were highly involved in setting up homeschooling and that the lower the parents’ social position, the more they spent time homeschooling their children. However, in line with the digital divide literature, the lower the parents’ social position, the lower the digital equipment and the less the parents felt capable of homeschooling. Finally, the higher the social position of the families, the more children spent time doing activities considered to be “educationally profitable,” and the less they spent time doing “unprofitable activities.” Thus, even if all parents were highly involved in homeschooling, higher social position parents were better equipped both materially and psychologically to face the challenge of homeschooling. The long-term impact of these processes on the perpetuation of social class inequalities are discussed.

This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.promote learning, empirical research testing its effect on learning remains relatively scarce. The goal of the present research is to test the hypothesis that a jigsaw intervention would yield a meaningful effect size (d = .40) on learning outcomes, in 5 randomized experiments conducted among sixth-graders. The jigsaw intervention was compared to an "individualistic" (N Exp 1 = 252; N Exp 2 = 313) or a "teaching as usual" (N Exp 3A = 110; N Exp 3B = 74; N Exp 3C = 101) approach on the same pedagogical content. Across the 5 experiments, we did not find empirical support for this hypothesis. Internal meta-analytic estimates (ES = .00, 95% CI [À.10, .09]) showed that, overall, the jigsaw intervention did not produce the expected positive effects on learning. The reasons why jigsaw classrooms may not always prove beneficial for learning are discussed. Educational Impact and Implications StatementAlthough the "jigsaw classroom" is a relatively popular cooperative method (Aronson & Patnoe, 2011) which has often been presented as an efficient way to promote learning, empirical research testing its effect on learning remains relatively scarce and debated (Roseth et al., 2019). Poor evidence can be misleading for teachers. Across 5 randomized experiments conducted on French sixth-graders, the present research showed that the "jigsaw classroom" did not yield any significant gain in learning outcomes compared to "individualistic" or "teaching as usual" conditions of learning. The reasons why the jigsaw intervention did not produce the expected positive effects on learning are discussed.

This study examined the effectiveness of exposure to a "watching-eyes image" in increasing blood donation rates among young people, a segment of the population that is particularly underrepresented among blood donors. Participants were 454 first-year university students, each of who was given a blood-donation flyer at the beginning of a lecture. Participants were randomly assigned to one of two conditions depending on whether the flyer they received bore a picture of eyes (experimental condition) or a neutral picture (control condition). We recorded the numbers of participants who promised to give blood and who actually gave blood during the blood drive. Results show that the number of people who gave blood was significantly higher in the experimental condition than in the control condition. These findings provide the first evidence of the effectiveness of the watching-eyes strategy in encouraging young people to give blood. We discuss the processes underlying the "watching-eyes effect" with respect to blood donation.

Background In 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. Aims This 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 effect by analysing the influence of judgement certainty (Study 2). A major contribution of these studies was to provide a new measure of the halo effect in order to achieve these goals. Sample(s) In the first study, 25 teachers and their 199 students were asked to complete the measures, while the second study sample was composed of 20 teachers and their 180 students. Method To analyse the presence of the halo effect in teachers' judgements in the two studies, scholastic achievement was measured using various standardized French language tests. Teachers were asked to indicate, for each of their students, whether they thought the student would answer correctly or incorrectly for each item on the standardized tests. In Study 2, to analyse the influence of judgement certainty, the teachers were asked to indicate after each item how certain they were about their response. Results and discussion The results of both studies revealed the presence of a halo effect in teachers' judgements for each measure used (i.e., comparison of correlations, factorial analyses, and the new measure comparing variance scores), as the teachers' judgements were more homogeneous than the students’ actual achievement levels. Furthermore, using the new measure, the second study revealed that high judgement certainty resulted in a stronger halo effect.

There is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school performance. In this paper, we explored the role of various school adjustment variables in the relationship between interpersonal socio-emotional competencies and school grades, using a weighted network approach. This network approach allowed us to analyze the structure of interrelations between each variable, pointing to both central and mediatory school and socio-emotional variables within the network. Self-reported data from around 3,400 French vocational high school students were examined. This data included a set of interpersonal socio-emotional competencies (cognitive and affective empathy, socio-emotional behaviors and collective orientation), school adjustment measures (adaptation to the institution, school anxiety, self-regulation at school, and self-perceived competence at school) as well as grades in mathematics and French language. The results showed that self-regulation at school weighted the most strongly on the whole network, and was the most important mediatory pathway. More specifically, self-regulation mediated the relationships between interpersonal socio-emotional competencies and school grades.

In 2013, the French parliament legalized marriage between same-sex persons. One issue of debate was to define whether people were debating about “marriage for everybody” as claimed by the supporters of the law or about “homosexual marriage” as the opponents labeled it. This research aims to analyze the effects of social lexical markers (SLM) reflecting social groups of opinions elicit when embedded in a persuasive message. A first study showed that SLM are explicitly identified by people but only when embedded in a low-quality arguments persuasive message. SLM also increased identification certainty when they are concordant with arguments’ orientation. A second study demonstrated that, whatever the quality of argumentation, argument orientation guides both cognitive responses and attitude change. Furthermore, SLM reinforced effects of argumentation orientation when they are concordant with arguments orientation. These results are discussed in light of the elaboration likelihood model and intergroup processes.

The aim of this work was to investigate disability stereotypes as a key aspect of the stigmatisation by considering two of its features, i.e., its visibility, centrally and its controllability, more peripherally. The literature suggests that people with invisible disabilities face more social difficulties than those with visible disabilities. Accordingly, we hypothesised more negative stereotypes towards invisible disabilities. This hypothesis was tested using between- (pilot study) and within-subject (Studies 1a and 1b) designs. Stereotypes associated with disabilities were also measured according to their onset controllability (Study 2). Our results support the hypothesis that stereotypes associated with disabilities vary according to visibility. Specifically, people with invisible disabilities are perceived to be less warm but more competent than those with visible disabilities. These findings highlight the importance of considering the features of a disability when studying stereotypes and stigmatization.