Teses / dissertações sobre o tema "Élèves du secondaire – Réseaux sociaux"
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Veja os 22 melhores trabalhos (teses / dissertações) para estudos sobre o assunto "Élèves du secondaire – Réseaux sociaux".
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Cantin, Stéphane. "Changements dans le réseau de soutien social et la perception de soi des élèves lors de la transition scolaire primaire-secondaire". Doctoral thesis, Université Laval, 2003. http://hdl.handle.net/20.500.11794/44267.
Texto completo da fonteKakoma-N'dusu, Wa Bashanga Jean-Baptiste. "Analyse des difficultés scolaires rencontrées par des élèves immigrés d'origine congolaise dans le système éducatif belge". Doctoral thesis, Universite Libre de Bruxelles, 2001. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211511.
Texto completo da fonteJanota, Mathilde. "Premiers usages d’alcool, de tabac, de cigarette électronique et de cannabis : enjeux liés à l’utilisation des réseaux sociaux chez les collégiens et aux relations romantiques chez les étudiants". Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0281.
Texto completo da fonteAlcohol, tobacco, cannabis and, more recently, e-cigarettes are among the most widespread psychoactive substances in France. The first uses occur mostly at an early age, starting in middle school, and increase through to early adulthood. However, early initiation of consumption is associated with an increased risk of developing substance use disorders, leading to significant negative consequences for both the individual and their daily functioning. These consequences can also arise from lower levels of consumption and affect various areas of life, including interpersonal relationships. These relationships are particularly important during emerging adulthood, a period also marked by an increase in alcohol use. Therefore, the first study of this thesis aimed to explore the links between risky alcohol use and romantic relationships in a sample of students, first cross-sectionally, and then at one-year follow-up. The data were collected as part of the French portion of the international World Mental Health College Student Survey, an online survey with annual follow-up, aimed at characterizing the mental health needs of students. Risky alcohol use was associated with unstable romantic relationships, as well as high stress about one's love life. However, the long-term associations were no longer significant after adjustment for lifetime mental health disorders. These results highlight the importance of considering consumption levels below the diagnostic threshold for substance use disorders. Indeed, while the majority of the population will experiment with at least one psychoactive substance over their lifetime, usually alcohol, only some individuals will develop a related substance use disorder. Thus, focusing on the different levels of use before the onset of a disorder, and more specifically on the transitions between these levels, appears particularly relevant for understanding consumption trajectories and preventing substance use disorders. In this regard, identifying factors associated with these transitions seems essential, starting with the transition from non-use to experimentation. The second study presented in this thesis examined the links between social media use and substance experimentation in early adolescence. The exploration of this environment seemed particularly relevant due to its popularity with adolescents and its propensity to share content involving substances. Accordingly, data collected from the multi-center Cyberlife survey (2019-2023) were used to explore these links. Based on middle school students' self-reported responses, the study highlighted that: (1) having multiple accounts on different platforms; (2) using certain social media sites such as Instagram and TikTok; and (3) following content creators who had previously posted about substances, led to an increased risk of experimenting with at least one of the substances studied. This thesis highlights the need to focus on levels of use below the diagnostic threshold for substance use disorders. Further exploration of the transitions between these levels, and the factors associated with them, could be an important avenue for future research. Improving the current understanding of consumption trajectories is crucial for guiding prevention efforts. Additionally, the study of social media in relation to substance experimentation in adolescence is of particular interest and deserves further exploration. However, better measurement of social media use is essential, as is the integration of other factors into the analyses that could contribute to the observed associations
De, Freitas Azevedo Jeane. "De la construction de l'identité numérique à la formation citoyenne : la socialisation politique des jeunes lycéens sur Facebook en temps de crise politique au Brésil". Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0420/document.
Texto completo da fonteThis thesis studies the effects of the uses of social networks on the political socialization of Brazilian high school students. The goal of the research is to observe how high schoolers address, by their grassroots practices, political subjects on their Facebook profile pages. The question that guided this study is: how do the personal Facebook profile pages contribute to the political socialization of high schoolers? The hypothesis was that youngsters build their opinions and values throughout the process of constructing their digital identities. They search for recognition from the other members of their group or of the group they wish to belong to. These youngsters affirm their political positions and their values by selecting information on internet and retaining those which are necessary for their recognition. The empirical research took place in the northeastern region of Brazil from November 2014 to July 2017, during a period of political polarization regarding Dilma Rousseff's government (Labour Party). Data is drawn from an online ethnography and semi-structured interviews with a group of high schoolers who live in the same town: João Pessoa. The results point that the relevance of social networks for the political socialization of youngsters lies not only on the possibility to be in touch with a great diversity of opinions and world views but also on the fact that they allow the construction of a self image that shapes the political experiences of social media users. The online political participation, specially those of youngsters who expose themselves the most, is linked to their need of having their online identity recognized. The need to preserve a self-image tends to impose a certain organization of values that conform to the demands of the students' target public
Gosselin, Claudia. "Concept de soi et choix scolaires et professionnels chez les élèves en dififculté d'apprentissage : le poids des attentes sociales et institutionnelles". Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/34000.
Texto completo da fontePétry, Hélène. "Ressources de la toile et ressources du réseau : les pratiques numériques de lycéens de quartiers populaires de Rio de Janeiro et de région parisienne". Paris, Institut d'études politiques, 2012. http://spire.sciences-po.fr/hdl:/2441/7o52iohb7k6srk09n20p089r8.
Texto completo da fonteThis study tackles high-school students’ uses of the Internet and cell phone in low-income neighborhoods of Rio de Janeiro and the Paris region. It aims to identify if these « deterritorialized » practices provide cultural and social capital the teenagers would not have access to in their schools and neighborhoods or through traditional media. Teenagers’ cultural practices have gained a new visibility with their posting on social networking websites such as Facebook, where cultural legitimacy is more and more based on content production rather than consumption. Most school-oriented digital practices are information searches, but the participatory web culture conflicts with the school culture. In the end, digital practices have little impact on these teenagers’ academic capital, but they do help them to enhance their employability through « other skills » such as IT skills and foreign languages. However the majority of teenagers digital practices consist in social interactions. In both cities, digital communications encourage similar patterns, such as spatial mobility or digital contact with « strangers ». But they are also shaped by local social norms : the French communicate mostly with other teenagers, while the Brazilian focus on family. In addition, getting digital increases and diversifies social networks, especially for those who are geographically mobile, while it also encourages strong ties by offering a space for intimate conversations away from peers and family
Bergeron, Pierric. "Anciens-nes élèves du lycée pilote innovant de Jaunay – Clan : trajectoires et constructions identitaires". Thesis, Paris 10, 2013. http://www.theses.fr/2013PA100130/document.
Texto completo da fonteThis research based on an inductive approach, studies what the students became after having studied in a high school where different educational methods and an official school project inspired by the new education emphasize the ambition to train responsible and autonomous young students, open-minded as well as creative, who are able to adapt, evolve and work in a team. The methodological device of data collection consists of 42 accounts made by former students of this particular school who left the institution between 1990 and 2005, but also of secondary analyses of existing surveys, statistics produced by the school institution and the follow-up of 450 former students on social networks since 2008. The results show how these students built their identity thanks to a particular school experience and how according to them, their school years changed who they are today. They also show that what was decisive in the long run for their own personal success, their social and professional integration, happened outside their class, thanks to relationships and autonomous learning process between peers, but also between adults and themselves, or with the building of lasting social network and in the development of psychosocial skills where the collective dimension is central. This study also demonstrates that this school isn't aside the world but on the contrary that their words tell about what the future students will be
Chambon, Michel. "L'éducation manuelle et technique dans le premier cycle de l'enseignement secondaire : étude des représentations chez ses acteurs sociaux : élèves et parents d'élèves". Paris 10, 1985. http://www.theses.fr/1985PA100082.
Texto completo da fonteVilleneuve, Nadya, e Nadya Villeneuve. "Usages des contenus numériques en orientation scolaire et professionnelle auprès des élèves du secondaire". Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/37844.
Texto completo da fontePlusieurs spécialistes de l’orientation interviennent auprès d’une population adolescente, caractérisée par son utilisation multiple et fréquente d’Internet et des médias sociaux (Thoër et Millerand, 2017; CEFRIO, 2017). Or, quoique les sites web et Facebook des écoles offrent un environnement scolaire numérique avec des possibilités pour l’orientation scolaire et professionnelle (OSP) auprès des jeunes, leur usage reste à ce jour relativement peu documenté. Notre recherche s’intéresse aux usages numériques en OSP en milieu scolaire. Autant le rôle de l’OSP au sein du Programme de formation de l’école québécoise (OCCOQ, 2013; MELS, 2007) que l’influence des interactions communautaires dans les intentions d’avenir des jeunes (Law, 1981) servent de cadre de référence pour comprendre ces usages. L’objectif principal de cette recherche qualitative est d’explorer les usages des sites web et Facebook en OSP au sein d’une commission scolaire francophone et de ses établissements d’enseignement secondaire au Québec. Treize sites web (547 éléments web) et treize sites Facebook (1531 publications) d’une commission scolaire ont fait l’objet d’une analyse documentaire rigoureuse. Les résultats de la recherche indiquent que, pour les sites web et les sites Facebook, l’OSP se fait rare, sous-exploite les possibilités qu’offrent les sites, vise une population principalement adulte et offre très peu de visibilité. Les analyses permettent de dégager trois principaux constats : l’OSP tirerait profit à occuper l’environnement numérique scolaire auprès des jeunes, les formateurs auraient avantage à offrir de l’accompagnement aux professionnels de l’orientation et les spécialistes de l’orientation auraient intérêt à adopter une posture éclairée devant l’usage du numérique.
Many school counsellors work with a youth population that makes varied and frequent use of the internet and social media (Thoër & Millerand, 2017; CEFRIO, 2017). Although web sites and Facebook available in schools offer young people a digital environment with possibilities for educational and career development (ECD), their utilization is not yet widely documented. Our research interest is the use of digital resources for ECD in the school environment. The role of ECD in the Quebec school system’s program of education (OCCOQ, 2013; MELS, 2007) as well as the influence of community interactions on young people’s plans for their future (Law, 1981) serve as terms of reference for understanding their use. The main objective of this qualitative research is to explore the use of web sites and Facebook for ECD in secondary schools in a Quebec French school board. Thirteen web sites (547 web elements) and thirteen Facebook sites (1531 publications) from one school board were the subject of a rigorous documentary analysis. The results of this research indicate that ECD is rare on websites and Facebook sites, that it underutilizes the potential of the sites, that it is directed mainly towards an adult population and that it has very little visibility. The analysis provides three main findings: ECD would benefit from occupying the digital environment available to young people, training should be available to accompany guidance professionals in their use of digital media and school counsellors should adopt a positive posture towards these methods and towards the digital environment.
Many school counsellors work with a youth population that makes varied and frequent use of the internet and social media (Thoër & Millerand, 2017; CEFRIO, 2017). Although web sites and Facebook available in schools offer young people a digital environment with possibilities for educational and career development (ECD), their utilization is not yet widely documented. Our research interest is the use of digital resources for ECD in the school environment. The role of ECD in the Quebec school system’s program of education (OCCOQ, 2013; MELS, 2007) as well as the influence of community interactions on young people’s plans for their future (Law, 1981) serve as terms of reference for understanding their use. The main objective of this qualitative research is to explore the use of web sites and Facebook for ECD in secondary schools in a Quebec French school board. Thirteen web sites (547 web elements) and thirteen Facebook sites (1531 publications) from one school board were the subject of a rigorous documentary analysis. The results of this research indicate that ECD is rare on websites and Facebook sites, that it underutilizes the potential of the sites, that it is directed mainly towards an adult population and that it has very little visibility. The analysis provides three main findings: ECD would benefit from occupying the digital environment available to young people, training should be available to accompany guidance professionals in their use of digital media and school counsellors should adopt a positive posture towards these methods and towards the digital environment.
Fiset, Monika. "L'expérience de socialisation scolaire des élèves issus de l'Immigration : étude phénoménologique menée auprès d'élèves du primaire de la ville de Québec". Master's thesis, Université Laval, 2008. http://hdl.handle.net/20.500.11794/20699.
Texto completo da fonteAndré, Amaël. "Influence de la pratique commune d'activités physiques et sportives sur les discriminations affinitaires entre élèves issus de classes aux statuts sociaux inégaux". Rouen, 2009. http://www.theses.fr/2009ROUEL002.
Texto completo da fonteThe rift observed between students of SEGPA and those of other classes has led us to believe that a great dealay discrimination can be found between these two groups of pupils. EPS is often used as a mean of integration. Yet some studies indicate that it is not enough to suply mix these students to establish better relations between them. This study has three objectives. The first is to investigate the affinity discrimination that exists between students in SEGPA and students in other classes. The second is to determine the influence of the type of competition chosen (individual/intergroup in crossed categorization) on these discriminations during a series of hip-hop dance common courses. The third objective is to study the effect of sports practised in common (hip-hop, basket-ball, relay race) on such discriminations. 294 students in the seventh grade (147 normal cycle and 147 SEGPA) were given sociometric tests at the beginning and the end of the experiment which took place over eight sessions. Results show that from the first test normal cycle students gave higher sociometric marks to their own group than to the SEGPA students. By contrast, pupils in SEGPA showed less discrimination between the two groups. Moreover the common practice of hip-hop dancing altered the orientation of interpersonal affinities between groups. This transformation is linked to the performance for boys in individual competition and linked to crossed categorization in intergroup competition for both, boys and girls. Under the latter circonstances, only hip-hop and basket-ball resulted in a change of intergroup relations. The attractions of the normal cycle students towards the SEGPA were primarily related to individual performance in basket-ball and, in hip-hop, to functional proximity
Delaquis, Stéfan Roméo Joseph. "La construction de la masculinité des garçons en contexte scolaire à travers leur participation à des groupes sociaux et à des communautés de pratique". Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/29703/29703.pdf.
Texto completo da fonteWalker, Audrey. "Le rôle des réseaux sociaux dans le processus d'insertion professionnelle des jeunes diplômés du secondaire professionnel et du collégial technique au Québec". Thesis, Université Laval, 2008. http://www.theses.ulaval.ca/2008/25413/25413.pdf.
Texto completo da fonteÉmond, Isabelle. "Perception du soutien social face au réseau des pairs et face à la famille chez les élèves en difficultés d'apprentissage et les décrocheurs au secondaire". Mémoire, Université de Sherbrooke, 1995. http://hdl.handle.net/11143/9253.
Texto completo da fonteHuang, Xin. "Construction de l’identité culturelle d’adolescents nés en France issus de l’immigration chinoise : une étude exploratoire du rôle de l’école et des réseaux sociaux". Electronic Thesis or Diss., Lyon 2, 2023. http://www.theses.fr/2023LYO20101.
Texto completo da fonteThis communication aims to analyze the roles of both school and out-of-school contexts in shaping the cultural identity (Charaudeau, 2001; Plivard, 2014) of French-born adolescents with a Chinese immigrant background. Here in this communication, we will examine the impact of these roles on adolescents' choice of acculturation strategies and on their more or less successful adaptation process. An important factor to pay attention to is the characteristic of Chinese culture. While Chinese culture is often associated with values such as obedience, it does not appear to pose significant obstacles for Chinese immigrants when assimilating into French culture. But what can be said when one is shaped by the values of both cultures, which are sometimes contradictory? How can traditional values be reconciled with the demands of digital culture and globalization?This research was geographically situated in the context of Lyon and historically took place during the COVID-19 pandemic. We worked with Franco-Chinese adolescents aged 11 to 19, who come from both culturally mixed and non-mixed families. Data were collected by means of a questionnaire and an interview with a sample of adolescents from middle and high schools in two educational establishments in the Lyon region. We worked with the responses of 108 questionnaire respondents and 23 interview participants.Two profiles are observed: the linguistic profile and the cultural profile, to assess the sense of belonging of our subjects to both cultures. The linguistic profile mainly relates to language proficiency and language usage, while the cultural profile primarily investigates the subjects' knowledge of both cultures and their engagement with cultural codes.For adolescents, family and school are the most important spheres of their daily lives. They constitute the multilingual environment for these bilingual adolescents. The essential factors for the construction of their cultural identity take place within these two spheres.The influence of social relationships, with the family being the main element, is deeply ingrained in the mindset of adolescents. It should not be overlooked that school has a faster and stronger impact on their current lives. Both of them play a fundamental and significant role in the construction of the cultural identity of Franco-Chinese adolescents
Martin-Roy, Sarah. "Étude de la participation des élèves ayant une déficience intellectuelle à leur processus de transition de l'école à la vie active". Doctoral thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/33998.
Texto completo da fonteThe transition from school to work for students with an intellectual disability is a challenging step for the students, their parents as well as school stakeholders. This stage, which precedes the end of schooling, is also decisive for the future of these students. The participation of students in their transition process is an important aspect that contributes to the success of this stage. However, in the province of Quebec, this period has been poorly documented. This doctoral thesis focuses on the participation of students with intellectual disabilities in their transition process. The study is conducted with nine students with mild to moderate intellectual disabilities, aged 18 to 20, their parents and the school staff they attend. On one hand, it has been possible to describe the participation of these students by considering their point of view and the one of those around them (parents, school stakeholders) and, on the other hand, the strategies of support to participation deployed by them. The study's theoretical framework is the resilience-based ecosystem model, which places students "in the driver's seat" of their transition process; the student takes an active part and makes an original contribution. The interactions with his entourage allow him to overcome the difficulties encountered in his trajectory and to reinforce his natural resilience. This model also identifies individual, family or environmental protective factors that counteract the adversity experienced by students at the time of transition. This study favors a mixed methodology that includes interviews with students, parents and school stakeholders, the use of adapted instruments with the students (Échelle de résilience et Grille d’évaluation du réseau de soutien social) and the analysis of students' school intervention plans. The information collected situates the participation of students with developmental disabilities in their transition process according to four themes: their perspective on their trajectory and future activities, their participation in transition planning, their participation in preparatory activities for a transition to active life after schooling and accountability. Through these four themes, positive aspects and challenges emerge. Thus, the students identified projects for their life after school, they participated in their intervention plan meeting, they carry out several activities to develop skills for their future socio-professional integration, mainly in internship, and they assume certain responsibilities in their families and in the school environment. Still, students do not seem to have a suitable representation of the entire transition process as they do not participate very much in the preparation of their transition plan and the decisions that concern them. The results also show that students' participation in their transition process can be facilitated by different strategies: supporting the development of communication and social interaction skills, fostering student participation in transition planning (e.g. by making available and accessible materials that allow students to take ownership of their transition process and to better represent this important step for their future), to provide students with experiences in school and the community, to foster collaboration between the school and the family as well as with other important actors in the community and to put in place strategies that facilitate student learning and participation. In short, this study shows the contribution of practices put in place, the importance of consolidating them, and proposes new avenues that have the potential to increase student participation in their transition process in order to enable them to play a leading role in their future. Key words : intellectual disability, participation, transition from school to active life, resilience, social support, risk factors, protective factors, ecosystem model
Diallo, Seykhou. "De la pédagogie différenciée à l'externalisation de l'aide : quel sens et quel avenir pour les dispositifs d'accompagnement ?" Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2015.
Texto completo da fonteContinued to advent to differences pedagogy is introduced in secondary school, in majority as an answer about heterogeneous classes.In parallel, support pedagogy developed out classes and created an external accompaniment. This way sends homework out classes in some structures. And pupils in difficulty are followed and helped to theirs homework’s, learnings, methodology, reviewing, and assistance about principal subjects. The external accompaniment takes place in a failed context and legitimated by equality and social justice. In the schools, different external ways take charge school difficulty which are organized in structures. Out of school, academic support is bought by private office as the same associations, social centre, PRE. The direction of the research is social institution and pedagogy. The theory is based about description of accompaniment practices in activities out of class.The methodology used qualitative and quantitative. And we used to meet with different school actors and observations about school organizations. Another static research with 1 638 students about help homework was organized. The logical of treatment is spad 7. The analyses are organized about the topic. The results show clearly: an external phenomenal, an ambiguous external with advantages and inconveniences; various points of view in sole college; orientation about democratic knowledge; the value of personal homework in college; activities in class and out of class.Outsourcing, the institution shows that assistance, accompaniment can’t take place in class for many reasons. This practice creates devices out classrooms for feeble students who cannot move in class. And externalisation is not a miracle solution at the democratic knowledge. But has externalisation created the deletion of differences pedagogy? Definitely externalisation of accompaniment practiced in schools confronted with real difficulties which limit success activities. Which conditions helps are useful to students out classroom?
Bahsoun, Hayfa. "L’impact des nouvelles technologies de communication écrite sur la production d’écrits des collégiens et lycéens francophones". Thesis, Sorbonne université, 2019. http://www.theses.fr/2019SORUL104.
Texto completo da fonteWritten communication technologies and digital language are the keys that have opened the space for reflection on the impact of such technologies and type of language on the writings of francophone college and high school students. The age of these young people, which corresponds to the period of adolescence and its physiological transformation, as well as the emergence of technological evolution and the invasion of digital media (notably "the smartphone") played a role in the modification, at least partially, of the French language, particularly in the field of school writing. The act of writing is no longer considered as regulated, on the contrary, it has become oral-oriented, without rules, grouping together sound and writing and responding to the editorial desires of adolescents. On the other hand, certain variations in this new act of digital writing are not created from vacuum, they trace back to forms of writing formerly used in traditional writings, which constitutes one of the important points of the subject of our research. The impact of the use of digital tools on the quality of language, especially spelling, is often considered by the general public as harmful. In general, our object is defined through the studies carried out around this subject which did not affirm the absolute negativity of the new numerical language on the productions of writings of the students, which is why certain suggestions are indicated for better learning of language
Dieye, Rokhaya. "Three essays on social interactions and education : theory and application". Doctoral thesis, Université Laval, 2015. http://hdl.handle.net/20.500.11794/26041.
Texto completo da fonteThe aim of this thesis is to investigate identification of peer effects and their application on a large set of outcomes, going from school attendance to obesity. The relevance of this research relies on three main points: 1) it allows better measurrement of effects stemming from social interactions, thus providing some answer to the numerous econometric issues that make the study of peer effects a lot challenging; 2) it improves our comprehension of negative social phenomena, including the incidence of school dropouts and obesity; 3) it proposes better public policies aiming at fighting against such phenomena by exploiting social network effects that contribute to amplify them. The different objectives of this thesis are investigated in three different chapters. The first chapter proposes a new strategy for estimating the influence of the social network on individual decisions in a network context using randomized experiments. It combinates the structural social network model developed by Bramoullé et al. [2009] and randomized experiments. New identification conditions that mostly require balance in the characteristics of friends between treatment and control groups are provided. The model is estimated and validated on experimental data collected for the evaluation of a scholarship program in Colombia. By design, randomization is at the student-level. Friendship data reveals that treated and untreated students interact together. Besides providing evidence of peer effects in schooling, the chapter concludes that ignoring peer effects would have led to an overestimation of the program actual impact. The aim of the second chapter is to propose a model that accounts for heterogeneity in peer effects between individual categories in a network setting. Identification conditions of a network-based interactions model that generalizes the one proposed by Bramoullé et al. [2009] are derived, and heterogeneity of peer effects is allowed within and between categories of individuals. Using the Add-Health dataset, the study explores heterogeneity in adolescents weight using both gender and racial categorizations. The results show that the positive endogenous effect found using the homogeneous model is actually heterogeneous when considering both gender and racial categorizations, as for example, females seem to be more influenced by their female friends than by their male friends. While the first two chapters consider friendship networks in an attempt to identify the effects that result from social interactions, the third chapter considers the course-overlaps network. The model is local agregate and has the feature, unlike other studies of peer effects, that the interaction matrix accounts for the extensive and intensive margins. Interactions of this type are better to design school policies. The chapter then proceeds to estimation of peer effects in overall GPA and GPAs in both mathematics and science courses using the Add Heakth and AHAA datasets. The results reveal the presence of positive and significant social interaction effects using both 2SLS and GMM estimation techniques.
Dupras, Geneviève. "L'importance des conditions de l'estime de soi à l'adolescence pour le bien-être psychologique des jeunes et le rôle du soutien social perçu". Thèse, 2012. http://www.archipel.uqam.ca/4642/1/D2264.pdf.
Texto completo da fonteAllard, Audrey. "Incidence d'ateliers d'écriture appuyés d'un réseau virtuel de soutien sur l'émergence de comportements et de stratégies de révision chez des élèves de quatrième secondaire faibles en écriture". Mémoire, 2009. http://www.archipel.uqam.ca/2536/1/M11067.pdf.
Texto completo da fontePierric, Bergeron. "Anciens-nes élèves du Lycée pilote innovant de Jaunay - Clan : trajectoires et constructions identitaires". Phd thesis, 2013. http://tel.archives-ouvertes.fr/tel-00925620.
Texto completo da fonte