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Статті в журналах з теми "Appartenance (psychologie sociale) – À l'école"
Kerzil, Jennifer, and Olivier Codou. "L'école à la lumière de la psychologie sociale." Carrefours de l'éducation 22, no. 2 (2006): 111. http://dx.doi.org/10.3917/cdle.022.0111.
Повний текст джерелаCodou, Olivier, and Jennifer Kerzil. "L'école à la lumière de la psychologie sociale." Carrefours de l'éducation 23, no. 1 (2007): 153. http://dx.doi.org/10.3917/cdle.023.0153.
Повний текст джерелаParent, Frédéric. "L'École de la Science sociale et l'École durkheimienne de sociologie. Remarques à propos de psychologie collective et d'espace social." Les Études Sociales 151, no. 1 (2010): 11. http://dx.doi.org/10.3917/etsoc.151.0011.
Повний текст джерелаДисертації з теми "Appartenance (psychologie sociale) – À l'école"
Gul, Birsen. "Les effets de la privation relative sur l’engagement scolaire et l'estime de soi des adolescents : étude du rôle des facteurs sociaux." Electronic Thesis or Diss., Université Clermont Auvergne (2021-...), 2022. http://www.theses.fr/2022UCFAL010.
Повний текст джерелаBased on the Psychological Disengagement Model (PDM) (e.g., Martinot et al., 2020; Tougas et al., 2005, 2010; Tougas & Beaton, 2008), the present research program examines the consequences of a context of relative deprivation on psychological disengagement (discounting of academic grades and devaluing of school), different dimensions of school engagement, and self-esteem among adolescents. Our main hypothesis is that students experiencing relative deprivation (egoistic, personal, or fraternalistic), due to unfavorable teacher behavior (studies 1 and 4), belonging to a disadvantaged social background (study 2), or social rejection by peers (Study 3), should disengage more psychologically and academically than students not experiencing such deprivation. This should in turn should be detrimental to their self-esteem. Study 1 shows that an imagined experience of relative deprivation in conjunction with unfavorable teacher behavior can lead to devaluing of school. Study 2 shows that an experience of relative deprivation related to belonging to a disadvantaged social background leads to disengagement from school via a decrease in perceived control. Disengagement from school, in turn, negatively affects adolescents' self-esteem. Study 3 shows the experience of relative deprivation in conjunction with social rejection by peers leads to academic disengagement via a decreased sense of social affiliation. Disengagement from school, in turn, negatively affects adolescents' self-esteem. Finally, Study 4 shows that an experience of relative deprivation in conjunction with unfavorable teacher behavior leads to school disengagement via a decrease in perceived social support from peers. Disengagement from school, in turn, negatively affects adolescents' self-esteem. Through these 4 studies, we were also able to highlight that not all experiences of relative deprivation have the same deleterious effects. It is the experiences of egoistic and personal relative deprivation that lead to more disengagement and lower self-esteem compared to an experience of fraternalistic relative deprivation. Finally, an imagined experience of equality among all students is the situation that most protects students from academic disengagement as well as their self-esteem. Overall, our results open up interesting avenues for reflection on the advantages that belonging to a group can provide, even if the group is disadvantaged, and in particular the benefical presence of peers when students are faced with a context of relative deprivation. The same can be said for the benefits of an egalitarian context at school
Sgro, Nathalie. "Le rejet dogmatique d'autrui : analyse des fonctionnements cognitifs et appartenance idéologique." Clermont-Ferrand 2, 2004. http://www.theses.fr/2004CLF20005.
Повний текст джерелаVoigt, Sabine. "Appartenance de groupe et dilution des stéréotypes : une affaire d'appartenance ou d'homogénéité ?" Paris 5, 2005. http://www.theses.fr/2005PA05H005.
Повний текст джерелаDilution of stereotypes describes the tendency to depart from stereotypes when people have to judge a specific target person on the basis of his category membership and some nondiagnostic individuating information. Dilution depends on different factors like type of non diagnostique information or number of judgments requested. Theses factors don't have the same importance according to the theories trying to explain the phenomen (representativeness heuristic vs social judgeability). The studies presented in this thesis are questioning the role played by group membership and intracategoriel homogeneity over the dilution effect. Finally, our studies confirm the role played by homogeneity. However, social judgment seems also depend on group membership
Tiacoh-Gbato, Georgette. "Le rôle de la niche socioculturelle dans l'adaptation psychosociale de l'enfant à l'école maternelle." Toulouse 2, 2003. http://www.theses.fr/2003TOU20103.
Повний текст джерелаContemporary research in developmental psychology underscores the need for empirical measures of social and cultural factors that influence the construction of the person, taking into account the great diversity in individual psychological adaptation. Such a research agenda becomes even more complex when we consider children growing-up in inter-cultural environments. The ecological model of human development requires tracking prise a multitude of systemic variables, as well as potential interactions, to account for growth and development of the child. It is from within this general conceptual framework, that the present research examines the psychological adaptation of preschool children in terms of their socio-cultural niche of development. The systemic and ecological approach to the study of children's adjustment in the preschool setting requires a multivariate analysis that captures the dynamic interplay of the family and schol contexts. Multivariate analysis of participant obsevartions were used to explore quantitative and qualitative aspects of psychological adaptation in the preschool setting. Five primary modes of social adjustment were identified. Children were characterized as; "turbulent", "dominant", "friendly", "timid" or "withdrawn". In parallel, combined measures of the family setting, maternal cultural anchoring and maternal educational practices, revealed three distinct ecological niches. Finally, multivariate analysis were used to elaborate three predictive model of the modulation of patterns of social adaptation. Empirical measures of the socio-cultural niche significantly discriminated between "adjusted children" and "children at risk" for problems in the preschool seting. The elaboration of such a family based model is especially relevant for efforts aimed at early detection of developmental fragility as a prerequisite for prevention programmes focusing on early intervention
Gheloube, Florence. "Les processus cognitifs de la compréhension des enfants gabonais selon l'école fréquentée, la classe sociale et le sexe : étude longitudinale." Montpellier 3, 2003. http://www.theses.fr/2003MON30030.
Повний текст джерелаIn this work we suggest studying the understanding of Gabonese children (152 participants on the whole) by means of a set of theories to which we refer. We are more particularly interested in the study of the levels of representation (Surface structure, Base of text, Model of situation) of Kintsch and van Dijk (1988), in the study the capacity of semantic integration of Bransford and Franks (1971), in the study of the capacity of inhibition of Gernsbacher (1990), and in the study of the capacity to resist to the interference of Stroop (1935). The pursued purpose is triple. At first, through a longitudinal study, we wanted to know if there was a link between the frequented type of school and the processes and which contribute to the understanding. Our second objective was to know, with the other participants that those of the first series of experiments, if these processes were sensitive to the social class from which arise the pupils. Finally, in the third time, with the other participants that those of the previous experiments, we wanted to know that it was the level of representation of these pupils in French and in their mother tongue (fang). The obtained results allowed to put in evidence for the first series of experiments that for the first series of experiments, the processes under jacents in the understanding evolve with the age. For the second series of experiment, an effect connected to the social class for the access to the model of situation. And, finally an influence of French on the mother tongue (fang). Besides, the meditative data show an absence of effect connected to the types of frequented school and to the sex whatever is the studied process. It reveals as well an absence of effect connected to the social class for the capacity of semantic integration, the capacity of inhibition and the capacity to resist to the interference. In the term of our work we suggest some tracks of researches, and the sketch of an educational project allowing to every teacher to estimate the capacity of understanding of the pupils
Auriac-Slusarczyk, Emmanuèle. "Discuter, Argumenter, Raisonner, à l'école primaire. Note de synthèse, Habilitation à Diriger des Recherches, Domaine : Psychologie sociale de l'Education." Habilitation à diriger des recherches, Université Nancy II, 2007. http://tel.archives-ouvertes.fr/tel-00608767.
Повний текст джерелаApril, Elodie. "Vulnérabilités croisées à l’adolescence : l’influence du sentiment d’appartenance à l’école, du genre et du vécu d’intimidation sur la présence des symptômes dépressifs." Master's thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/68767.
Повний текст джерелаMental health issues are common in adolescents and can have a lasting negative impact ontheir overall health. Several risk factors for depressive symptoms in this population are wellknown, such as being a girl or being bullied. School connectedness appears to be a protective factor in adolescents’ depressive symptoms. However, its positive impact among vulnerable groups remains unknown. This master’s thesis has three distinct objectives. The first one isto assess the influence of school connectedness on depressive symptoms among adolescents.The second is to see if its influence varies among vulnerable groups, such as girls, victims of bullying and those who combine these two vulnerabilities. The third is to examine the hypothetical relative impact whether public health interventions aimed at increasing school connectedness, eliminating bullying or eliminating the gender gap could achieve on significant depressive symptoms based on the associations found above. To answer these questions, datafrom COMPASS-Quebec’s 2017-2018 cohort of 17,367 students from 37 high schools in Eastern Quebec were used ( Chapter 1). The results suggest that the students’ reported school connectedness has a protective influence on their depressive symptoms and its influence appears evengreater among young people cumulating vulnerabilities, such as bullied girls. However, evenwith the highest school connectedness scores, this influence may not be sufficient in the mostat-risk students for depressive symptoms.
Bonetto, Eric. "Représentations sociales et identité sociale : le rôle des représentations sociales et de leur structure dans l'affiliation au groupe." Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0282.
Повний текст джерелаThe observation of Jahoda (1988) about the lack of test of the theory of social representations remains relevant about the identity features of SRs. This PhD thesis is particularly interested in the role of these representations in the affiliation to the group. In this perspective, it takes place at the articulation between the structural approach to social representations and the social identity perspective. Twelve studies test different hypotheses in the framework of this articulation. Studies 1a (N = 324) and 1b (N = 268) are interested in the potential effect of the structure of social representations on group identification. Studies 2, 3a and b, 4a and b (from N = 143 to N = 358) are interested in the potential role of SRs in the recognition of group members and in their prototypicality. Studies 3a and b, 4a and b, 5a and b (from N = 161 to N = 358) explore the social value of social representations. Finally, studies 6a, b and c (from N = 49 to N = 52) deal with perceived sharedness in the structural approach to social representations. The consequences for the theory of social representations of theinconsistent results observed are discussed in the light of Popper’s and Lakatos’ epistemological considerations. Different research perspectives are also presented, some being accompanied of empirical studies
Pierret, Régis. "Les enfants de harkis, entre double rejet et triple appartenance : une construction identitaire est-elle possible ?" Paris, EHESS, 2006. http://www.theses.fr/2006EHES0003.
Повний текст джерелаThis sociologic work relates the identity-building process of the Harkis children. Harkis were French Muslims (auxiliary) fighting for France during the Algerian independance war. In a post-colonial context we want to demonstrate that they are not only subjected to the same problems as the second generation of Algerian immigrants : they were and are victims of racism from the French, but they also have a specific problem : they are bannished from the Algerian community (both in France and in Algeria) for whom they remain sons of traitors. Nevertheless, Harkis children, beyond the double rejection (banishment, racism) show a triple affiliation : belonging to French society, the Algerian community and the Harkis community. We will also show how they deal with triple affiliation and double rejection. For this, we distinguish by gender and we utilize categories unusual in sociology : the "subject", the "non-subject", the "anti-subject" and the "hyper-subject"
Nanéma, Jacques. "Communauté et solitude chez Nietzsche : Nietzsche, philosophe à part (entière) ! ?" Nice, 1995. http://www.theses.fr/1995NICE2035.
Повний текст джерелаNietzsche refused to be considered as a metaphysician but this in no way implies his uprooting from the field of philosophy. Despite heidegger's opinion, this paradox (i. E. To be a philosopher, but not to be a metaphysician) serves the platonian theory of "gigantomachia" in the same way as Nietzsche thwarted the two kinds of excesses described by Pascal : either idolizing reason or rejecting it. His being a full-fledged philosopher did not eclipse the oddness of his thinking. Nietzsche successfully transferred his ambiguous germanism to the philosophical level. According to him, "being a good german paradoxically implies some degree of freedom from germanism" on the individual's part. Thus, the "free mind" (i. E. Released of all ideological slavery) draws and reproduces, in the area of thought, the fading portrait of the homeless traveler in the social existence. Nietzsche's life and thought are so inextricably intertwined that a time-consuming interpretation is highly preferable to any biased reading. Ranging from Heidegger to the french schools, Nietzsche's philosophy is often interpreted in an exclusive and ideological way. Some consider it as the ultimate achievement of platonism even though this metaphysics was constantly mocked by nietzsche himself. While others suggest such an exaggerated discrepancy between his outlook and the philosophical tradition that he is finally labelled either a politician, a mystic thinker or a deranged individual. This following study proposes to highlight and to question these two kinds of caricatures; then to bring out the general feeling of discom fort inherent to the interpretation of nietzsche's thought. It should be read as a way of calling hasty reader's attention to prudence and patience. Consequently, an ideal reading should go beyound the interpreter's bad faith, dogmatism or exegetic arrogance to understand how the nietzschean dispute is paradoxically (and musically) rooted in the philosophical tradition
Книги з теми "Appartenance (psychologie sociale) – À l'école"
Un ours à l'école. [Bruxelles] (Pastel): L'école des loisirs, 2015.
Знайти повний текст джерела1976-, Mim, and Ross Tony 1938-, eds. Je suis quoi, moi? Toulouse: Milan, 2014.
Знайти повний текст джерела), Badel Ronan (1972, ed. Les Vitalabri. Arles: Actes Sud junior, 2014.
Знайти повний текст джерелаillustrateur, Scheffler Axel, and Robert Nadine 1971 traducteur, eds. Léo Tête-en-l'air. Montréal (Québec): Comme des géants, 2015.
Знайти повний текст джерелаillustrateur, Jorisch Stéphane, ed. La petite pieuvre qui voulait jouer du piano. Montréal: Éditions de la Bagnole, 2015.
Знайти повний текст джерелаBelonging and isolation in the Hellenistic world. Toronto, ON: University of Toronto Press, 2013.
Знайти повний текст джерелаWhere You From. Baton Rouge, LA: Hope Amico, 2011.
Знайти повний текст джерелаWhere You From: Stories About Returning. [New Orleans, LA?]: Gutwrench Press, 2014.
Знайти повний текст джерела1967-, Lemaître Pascal, and Lomré Maurice, eds. Quel oeuf! [Bruxelles]: Pastel, 2015.
Знайти повний текст джерелаThapa, Manjushree. Seasons of flight. New Delhi: Viking, 2010.
Знайти повний текст джерелаЧастини книг з теми "Appartenance (psychologie sociale) – À l'école"
Tazouti, Youssef. "Étude des relations entre appartenance sociale, éducation familiale et performances scolaires : différentes stratégies de recherche." In Réussir à l'école, 101–16. Presses universitaires de Rennes, 2007. http://dx.doi.org/10.4000/books.pur.60151.
Повний текст джерела