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Статті в журналах з теми "Désengagement scolaire"
Beauregard, France. "Représentations sociales des parents et des enseignants de leurs rôles dans l’intégration scolaire d’un élève dysphasique en classe ordinaire au primaire." Dossier thématique 32, no. 3 (August 20, 2007): 545–65. http://dx.doi.org/10.7202/016276ar.
Повний текст джерелаGourgon, Danika. "Le débat sur la gestion scolaire et sa dimension religieuse en Ontario français : une communauté divisée (1980-1998)." Recherche 61, no. 2-3 (June 10, 2021): 487–514. http://dx.doi.org/10.7202/1077921ar.
Повний текст джерелаLevasseur, Stephane, and Christine Hamel. "Revue des écrits systématiques des interactions enseignant-élèves ayant un effet négatif sur les jeunes." Articles 52, no. 3 (August 8, 2018): 747–65. http://dx.doi.org/10.7202/1050912ar.
Повний текст джерелаHernández, Yannick, Jean-François Loudcher, and André Suchet. "Territorialisation de l'action publique éducative nationale et décentralisation en France et en Espagne : une étude comparée des activités sportives dans le secteur scolaire." Canadian Journal of Political Science 56, no. 1 (March 2023): 113–35. http://dx.doi.org/10.1017/s0008423923000045.
Повний текст джерелаTardif-Grenier, Kristel, Isabelle Archambault, and Michel Janosz. "Les pratiques parentales, le désengagement scolaire des amis et le rendement scolaire chez les élèves du secondaire nés à Haïti et fréquentant une école en milieu défavorisé." Revue de psychoéducation 40, no. 2 (2011): 261. http://dx.doi.org/10.7202/1061848ar.
Повний текст джерелаOkito Pamijeko, Patrice, and Denis Savard. "Les besoins prioritaires en compétences professionnelles : perceptions des enseignants et des enseignantes du nord-kivu sur leur formation continue." Éducation et francophonie 45, no. 3 (May 28, 2018): 106–27. http://dx.doi.org/10.7202/1046419ar.
Повний текст джерелаDerouet, Jean-Louis. "Interroger les nouvelles politiques d’éducation et de formation en France depuis 25 ans : une recomposition parallèle des conceptions de la justice et des formes de l’État." Sociologie et sociétés 40, no. 1 (December 3, 2008): 57–68. http://dx.doi.org/10.7202/019472ar.
Повний текст джерелаBrossard, Marie-Michèle, Isabelle Archambault, and Stéphane Cantin. "Affiliation aux pairs déviants et désengagement scolaire chez les adolescents : la participation aux activités parascolaires peut-elle agir comme facteur de protection ?" Revue de psychoéducation 43, no. 2 (2014): 273. http://dx.doi.org/10.7202/1061185ar.
Повний текст джерелаJolicoeur, Manon, and Marianne Cormier. "Des cercles de lecture au sein d’équipes de hockey au Nouveau-Brunswick : l’expérience des joueurs." Éducation et francophonie 45, no. 2 (February 27, 2018): 132–50. http://dx.doi.org/10.7202/1043532ar.
Повний текст джерелаGul, B., and D. Martinot. "Lien entre sources proximales de soutien social et désengagement scolaire : le sentiment de privation relative comme signal d’alerte." Psychologie Française, January 2023. http://dx.doi.org/10.1016/j.psfr.2023.01.001.
Повний текст джерелаДисертації з теми "Désengagement scolaire"
Laplante, Joëlle. "Quand le coeur n'y est plus: le désengagement psychologique au travail et dans le milieu scolaire." Thesis, University of Ottawa (Canada), 2011. http://hdl.handle.net/10393/30159.
Повний текст джерелаGul, 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
LaRose-Hebert, Gabryelle. "La relation entre le désengagement scolaire comportemental et la détérioration du rendement : le rôle modérateur de l’implication parentale." Thèse, 2014. http://hdl.handle.net/1866/11521.
Повний текст джерелаThe goal of this study was to examine to what extent parental involvement in the schooling of their child moderates the association between student’s school disengagement and subsequent decline in academic achievement during the first years of high school. The sample was composed of 380 students in grades 7 and 9 in the Montreal area. In this longitudinal study, academic achievement was evaluated in grades 7 and 9. Behavioral disengagement and parental support for academic activities were evaluated in grade 7. Results show that parental support related to academic activities moderate the association between behavioral disengagement and later school performance, but only among students who initially had high academic achievement in grade 7. However, the results do not confirm the protective role of parental involvement among students who had lower academic achievement in grade 7.
Goulet, Julie. "La relation entre les comportements extériorisés et l’engagement scolaire : l’effet modérateur de l’implication parentale dans le suivi scolaire." Thèse, 2018. http://hdl.handle.net/1866/22220.
Повний текст джерелаTardif-Grenier, Kristel. "Les pratiques parentales, le désengagement scolaire des amis et le rendement scolaire chez les élèves du secondaire nés en Haïti et fréquentant une école en milieu défavorisé." Thèse, 2010. http://hdl.handle.net/1866/6865.
Повний текст джерелаSchool underachievement has important consequences, both individual and societal. Haitian adolescents seem particularly at risk of experiencing such academic difficulties. Yet, very few Canadian studies have focused on the academic experience of students in this community. Studies conducted with other minority groups have however reported the important influence of friends and parents in regard to these adolescents’ achievement. The objective of this paper is to examine how school-related parenting practices moderate the relationship between peers’ disengagement in school and academic performance among economically disadvantaged Haitian adolescents. In the first chapter, we have made a statistical portrait of immigration in Quebec and discussed different aspects related to achievement among immigrant students. These data indicate that the academic difficulties that some of these students experience are complex and involve many factors. The second chapter explains how parents and friends are key actors in the academic success of Haitian students coming from disadvantaged background. We then assessed the moderating effect of school-related parenting practices on the relationship between peers’ disengagement in school and adolescents’ achievement in literacy. Results reveal that parental practices and peers’ disengagement toward school contribute directly (positively or negatively) to adolescents’ academic experience. In the third chapter, we finally discussed the role of the psychoeducator who intervene with Haitian students. It appears that there are many interventions that can be implemented with friends, parents, and teachers to promote the academic success of these students. Our results highlighted the importance of considering peers’ disengagement from school and parenting practices in the study of academic difficulties among Haitian students coming from disadvantaged backgrounds. Further studies are however needed to understand the mechanisms underlying the contribution of these actors on adolescents’ achievement. These studies ought to include larger samples of participants coming from all regions of Quebec and all socio-economical backgrounds. In addition, these studies ought to rely on several informants and consider factors intrinsic to the student, such as his academic motivation or self-esteem. Key words: School achievement; Parental practices; Peers’ disengagement from school; Haitian adolescents; Poverty.
Ce mémoire contient un article ayant été soumis à la Revue de Psychoéducation. Cet article a été rédigé avec comme co-auteur Michel Janosz
Brossard, Marie-Michèle. "Le rôle modérateur de la participation aux activités parascolaires dans la relation entre la déviance des amis et le désengagement comportemental chez les adolescents." Thèse, 2012. http://hdl.handle.net/1866/8814.
Повний текст джерелаThis study aims to examine the moderating role of extracurricular activities on the relationship between deviant peer affiliation and boys’ and girls’ disengagement between the first and second years of secondary school. The sample was composed of 448 students from two secondary schools in Montreal. During two successive years, the level of behavioral disengagement, extracurricular activities participation, and number of deviant peers were evaluated with self-reported measures. Results show that, beyond the mother’s educational level and youth deviancy, affiliation with deviant peers is positively associated with adolescent behavioral disengagement. Moreover, extracurricular activities participation is positively but marginally associated with student disengagement. Finally, results suggest that the effect of extracurricular activities participation varies between boys and girls. The discussion highlights the different implications of these results for research and intervention.
Levasseur, Caroline. "Désensibilisation morale et légitimation de l'intimidation entre pairs au secondaire." Thèse, 2016. http://hdl.handle.net/1866/15904.
Повний текст джерелаThis doctoral thesis, presented as four scientific articles, is a correlational study about moral reasoning and the legitimization of school bullying in third-year high school students. The primary objective was to investigate the contribution of moral disinhibition to the bullying incident roles adopted by teenagers. The secondary objective was to investigate the relative importance given to moral, conventional, and personal standards of conduct in students involved in bullying incidents. The first article acknowledges the problem that is the legitimization of bullying conducts by school communities and exposes related normative beliefs and school environment characteristics. It mainly discusses the gap between the vocal opposition to bullying conducts shown by most students and the occurrence of bullying incidents in schools. This completes a section exposing the consequences associated with bullying. The second article reviews recent literature about moral reasoning and its link to bulling incident roles. It also gives an explanation of bullying conducts from the viewpoints of the social domains theory and of the sociocognitive theory of moral agentivity. These theoretical paradigms were used in operationalizing the concept of moral disinhibition in order to meet study goals. The third article reports on the methodology used in order to verify the hypothesis of a positive relation between bullying conducts and acceptability of hypothetical bullying incidents, as well as the hypothesis of a positive relation between bullying conducts and moral disengagement in involved adolescents. The forth article reports on the methodology used in the investigation of sociomoral justifications from adolescents adopting different bullying incident roles in order to ascertain the relation between their conduct and the social domains from which stem their justifications. Results are discussed as to show the contribution of each approach to the explanation of bullying incident roles and the moral reasoning characteristics related to each role. Intervention guidelines are proposed as well. This doctoral thesis concludes that only moral disengagement mean scores, which work as a global indication of antisocial normative beliefs, explain bullying incident roles beyond participants’ gender. Sociomoral reasoning is better suited to understanding how bullying incidents’ characteristics promote moral disinhibition. Actively defending bullied peers wad linked to more uniform moral reasoning. On the other hand, bullying and pro-bullying conducts were linked to moral subordination in favor of conventional standards of conduct, and passive bystanding was linked to moral subordination in favor of personal standards of conducts.