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Статті в журналах з теми "Rejet (psychologie) – À l'école"
Ouango, Jean-Gabriel, Kapouné Karfo, Moussa Kere, Marcelline Ouedraogo, Gisèle Kabore, and Arouna Ouedraogo. "Concept traditionnel de la folie et difficultés thérapeutiques psychiatriques chez les Moosé du Kadiogo." Santé mentale au Québec 23, no. 2 (September 11, 2007): 197–211. http://dx.doi.org/10.7202/032459ar.
Повний текст джерелаKerzil, 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 джерелаAlbandéa, Hugo. "La psychologie de l'enfant sur les bancs de l'école." Les Grands Dossiers des Sciences Humaines N° 54, no. 3 (March 1, 2019): 33. http://dx.doi.org/10.3917/gdsh.0054.0033.
Повний текст джерелаLecigne, André. "Regard psychosocial sur le rôle de la psychologie à l'école." Le Journal des psychologues 245, no. 2 (2007): 66. http://dx.doi.org/10.3917/jdp.245.0066.
Повний текст джерелаMEHAN, Hugh. "Le contructivisme social en psychologie et en sociologie." Sociologie et sociétés 14, no. 2 (September 30, 2002): 77–96. http://dx.doi.org/10.7202/001492ar.
Повний текст джерелаCAOUETTE, Charles E. "De l'autonomie à l'autogestion : un projet de socialisation de l'enfant (Réflexions sur l'école-recherche Jonathan)." Sociologie et sociétés 10, no. 1 (September 30, 2002): 167–84. http://dx.doi.org/10.7202/001116ar.
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 джерелаBonnéry, Stéphane. "Les usages de la psychologie à l'école : quels effets sur les inégalités scolaires ?" Sociologies pratiques 17, no. 2 (2008): 107. http://dx.doi.org/10.3917/sopr.017.0107.
Повний текст джерелаBesses, Richard. "Territoires de la psychologie et identité du psychologue ; des questions épistémologiques aux problèmes de la pratique à l'école. Penser la psychologie." Bulletin de psychologie Numéro 477, no. 3 (2005): 387. http://dx.doi.org/10.3917/bupsy.477.0387.
Повний текст джерелаДисертації з теми "Rejet (psychologie) – 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
Soussignan, Robert. "Approche éthologique des processus d'adaptation d'enfants de l'école maternelle à l'école élémentaire." Besançon, 1985. http://www.theses.fr/1985BESA3009.
Повний текст джерелаSgro, Nathalie. "Le rejet dogmatique d'autrui : analyse des fonctionnements cognitifs et appartenance idéologique." Clermont-Ferrand 2, 2004. http://www.theses.fr/2004CLF20005.
Повний текст джерелаRichard, René. "Activité et passivité de l'enfant de 5 à 7 ans à l'école : approche de la complexité des processus de réussite ou d'échec scolaire : méthodologie de la psychologie à l'école." Caen, 1991. http://www.theses.fr/1991CAEN1082.
Повний текст джерелаNormand, Romuald. "L'école normale : disciplines, pédagogies et politique." Paris, EHESS, 2001. http://www.theses.fr/2001EHES0062.
Повний текст джерелаMathieu, Dominique. "Le tabou de la mort, facteur de rejet des personnes âgées." Lyon 2, 1988. http://theses.univ-lyon2.fr/documents/lyon2/1988/mathieu_d.
Повний текст джерелаThe taboo of death appears as one of the factors of rejection of the aged one, just as one of the sources of hypomaniac behaviors presently observed. The way the rejection of aged people is felt, varies according to one's sex or the place where one lives (town or country). To a certain depreciation of the aged ones is opposed their psychic evolution
Bruno, Nathalie. "Le rêve et la pensée à l'école." Paris 7, 2014. http://www.theses.fr/2014PA070012.
Повний текст джерелаThe function of the dream is examined in the shaping and the movement of the thought process that gives way to renewed desire to learner and to the processes of symbolization for children with difficulties in school. The psychological assistance proposed and the transferential issues of the "think-dreaming" (NB: penser-rêvant) are tested. The scholastic institution is confronted with issues resulting from tangible changes in society and the definition of thought. Consideration is given to the conditions that favor an environment that gives way to creativity of thought, the acquisition of skills by experience and that preserves the time of childhood as well as the dialogue maintained with the unconscious psychic sexuality. At the interface of the political dimension is discovered the psychic and narcissistic impact raised by the societal questions. The Freudian concept of the dream is revisited — in particular, consideration of its representability — to support the relations that are maintained between dreams and thought, principally in the transference. The place of temporal resonance brought on by dreams allows the expressions of thought to welcome unusual manifestations enrooted in the instinctual body. In certain cases, listening to one's dreams in the transference gives way to an entire process of historization (chronicling) and of subjectivity
Caillet, Valérie. "Le sentiment d'injustice à l'école." Bordeaux 2, 2001. http://www.theses.fr/2001BOR20873.
Повний текст джерелаMiens-Fargeau, Annick. "Les inhibitions intellectuelles à l'école entre problématique pulsionnelle et problématique surmoïque." Paris 13, 2005. http://www.theses.fr/2005PA131025.
Повний текст джерелаChildren's intellectual inhibition at school covers mental block and deals with the impossibility of learning. My psychoanalytically-informed research surveys the cases of several schoolchildren. I show that the usual theory of intellectual inhibition, which relates it to an ego/id conflict, does not always work. My work reveals that intellectual inhibition can be caused by an ego/superego conflict linked to the child's experience of a possible betrayal. In neither case is intelligence impaired but merely put on hold, however there is not one but two different types of treatment. While inhibition caused by an ego/id conflict requires therapy performed by non-teachers, when its cause is an ego/superego conflict, school can conditionally help overcome the conflict
Narbai͏̈ts-Jaureguy, Mai͏̈té. "Le Psychologue scolaire à l'école maternelle, face aux problèmes de l'intégration des enfants en difficulté." Paris 5, 1985. http://www.theses.fr/1985PA05A034.
Повний текст джерелаКниги з теми "Rejet (psychologie) – À l'école"
Bosetti, Elisabeth. Le psychologue, l'école et l'enfant. Paris: Dunod, 1995.
Знайти повний текст джерелаMireille, Bastien-Toniazzo, ed. Apprendre à l'école. Paris: A. Colin, 2004.
Знайти повний текст джерелаLouise, Landry, and Bleau Michel, eds. L'école orientante: La formation de l'identité à l'école. Outremont, Québec: Éditions Logiques, 2000.
Знайти повний текст джерелаAnne, Vidal, and Theinhardt Volker 1941-, eds. En allant à l'école. Paris: Hatier, 1990.
Знайти повний текст джерелаUn ours à l'école. [Bruxelles] (Pastel): L'école des loisirs, 2015.
Знайти повний текст джерела1936-, Compas Yves, and Aublé Jean-Pierre, eds. L'enfant en difficultés: L'aide psychologique à l'école. Paris: Dunod, 1995.
Знайти повний текст джерела1950-, Gauthier Janel G., ed. L'École de psychologie se raconte: 50 ans à L'Université Laval. Québec, Québec: Presses de l'Université du Québec, 2011.
Знайти повний текст джерела1950-, Morris Ariane, and Boisteau Manu ill, eds. Pas envie d'aller à l'école. Paris: De La Martinière Jeunesse, 2004.
Знайти повний текст джерелаCongrès international pour la recherche socio-culturelle (1996 Genève, Suisse). Apprendre à l'école: Perspectives piagetiennes et vygotskiennes. Bordeaux: Presses universitaires de Bordeaux, 2002.
Знайти повний текст джерелаLes méthodes cognitives: Apprendre autrement à l'école. Paris: A. Colin, 1996.
Знайти повний текст джерелаЧастини книг з теми "Rejet (psychologie) – À l'école"
Bernheim, Hippolyte. "2. L'école de Nancy." In La psychologie moderne, 303. De Boeck Supérieur, 2003. http://dx.doi.org/10.3917/dbu.ferra.2003.01.0303.
Повний текст джерелаDubois, Amandine. "Etude de la douleur dans les troubles du développement." In Pratiques et interventions en psychologie de la santé, 79–92. Editions des archives contemporaines, 2020. http://dx.doi.org/10.17184/eac.3187.
Повний текст джерелаRONDOU, Katherine. "La tragédie des Labdacides dans l’œuvre de Jacqueline Harpman : le rejet du fatum antique." In Théâtre Mythologique, 29–38. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.4711.
Повний текст джерела