Дисертації з теми "Rejet (psychologie) – À l'école"
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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 джерелаBui, Thi Thuy Hang. "Le sentiment d'autonomie de l'enfant par rapport à l'école : analyse comparée en France et au Vietnam." Paris 10, 2007. http://www.theses.fr/2007PA100092.
Повний текст джерелаIn the world of radical transformation we live in, a great majority of learning takes place outside school. The learner’s capacity of self-regulation thus becomes increasingly important. Autonomy can be viewed as a specific value of Western culture. According to self-determination theory [Deci & Ryan, 1985, 2000], autonomy refers to self-government and self-regulation. It thus corresponds to a basic, universal psychological need. This thesis has the aim to analyse the feeling of self-determination of French and Vietnamese children with respect to school and the relation between this feeling, teacher autonomy-support and child’s satisfaction. This quantitative research was conducted on 307 Vietnamese and 214 French children. Our results confirm the self-determination theory according to which autonomy is a basic need which pushes the individual to want to be at “the origin” of his/her actions. In the two cultural groups, children declared themselves autonomous within school. The more they perceived their teachers as understanding their feelings and supporting their prospects, the more they showed a strong feeling of autonomy compared with school and the more satisfied they were in their life in general. The central assumption of this work was validated, inciting us thus to pursue it. By drawing our attention to an explanatory model of the feeling of autonomy, this thesis leads us towards an analysis of the effects of environmental factors on the development of the feeling of self-determination and well-being. This direction will respond to a major social requirement in the 21st century: learner’s autonomy and well-being
Cohen-Scali, Valérie. "Contribution psychosociologique à l'analyse des processus de transition de l'école au travail." Tours, 1999. http://www.theses.fr/1999TOUR2001.
Повний текст джерелаThis research takes place in the French social context of the impressing growth of trainings, built on the pattern of apprenticeship, part time at school and part-time working. Its aim was to analyse the effects of such a training on identity and transition of young people from 18 to 25. More specially, we focused on a comparison of two populations of students of Iut (Institut Universitaire Technologique), in sale, following normal training (mainly at school with 10 weeks at work) or apprenticeship (part time at work and at school). The research has two parts. The first is a summary of several psychosociological theoretical approaches concerning transition from school to work, socialisation and identity of young people as well as representations and attitudes upon work and professional life we choose two ways of collecting data. In a first time, we had a qualitative approach: 50 young students were interviewed. After, nearly 350 students answered to a questionnary. The second part concerns the results of the research. We can see in analysing these results that apprenticeship plays an important role on construction of professional identity of the young people but a lot of other factors must be taken into account to understand the changes of identity during this period of transition from school to work: conceptions of work, vocational choices, ideal self, as well as self esteem and self monitoring. We underlined in conclusion two different ways of building professional identity. The experimentation pattern is linked to apprenticeship and the identification pattern is linked to traditional training
Billotte, Gilles. "L' équipe pédagogique, mythe et réalité : analyse d'une équipe pédagogique innovante à l'école primaire." Paris 10, 2000. http://www.theses.fr/2000PA100040.
Повний текст джерелаDoly, Anne-Marie. "Métacognition et pédagogie : enjeux et propositions pour l'introduction de la métacognition à l'école." Lyon 2, 1998. http://theses.univ-lyon2.fr/sdx/theses/lyon2/1998/doly_am.
Повний текст джерелаThis is a matter of clarifying the concept of metacogonition in order to explore its pedagogical uses and demonstrate : - that the psychological concept gains all its meaning in pedagogy by becoming an educational finality. It is also a tool for knowledge appropriation by the pupils, with the mediation of the teatcher, who, in organising the learning process (situation, tutelage) and the knowledge into scholary disciplines, shows them how to construct their path to knowledge, and gives strategies for autonomic learning -including autoregulation- and a motivation to learn. - that such a research should register in a rationality capable of understanding the pedagogical practices in their complex and multidimensional reality. This concept is then studied in different conceptual fields, in relation to notions which compose and enrich its meaning : - in the "pedagogie d'eveil" which reveals its pedagogical role - in the psychology of the creators (Flavell & co) which defines the concept with notions of control (self-regulation) and metacognitive knowledge, with "prise de conscience" and regulation (Piaget), which builds its role in strategic learnings, in relation to the questions of motivation, attribution, self concept, and underachieving pupils ; and in Wygotsky's and Bruner psychology with its understanding of the idea of social and cultural mediation. - in the philosophy and epistemology that allow an understanding of the concept in relation to what defines a culture, towards what makes men knowledge builders -and not consumers-, in particular self-awareness and language, but also the law, and other educational and humanising finalities. This way, it can become, with the teacher's social and cultural, epistemological and pedagogical mediation, the means of identifying the pupils within their culture. This is being illustrated in examples of practical application in classrooms
Del'Guidice, Jacques. "Evaluation-régulation et apprentissage de transferts : construction de situations d'apprentissage à l'école élémentaire." Aix-Marseille 1, 1996. http://www.theses.fr/1996AIX10100.
Повний текст джерелаThe aim of the present work is to show how pupils can appropriate, activate and re-use their school-knowledge in their last year of the primary school (formerly known as CM2). Through the theoretical work three major concepts have appeared : learning, evaluation and transfer, as well as their interrelation in a practical prospect of learning-teaching projects. An experiment in the classes was then organized to test in pedagogic sequences, hypotheses on learning of transfer, starting from an evaluation-regulation approach. To tackle the complexity of the field and infer the processes of the pupils'learning from the observation of their strategies, we have resorted to a mixed methodology, keeping in mind the necessity of having a wide range of points of view : qualitative analyses through the sequences, quantitative analyses of the final results, clinical analytic work on six pupils. Once synthesized, the results enable us : - to suggest a new organisation of the concept-field related to the re-use of knowledge : transfer becomes a process both of conveying knowledge and generating new learning skills ; - to point out a few practical references for the teacher ; - to raise new questions, new tracks for further research
Brandibas, Gilles. "Refus de l'école et dysfonctionnement du lien : approche clinique qualitative et diagnostic différentiel." Toulouse 2, 2002. http://www.theses.fr/2002TOU20003.
Повний текст джерелаThis research explores a pathway for the explanation of school refusal correlated with blind development at adolescents school pupils. Bind can be defined in two levels, psychosocial and psychodynamic. Aim is to distinguish symptomatic and asymptomatic school refusal according to bind build-up in family and transposed in school. Bind quality is examined with envelope theory, especially "psychic goup envelope". Phase 1/ characterization of the population and construction of two typologies of psychosocial bind, in 458 3rd and 4th year secondary students in France and Belgium using a questionnaire. Selection of 53 adolescents representing each type of psychosocial bind. Phase 2/ using FAST (family system test) and adapting this test at school situation. Characterisation of psychodynamic bind and location of school refusal among 53 pupils. Investigation of our hypothesis with comparison between symptomatic and asymptomatic school refusal and psychodynamic bind types. Phase 3/ Illustration of results with 7 case studies
Prouchet, Marc. "La médiation cognitive à l'école : d'"apprendre à penser" à "penser pour connaître"." Lyon 2, 1999. http://www.theses.fr/1999LYO20042.
Повний текст джерелаNowadays, "cognitive mediation" seems to be linked with cognitive education: mediation refers to this decisive part the teacher (called mediator) plays on the pupil's cognitive processes' development. From "learning how to think" to "thinking in order to know". . . This study proposes a new objectivizing orientation of cognitive mediation in the case of teaching: the principal purpose of the pupil's cognitif work will be considered in the relation to a knowledge object. A survey of the philosophical, psychological, even psychoanalytical theories of mediation shows that this concept refers to a joint process: mediation is a matter for the teacher in so far as it is a matter for the pupil. Founded on the mediate character of whatever relates to objective knowledge which, to be understood, demands that children should go beyond their natural disposition, cognitive mediation legitimizes the mediating acts of the teacher who aims at being a mediator in the movement of the pupil to the object these acts are supposed to produce. This study relies on a theory of knowledge and attempts to shed light on this movement of mediation in the moments which constitute the act of knowing, a movement which wholly depends on the conditions which are offered. When cognitive mediation is made operational in a specific form in the initial period of learning processes, it reasserts the value of the act of teaching. As the experiencing of things is being strengthened, it shows the decisive role of the teacher in helping the pupils to engage fully in intellectual activity concerning objects which cannot be reduced to the (cognitive) processes of appropriation allowing them to be understood. Pupils will not, however, see their teacher as mediator unless they are aware of the intentional character of his acts associated with a concrete presence (cf. Mediator patterns), which makes him capable of referring their intersubjective experience to a common and stable world
Bélanger, Nathalie. "La psychologie à l'école et l'enfance "inadaptée" : le cas de la psychologie scolaire en France après la Deuxième Guerre mondiale." Paris 5, 1997. http://www.theses.fr/1997PA05H072.
Повний текст джерелаThe dissertation aims at relativising the commonly accepted notion that school psychology was necessary to the transformation of the school system in which access has become generalized and where the number of "children having difficulties in adaptating" has been on the increase since the emergence of modem societies. School psychologists recruited from 1945 on wards in order to grapple with that was perceived as a priority educational issue met with resistance from teachers not sharing this perception. With this divergence in mind, archives were consulted and interviews held with psychologists to account for the problematic development of school psychology in France as regards the emergence of the special education sector in particular. The conclusion shows, especially, the practices of school psychology and the field of special education whose growth was significant between 1945 and 1965. Which field each other and whose development is inextricably linked
Olié, Emilie. "Douleur psychologique et exclusion sociale dans les conduites suicidaires." Thesis, Montpellier 1, 2014. http://www.theses.fr/2014MON1T023/document.
Повний текст джерелаCurrent knowledge suggests that suicidal behavior: 1) are pathological entities per se, with a specific neurobiology, 2) may be studied according to a stress-diathesis model, 3) may be better characterized by identifying biomarkers. Emphasizing that pain is the core of the suicidal process, we propose an outline of a model of suicide based on clinical neuropsychological and neuroimaging data. Psychosocial stressors cause psychological pain. Through dysfunctional vasopressinergic system and cerebral regions involved in social cognitions, psychosocial stress would be maintained or give rise to new stresses, perpetuating or increasing psychache. We suggest a modification of pain thresholds in vulnerable subjects for suicide leading to an increased perception of psychache, which is associated with suicidal ideation. Then, interpersonal difficulties are associated with impaired decision-making underpinned by prefrontal dysfunction that has been associated with suicidal vulnerability. This would cause the subject to promote a choice (suicide) associated with immediate reward (pain relief), although it is associated with deleterious consequences (death). Thus, psychological pain is central to suicidal behavior as an immediate consequence of psychosocial stressors, and influencing the suicidal vulnerability favoring pain perception and increasing susceptibility to social events, based on neuroanatomical and biochemical bases. Finally the hypothesis that a change of pain perception is involved in the suicidal process would open new avenues for understanding suicidal pathophysiology. It allows considering the psychological pain as a potential therapeutic target to prevent suicide
Aubert, Florence. "Acquisition du concept d'angle à l'école élémentaire : approche didactico-psychologique." Montpellier 3, 2008. http://www.theses.fr/2008MON30071.
Повний текст джерелаPiaget and Inhelder (1947) and Piaget, Inhelder and Szeminska’s work (1948) show that angle concept acquisition is very gradual and Munier, Devichi and Merle (2008) underline major obstacle (the length of the arms is irrelevant). In psychology angle concept is a good example of conflict between logical aspects and representational aspects of the thought. The objective of this work is to bring to light the complementarity of these two aspects within the framework of learnings of the geometrical concepts. We compare two didactical sequences centred on the physical phenomenon of the angle of vision. A sequence takes place in the physical space, the other one in the graphic space of the paper. This progress concern for the both sequences the tasks of explicitation, of drawing and comparison but not in the task of variation. In the last series of experiment and in the lineage of Bovet and Voelin’s work (2003) we propose computer-aided situations of learning which present the angle on a representational hillside. The results show that to emphasize the representational aspects of angle concept allows the children to make a success better in the task of variation. These results suggest in the lineage of Lautrey and Chartier’s work (1987) that the representational aspects of the knowledge must not be neglected but have to come to complete logical aspects of the knowledge. The discussion of these results leads to some educational propositions
Tessier, Hélène. "Subjectivité, inconscient et dialectique : une présentation critique de l'école intersubjectiviste américaine en psychanalyse." Paris 7, 2003. http://www.theses.fr/2003PA070019.
Повний текст джерелаThe thesis questions the current use of the concept of subjectivity in psychoanalysis, especially in the american intersubjective school. Submissions are made that such a use does not account for the specific contribution of psychoanalysis to the understanding of subjectivity and for the essential emphasis that needs to be put on an essentially non subjective sexual unconscious. The thesis examines the historical context in which the intersubjective school appeared, describes its main positions while criticizing them. The insistance is put on the antinomic relations between unconscious and subjectivity, adopting Laplanche's model of primary repression. It underlines the confusion established by the intersubjectivits between sexuality and adaptation and the resulting limits it imposes on the psychoanalytic conception of temporality and transformation
Besses, Richard Jacques. "Territoires de la psychologie et identité du psychologue : des questions épistémologiques aux problèmes de la pratique à l'école : penser la psychologie." Lyon 2, 2004. http://theses.univ-lyon2.fr/documents/lyon2/2004/besses_r.
Повний текст джерелаRemoriquet, Jack. "Contribution à l'étude d'une performance en mathématiques à l'école élémentaire." Université Louis Pasteur (Strasbourg) (1971-2008), 1987. http://www.theses.fr/1987STR10008.
Повний текст джерелаAttempt to establish experimentally the relationship beetween the learning of a mathematical knocoledge x, level with the third schoolyear (cours élémentaire 2e année) and an interactive intirety of five typologies relating to cognitive development, individual characteristics, motivation, to acquired learning in mathematics and common pedagogical proccedings, regarding children nine ten years of age, with a vicco to differentioted pedagogy. This attempt prepars the definition of the basic knocoledge of a future "expertsystem" in order to assist the pedagogical decision
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
Cado, Serge. "Enseigner à rédiger à l'école élémentaire : didactique de la production d'écrits, didactique du français." Rennes 2, 1994. http://www.theses.fr/1994REN20034.
Повний текст джерелаIn France, in the teaching of French as the first language, in primary schools, writing skills are set out by teachers as a principle objective. However, traditionally, less than 10 % of classroom time is given over to "composition skills" whilst grammar and spelling take up about 30% of the time. More often than not, teachers organise the various disciplines of the teaching of French into separate units : grammar, spelling, verbs, writing skills. . . When correcting written compositions that have been produced without any particular reader or purpose in mind, teachers concern themselves mainly with sentence structure and spelling, and they even interpret texts that are otherwise void of meaning. How then can we explain the gap that exists between teachers' expressed intentions and the actions they actually take ? Most primary school teachers are not able to change their ways because they lack a professional tool - a theory which encompasses both the theory of skills learning and the theory of written forms. This theory would modify how teachers perceive their own role, the lesson content and the teaching methods they use, and would provide them with a unity of vision concerning the various actions to be taken, at any given time for every pupil and at any given stage throughout their schooling. It would allow the teaching of spelling, grammar and writing skills, sentence structure, text and context to be moulded into one. Such is the aim of the thesis
Cosnefroy, Olivier. "Age d'entrée à l'école élémentaire, habiletés d'autorégulation en classe et devenir scolaire des enfants." Nantes, 2010. http://www.theses.fr/2010NANT3018.
Повний текст джерелаNys, Julie. "Habiletés numériques exactes et approximatives: développement, interactions, rôle de l'école et de la culture." Doctoral thesis, Universite Libre de Bruxelles, 2010. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210004.
Повний текст джерелаDe précédentes recherches ont permis de montrer que les compétences numériques approximatives se précisent au cours de l’ontogenèse de l’individu. D’une part, ces habiletés se développent entre l’âge de trois et six ans, ce qui correspond à la période à laquelle l’enfant acquiert les habiletés numériques verbales. D’autre part, les adultes possèdent des compétences numériques approximatives plus élaborées que celles d’enfants de six ans, suggérant que ces compétences se précisent également durant la période consacrée aux apprentissages scolaires. Le présent travail de thèse a pour objectif d’examiner la manière dont les habiletés numériques exactes, acquises sous l’influence des apprentissages langagiers et scolaires émanant de la culture, s’intègrent aux habiletés numériques approximatives, et comment elles peuvent les influencer.
Cette proposition est évaluée expérimentalement à travers la mise en œuvre de cinq études. La première étude est consacrée aux interactions régissant les capacités numériques exactes et approximatives au cours de la scolarité primaire. La seconde étude examine l’influence du langage sur le développement des habiletés numériques exactes et approximatives, à travers l’évaluation d’enfants présentant un déficit langagier. La troisième étude explore plus directement la question de l’impact des apprentissages en mathématiques sur les compétences approximatives, grâce à l’évaluation d’adultes n’ayant pas bénéficié d’une éducation formelle en mathématiques. La quatrième étude est consacrée aux stratégies utilisées par l’adulte lors de la résolution exacte de calculs complexes afin d’examiner si certaines des procédures engagées portent les marques du système numérique approximatif. Enfin, la cinquième étude examine comment les capacités approximatives d’appréhension de la quantité sont associées aux habiletés arithmétiques exactes lorsqu’elles sont mises en œuvre à l’âge adulte. L’ensemble des résultats est intégré dans une section finale au sein de laquelle sont discutés les rapports entre nature et culture définissant les relations entre habiletés numériques approximatives et exactes.
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
Mogoula-Robacky, Hervé. "Représentation en mémoire et compréhension : étude du traitement cognitif de textes narratifs et d'énoncés de problèmes arithmétiques à l'école élémentaire." Nice, 1995. http://www.theses.fr/1995NICE2040.
Повний текст джерелаLevesque, Sylvie. "Valeur accordée à l'école, estime de soi et performance scolaire à l'adolescence." Toulouse 2, 2001. http://www.theses.fr/2001TOU20013.
Повний текст джерелаThe aim of this research was to study the relationship between academic achievement and academic self-esteem and also between academic self-esteem and global self-esteem. James (1890) suggested many years ago that human values and aspirations had a determining role to play in self evaluations, but not much has been done to test this hypothesis. How the adolescent personally values school is therefore taken into account to study these relationships. Self-esteem being formed of many specific self-evaluations, our research approaches it from a multidimensional perspective (Shavelson et al. , 1976 ; Byrne, 1984 ; Marsh, 1986, Rosenberg, 1995 ; Harter, 1998). Our results are also studied from a longitudinal perspective. 105 girls and 85 boys (13-16 years old) participated to this study. As we expected, a positive relationship was found between academic achievement and academic and academic self-esteem and also between academic self-esteem and global self-esteem. The relationship between academic achievement and academic self-esteem is a function of how school is academically valued, but the relationship between academic self-esteem and global self-esteem is not. It is also shown that school value takes part in the prediction of academic and global self-esteem. These results are the studied by taking into account the sex and the type of college the students attend
Grangeat, Michel. "Différenciation, évaluation et métacognition dans l'activité pédagogique -à l'école et aucollège-." Lyon 2, 1997. http://www.theses.fr/1997LYO20050.
Повний текст джерелаOur purpose is to find out how the development of metacognition can improve autonomisation in students in an individualized workframe. A first investigation, which compares three educational patterns at junior highschool entrance level, shows that organizing metacognitive regulations and streaming students according to their needs improves their relationship to knowledge in that it increases distanciation. A second enquiry follows throughout a year the evolution of several students involved in individualized courses coordinated by metacognition. The study shows that autonomisation is a gradual process. The last part deals with transferring results. As for teaching practice, we describe how metacognitive regulations fit in with teaching based on problem-situations. With the purpose of understanding the scope of metacognition, we show how it reinforces the notion of the learning process seen as overcoming a cognitive obstacle. Lastly we verify that our proposition enables students to share in the meaning of knowledge, to maintain control over their strategies and to bring together various viewpoints on the purpose of education. Thus autonomisation is improved when metacognitive regulation is installed
Dusingizemungu, Jean-Pierre. "Etude de la dévalorisation des repères identitaires chez les jeunes rwandais : approche de reconstruction par l'école." Toulouse 2, 2002. http://www.theses.fr/2002TOU20025.
Повний текст джерелаThe study is based on historical reality of Rwanda. This country experienced a genocide and a large-scale massacres in 1994. Those events followed up a long time maintained identical crisis. Actually, the identical evolution of rwandan young people is done in a context of absence of marks (human, social, family, cultural) satisfying. The genocide and massacres destroyed the supports of identification. There was a turnover of the social organisation and the young people are sent back to themselves. Such a situation induces a regression towards modalities of life redefined around the vital functions. To withdraw themselves from this regression, the yong people dash into a premature "adultisation" which is dangerous as far as they tend to isolate themselves in front of trauma. The steady main idea is that it is possible to use the school space to avoid the dead end of these young people confronted with precarious aspect of the family, social and cultural protections. The school is considered as a medium which can contain, homogenise and establish new reassuringvalues. This school is very invested in current Rwanda by the civil society and the gouvernmental authorities. It misses however resources as well material as human to answer the missions of identical reconstruction that it has to realise. To face this situation, operational recommendations are formulated. These last ones in the direction will incite the psychologiacl discipline to be present and active at Rwandan school to enable him to be a useful transitional space
Dahan, Maurice. "Eléments de psychogénétique pour l'analyse et la conception de situations didactiques en classe de mathématique à l'école primaire." Nantes, 2012. http://www.theses.fr/2012NANT3029.
Повний текст джерелаCaffieaux, Christine. "L'entrée dans l'écrit: influence des pratiques d'enseignement à l'école maternelle." Doctoral thesis, Universite Libre de Bruxelles, 2007. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210586.
Повний текст джерелаGheloube, 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
Da, Silva Éric. "Sociabilité à l'école élémentaire et conduites interpersonnelles en situation de co-résolution de problèmes entre pairs : une approche différentielle des interactions sociocognitives entre enfants." Paris 5, 2000. http://www.theses.fr/2000PA05H034.
Повний текст джерелаRichard, Gilbert. "A qui profite la médiation éducative ? : étude d'une évaluation diagnostique au cycle 3 de l'école élémentaire." Lyon 2, 2001. http://theses.univ-lyon2.fr/documents/lyon2/2001/richard_g.
Повний текст джерелаMotta, Erimita. "Contexte linguistico-culturel des enfants de Bom Jua et stratégies éducatives de l'école communautaire." Lyon 2, 1988. http://theses.univ-lyon2.fr/sdx/theses/lyon2/1988/cunha-de-miranda_em.
Повний текст джерелаAuriac-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 джерелаRavestein, Jean. "Autonomie et régulation dans un système didactique : à l'étude de la complexité du rapport au savoir des élèves à l'école élémentaire : systèmes d'apprentissage et systèmes d'évaluation." Aix-Marseille 1, 1994. http://www.theses.fr/1994AIX10062.
Повний текст джерелаThe aim of this thesis is to answer the general question : what the autonomy of pupils in classes of primary school depends on? the principal target of the "reforme des cycles" is to put children at the core of educative system, this is our practical problematisation. Our theorical problematisation requires four distinct referents - sociology, psychology, didactic, and complex anthropology which combine to produce three operational hypothesises. These hypothesises concern the regulation, its goals, its organisation, its connections with the memory of the didactic system. Experimentations are made on ordinary classes, using notions of mathematics : classification of problems (perception of the difficulty), the cube pattern, chance and probabilities. We have shown that if each pupil had his own way of perceiving difficulty of the tasks, this perception is capital for the system and is mainly determined by it. We have noticed that a task is all the better done since its solution is made possible though symbols (codes) which put a certain distance between the aim itself and the task. We have underlined the fact that if we want the pupils to built some meaning from a new knowledge already settled in the didactic memory of the system. We have concluded that the pupil's autonomy in an ordinary class, cannot be independence but the institution of a new relationship with the rules he must be taught to integrate in his own project. The pupil's autonomy cannot be decreed but must be organised, especially by organising its regulation
Delarue-Breton, Catherine. "Paradoxe et altérité dans le discours scolaire : obstacles et conditions de l'expérience culturelle à l'école ?" Paris 8, 2010. http://octaviana.fr/document/16477517X#?c=0&m=0&s=0&cv=0.
Повний текст джерелаFor more than 30 years, various researches on educational studies have been underscoring the role of school in the co-construction of school disparities, in connection with social inequalities. This thesis aims at re-examining, in an approach including psychoanalysis, the notion of co-construction of inequalities as far as cultural experience is concerned, and at building a theoretical framework that may show to what extent school experience is likely to be similar or not, for the pupils, to a cultural experience, in its restricted meaning of psychological experience which consists in the paradoxical conjunction of the inner and outer worlds. Using researches on sciences of the language, educational sciences and sociology which reveal the heterogeneity of speech as well as the heterogeneity of situations with which the pupils are confronted, we tried to identify the differences that may appear in the production of meanings within school structures of learning; we were then able to establish a link between the possibility of cultural experience and the perspective that create the identification and the appropriation of the stakes in learning. Analysing various transcriptions of school lessons which compose our corpus led us to distinguish three levels in the production of meanings: the worldly level conveying an absence of detachment towards experiencing the world, the formal level, showing the intro-jection in the psyche of ready-made meanings, and the cultural level showing the appropriation of the subject matters of learning
Leroy, Ghislain. "Figures de l'enfant et pratiques des maîtres de l'école maternelle contemporaine." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB172.
Повний текст джерелаWhich relationship between adult and child is implemented by schoolmasters in french preschool ? From 1986 to 2008, in official texts, this relationship has been more and more thought out from the relationship model between a teacher and a pupil. But what about the contemporary practices ? As a matter of fact, this thesis shows that other adult / child relationship models have come out from french preschool history : five child figures, which consist in so many child representations, have been characterized. Several child figures are critical of school relationship to the child, standig up, fo instance, for a child relationship inspired by child psychology, or for a relationship based on maternel relationship to the child. A survey on contemporary practices has been conducted from interviews, observations in classrooms, and from an analysis of inspection reports. This survey has pointed out that, connecting with formal curriculum, the school relationship model enjoys a much more important legitimacy than any other possible relationships to the child, linked to other child figures. This thesis investigates pedagogical consequences of this child school relationship primacy (importance of the child compulsion, decline of Progressive Education influence, early learnings leaving some children aside of the class), it investigates as well affective consequences (diciplinary logics in some classrooms, loss of legitimacy of the affective relationship to the child, general detachment and coldness towards children's body). These elements as a whole contribute to the research on child status in the contemporary society, that is to say to childhood sociology
Cambou, Stéphanie. "Identification des composés aromatiques clés impliqués dans les comportements d'attrait ou de rejet d'un produit laitier par les consommateurs." Clermont-Ferrand 2, 2007. http://www.theses.fr/2007CLF21792.
Повний текст джерелаdousset, michel. "La psychologie scolaire, un miroir paradoxal : réalité des représentations de la place et du statut concédés par les instituteurs à la psychologie et au psychologue à l'école élémentaire." Tours, 1992. http://www.theses.fr/1992TOUR2019.
Повний текст джерелаBy managing to get psychology to be school-based only that is to say, accountable to itself only, the educational institution is concerned to keep this ersatz psychology, which very paradoxically enables it to preserve its fantasy prone bases. Parallel to the socially determined decline of the paternal function, which is today integrable only in a negative way, the teaching function is said to be hardly bearable and primary school teachers, much in the same way as the hysteric does, reportedly seek to fulfill unfulfillable wishes. Thus the request they make to the school psychologist seems to proceed from that of the hysteric's evasiveness and calculation. Therefore, the responsability of the psychologist should not be assumed by regular psychologists, but exclusively by primary school teachers, whose role as a psychologist is irrelevant out of school and makes only sense by reference to the wish it is dependent on. Everybody can then, to use s. Freud's phrase, hurt as they please on the ground institutionally granted to psychology, the specificity of which would be, in such a context, paradoxical only
Bouffard, Marianne. "Le soutien au comportement positif et la prévention des problèmes disciplinaires à l'école." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28034/28034.pdf.
Повний текст джерелаDinet, Jérôme. "La recherche documentaire informatisée à l'école : compréhension des difficultés des élèves et approche cognitive des processus de sélection des références." Poitiers, 2002. http://www.theses.fr/2002POIT5004.
Повний текст джерелаCouturat, Pierre. "Troubles de l'acquisition des coordinations à l'école maternelle : validation d'une échelle d'hétéroévaluation." Phd thesis, Université Paul Valéry - Montpellier III, 2012. http://tel.archives-ouvertes.fr/tel-00758984.
Повний текст джерелаSimon, Amalini. "De la langue de ma mère à celle de l'école : Parcours langagier des enfants tamouls du Sri Lanka." Paris 13, 2011. http://scbd-sto.univ-paris13.fr/secure/ederasme_th_2011_simon.pdf.
Повний текст джерелаBased on the idea that transmitting language is not only a linguistic act, but a transmission filled with affect, we intend to work on the often complex linguistic course of Tamil children from Sri Lanka. It is in a recent and particular context that most Tamil families have migrated to France. This research concerns children between four and five years old, born in France from parents coming from Sri Lanka. This thesis is part of a research on bilingualism: “A language to another” (which is a Hospital Clinical Research Program) conducted by the multidisciplinary team of the departement of child and adolescent psychopathology of Avicenne Hospital, whereby we were able to assess children in Tamil and French and meet their parents. This research aims at validating a tool which allows assessing the mother tongue and highlighting critical factors to the acquisition of bilingualism. The data in this thesis are collected as part of research on bilingualism. Thus, studying the use of languages and their representations, we found traces of filiation and affiliation in the language of Tamil children. Working on language with the children and their parents, we were able to show that the transmission of mother tongue does not consist only of words and that children are sensitive to what is transmitted beyond the words, through affects and representations. This research aims at better understanding the place of languages in order to provide appropriate care for Tamil children from Sri Lanka having language difficulties
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"
Dif, Stéphane. "Handicap, discriminations, et stratégies identitaires." Clermont-Ferrand 2, 2002. http://www.theses.fr/2002CLF20004.
Повний текст джерелаLawson, Dossou Louise. "Représentations sociales de la déficience mentale propres aux éducateurs prenant en charge des enfants déficients mentaux d’un IMPP au Togo." Caen, 2007. http://www.theses.fr/2007CAEN1478.
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