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Статті в журналах з теми "Réussite scolaire – Chez l'adolescent"
Misès, R. "La signification du fléchissement scolaire chez l'adolescent." Neuropsychiatrie de l'Enfance et de l'Adolescence 50, no. 5 (August 2002): 368–70. http://dx.doi.org/10.1016/s0222-9617(02)00120-4.
Повний текст джерелаPower, Gabriel, and Lucie DeBlois. "Une analyse par quantiles de la résilience chez les élèves issus de milieux défavorisés." Éducation et francophonie 39, no. 1 (June 27, 2011): 93–118. http://dx.doi.org/10.7202/1004332ar.
Повний текст джерелаDeslandes, Rollande, Pierre Potvin, and Danielle Leclerc. "Les liens entre l'autonomie de l'adolescent, la collaboration parentale et la réussite scolaire." Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement 32, no. 4 (2000): 208–17. http://dx.doi.org/10.1037/h0087117.
Повний текст джерелаMiffre, Léon. "Etude expérimentale du comportement scolaire "expression écrite" chez l'enfant et chez l'adolescent." Revue française de pédagogie 70, no. 1 (1985): 21–33. http://dx.doi.org/10.3406/rfp.1985.1549.
Повний текст джерелаDoucet, Jean-Jacques, Anouk Utzschneider, and Jimmy Bourque. "Influence parentale sur le rendement scolaire : comparaison entre des élèves nés au Canada et des élèves nés à l’extérieur du pays." Nouveaux cahiers de la recherche en éducation 12, no. 2 (July 30, 2013): 227–42. http://dx.doi.org/10.7202/1017469ar.
Повний текст джерелаTardif-Grenier, Kristel, and Isabelle Archambault. "Implication parentale et réussite éducative : différences selon la région de naissance du parent1." Revue des sciences de l’éducation 43, no. 1 (November 21, 2017): 209–47. http://dx.doi.org/10.7202/1042079ar.
Повний текст джерелаRoy, Jacques, Josée Bouchard, and Marie-Anne Turcotte. "La construction identitaire des garçons et la réussite au cégep." Service social 58, no. 1 (July 6, 2012): 55–67. http://dx.doi.org/10.7202/1010439ar.
Повний текст джерелаBERKHOUT, C. "ASSOCIATION ENTRE SYMPTOMES DEPRESSIFS ET SURVENUE ULTERIEURE DE BLESSURES ACCIDENTELLES CHEZ LES JEUNES ADOLESCENTS. UNE ETUDE POPULATIONNELLE." EXERCER 32, no. 177 (November 1, 2021): 402–3. http://dx.doi.org/10.56746/exercer.2021.177.402.
Повний текст джерелаTherriault, Geneviève, Barbara Bader, and Claire Lapointe. "Redoublement et réussite scolaire : une analyse du rapport au Savoir." Revue des sciences de l’éducation 37, no. 1 (January 26, 2012): 155–80. http://dx.doi.org/10.7202/1007670ar.
Повний текст джерелаGagné, Andréanne, and Martha Crago. "Étude corrélationnelle de la production narrative chez des enfants du primaire pour mieux intervenir au préscolaire." Revue des sciences de l’éducation 38, no. 3 (February 18, 2014): 509–32. http://dx.doi.org/10.7202/1022710ar.
Повний текст джерелаДисертації з теми "Réussite scolaire – Chez l'adolescent"
Debbih, Saïd. "Les rapports entre l'école et la famille dans la société algérienne contemporaine : essai d'analyse à travers une enquête sur la performance scolaire des adolescents." Nice, 1998. http://www.theses.fr/1998NICE2020.
Повний текст джерелаSekou, Aboubacar Hassoumi. "Estimation de l'impact des pairs sur la réussite scolaire." Master's thesis, Université Laval, 2008. http://hdl.handle.net/20.500.11794/19968.
Повний текст джерелаFortin, Véronique. "Le style de coping, les stratégies d'adaptation et la réussite scolaire des adolescents québécois manifestant des troubles du comportement." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26339/26339.pdf.
Повний текст джерелаZmourod, Amira. "L'influence des représentations de la beauté physique et morale dans l'estime de soi chez des élèves de collège en France." Thesis, Montpellier 3, 2011. http://www.theses.fr/2011MON30017/document.
Повний текст джерелаThe purpose of this research is to examine the relationships between self-esteem and success at school according to the beauty, the culture and gender of schoolgirls and schoolboys. The general self-esteem has a notable impact on some areas (failure and success, family situation, etc...). Our research aims to study the link between self-esteem, physical as a moral beauty and school success of college students in France. Self-esteem and academic success were measured among the students of two groups of college students (group A, in which the students satisfy the criteria which contribute to identify the character of the beauty of the list set by us and group B in which the students do not meet these criteria). 120 students in the preparatory stage in 8th and 9th grades have participated in the research that has a purpose to know the effect of the physical and moral beauty on the self-esteem and the academic success. The results of this study show differences in general self-esteem between students of both groups A and B. As well, the hypothesis that physical beauty is one of the areas of self perception which is most strongly linked to the general self-esteem of students has been fully affirmed. [etc.]
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
Badolo, Leopold Bawala. "Estime de soi, locus de contrôle et performances scolaires chez des élèves burkinabé de CM2 et de 3ème." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3110/document.
Повний текст джерелаThe Burkina Faso faces the recurrence of poor academic performance, which is a serious threat to economic and social development. The explanations we give to this observation involve economic factors, political, social, educational, geographical. Very little attention is paid to psychology. But scholarly research is sufficiently instructive today on the seminal role of psychological factor in shaping human behavior in general, in the school conducted in a specific way. Among the psychological factors whose role is emphasized in the literature, there is the self-esteem and locus of control. This research will examine the links between these psychological variables and performance among learners in the beginning and the end of adolescence, in the socio-economic-cultural context of Burkina Faso. Using questionnaires of self-esteem and locus of control questionnaires, we conducted a series of three studies on a sample of six hundred and eighty six male and female students of CM2 and third. School performance was measured from notes in class Assessment situation and in a situation of independent evaluation. Data collected and analyzed highlight links, overall, modest between self-esteem and school performance between locus of control and academic performance throughout the three studies
Lannegrand-Willems, Lyda Roely-Ida. "Identité scolaire et effets de contexte chez l'adolescent." Bordeaux 2, 2000. http://www.theses.fr/2000BOR21004.
Повний текст джерелаThamalet, Alain. "L'ecole du sens. Emergence et evolution du sens de l'ecole chez l'enfant." Toulouse 2, 1989. http://www.theses.fr/1989TOU20001.
Повний текст джерелаThe research is concerning the processes of semiotisation by which rises and evolves the meaning attached by a child to school, to school persons, goals and activities. From a review of the studies about the causes of school achievement and from an examination of the psychoanalytic theory of sublimation and symptom, a model of the semiotisations is drawn up, referring to lacan conception of the significans. It shows the structuration in series and systems of the school significans integrated by the child through his history. That system of significans is crossed by drive in a way which is neither plain nor regular but selective and changing because of new integrations of significans. These new integrations imply an identification with other individuals and are founded on the necessity to build his identity. Three cases studies show the importance of parents and brothers speeches, ideas and expectations in the starting of the semiotisations. Then, other persons will play a big role : the teachers and the school friends especially. The behavior of the child at school has always a meaning, but a proper meaning for every child. That meaning is complex and gives evidence about the history of the child and the history of his family. School achievement has to be studied according to its position in the whole system of the semiotisations
Gosling, Patrick. "Les attributions de la réussite et de l’échec chez les enseignants de collège." Paris, EHESS, 1989. http://www.theses.fr/1989EHES0337.
Повний текст джерелаFrom the theory of attributions and of social representations, the author studies, dfor secondary school teachers, the links between the explanations of success and failure and their representations of the teacher's role. The results, observed on 320 teachers of mathematics and french, show especially the influence of the categorization of the pupils, of the teacher's institutional position and of the mode of involvement in the questionnaire on the attributions and on the representations. The teacher's involvement is shown by the acceptance or the refusal of a future interview. The teacher's question facing the success of a pupil is " is the pupil modifiable by my action?" ; facing failure, he asks himself: "who is responsible of the failure?". In connection with the responsibility of failure, the teachers disagree between themselves on the content of the answer (normative vs non-normative answer) and on the involvement in the question. The author shows too that, for failure only, the attributions paly a specific role in the representations, role which can be described as a rationalization of the behaviors expected nby the institution
Chevalier, Camille. "Bien-être en contexte scolaire et périscolaire : liens avec l'attachement et la motivation scolaire à la préadolescence." Thesis, Nantes, 2016. http://www.theses.fr/2016NANT2008.
Повний текст джерелаThe aim of this thesis was to examine the well-being in school and after-school context to grasp some determinants. Were specifically studied the relationship between attachment to parents, peer acceptance, student-teacher relationship in link with academic motivation and well-being in preadolescence. Three cross-sectional studies were conducted with 272 pupils in primary and high school. The children informed self-questionnaires. The first study showed that social acceptance is a mediator in the relationship between quality of attachment to the mother and social self-esteem in sixth grade. The second study revealed a moderating effect of quality of attachment to the relationship between the student-teacher relationship and academic motivation in French, and a moderating effect of attachment to the father and the teacher-student relationship on French academic motivation. The third study developed and validated a self-administered questionnaire of after-school well-being. We arrived at a valid, reliable and sensitive assessment tool, which has three dimensions: trust/security, peer relationships and the interest to the after-school context. The results of these three studies confirmed those of the international literature and emphasized the importance of considering the psycho-emotional development of children in different life contexts (Bronfenbrenner, 1986)
Книги з теми "Réussite scolaire – Chez l'adolescent"
Pierre, Belmas, ed. Réseaux de projets et réussite scolaire. [Paris]: Nathan, 1997.
Знайти повний текст джерелаConnolly, Jennifer Anne. Rendement scolaire des filles et des garçons canadiens au début de l'adolescence: Liens avec les attitudes personnelles et le soutien des parents et des enseignants face à l'école. Hull, Qué: Développement des ressources humaines Canada, Direction générale de la recherche appliquée, 2000.
Знайти повний текст джерелаAlberta. Direction de l'éducation française. Savoir accompagner un élève qui fait une crise de colère: Stratégies utiles pour les intervenants du milieu scolaire. Edmonton: Alberta Learning, Direction de l'éducation française, 2003.
Знайти повний текст джерелаMarie-Christine, Mouren, ed. Phobie scolaire: Comment aider les enfants et adolescents en mal d'école? Paris: J. Lyon, 2008.
Знайти повний текст джерелаÉléments essentiels du programme d'adaptation scolaire destiné aux élèves ayant des troubles du comportement. Edmonton: Alberta Education, Direction de l'éducation française, 2006.
Знайти повний текст джерелаLa violence et les jeunes. Paris: Salvator, 1999.
Знайти повний текст джерелаLuc, Blanchet, Hamel Marthe 1951-, Martin Catherine, and Québec (Province). Ministère de la santé et des services sociaux., eds. 6-12-17, nous serons bien mieux!: Les déterminants de la santé et du bien-être des enfants d'âge scolaire. Sainte-Foy: Les Publications du Québec, 2001.
Знайти повний текст джерелаJ'aide mon enfant à se concentrer: Une méthode pour favoriser sa réussite. Paris: Robert Laffont, 2013.
Знайти повний текст джерелаSchool violence: Deadly lessons. Berkeley Heights, NJ: Enslow, 2000.
Знайти повний текст джерела1956-, Bélair Francine, ed. Enseigner à des élèves ayant des comportements difficiles: Des pistes d'action concrètes pour une école inclusive. Montréal: Chenelière éducation, 2013.
Знайти повний текст джерелаЧастини книг з теми "Réussite scolaire – Chez l'adolescent"
Vera, L. P. "Phobie scolaire ou refus scolaire anxieux." In TCC chez l'enfant et l'adolescent, 173–93. Elsevier, 2009. http://dx.doi.org/10.1016/b978-2-294-70402-4.00008-0.
Повний текст джерелаAllard, Michel. "L’apport des institutions muséales à la réussite scolaire chez des adolescents." In Familles et réussite éducative, 109–24. Presses de l'Université du Québec, 2011. http://dx.doi.org/10.2307/j.ctv18ph3kv.12.
Повний текст джерела