Дисертації з теми "Réussite scolaire – Chez l'adolescent"
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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)
Aviman, Elyaou. "Relation entre aptitude, anxiété et réussite scolaire chez des élèves issus de milieux socio-économiques différents." Paris 5, 1988. http://www.theses.fr/1988PA05H061.
Повний текст джерелаThis thesis discusses the problems of the influence of state-anxiety and trait-anxiety on the performance of students from various different aspects. These aspects view the various task difficulties, in mathematics and in the general academic performance of students as seen through the interaction between anxiety and performance, on one side and anxiety and aptitude on the other side. These relationships were examined through a population composed of children from different socio-economic status - males and females sepa- rately. The results which we found confirmed part of the hypothesis eg. The interaction between state-anxiety and sex was found to bo significant in relation to academic performance. There is also significant interaction between state-anxiety and mathematics. However insignificant interaction is noted between the influence of both state and trait-anxiety on the perfor- mance of students from different s. E. S. And on the interaction between state and trait-anxiety and aptitude. These results lead us to conclude that an another effect which influences anxiety is social support
Belhaj, Abdel Karim. "L'explication des causes de l'échec et de la réussite au bac : stratégies et structures de la causalité chez une population de jeunes scolarisés marocains." Paris 7, 1992. http://www.theses.fr/1992PA070010.
Повний текст джерелаSuccess and failure in the bac fin their causal explanation in the study of the attributional strategies adopted by a population of young moroccans sent to school. This study based on the academic results has been elaborated from a true representation and seen in the situation of the social chronology. The link between the presence of the ramadan or not and the two exam session system of the bac constitutes the chronology. The causal judgement proved that there are on the one hand tendencies to overvalue external causes related to religious belief and on the other hand to emphasize the causes for success positively. When the results are taken into consideration in concomitance with the ramadan and the behaviour related to the fast, these tendencies are pointed out by a causal multidimensional variation
Levy, Agnès. "Étude chez les garçon de l'incidence de la puberté (poussée staturale) sur le rendement scolaire." Paris 10, 1985. http://www.theses.fr/1985PA100181.
Повний текст джерелаDumora, Bernadette. "La dynamique vocationnelle chez l'adolescent de collège : continuité et ruptures." Bordeaux 2, 1988. http://www.theses.fr/1988BOR21005.
Повний текст джерелаThis work is a longitudinal study of preadolescent and adolescent pupils' scholastic and vocational preferences and career options. The affective and motivational mechanisms and the cognitive processes of this evolution were studied in real time, using a clinical method of interviewes repeated each year for each subject of the sample population. A model was developped, both as pattern for the interviewes and decoding system for utterances. The vocational development is a progressive "mise en tension" between self assessment, professional representations and the self. Once identified the connections, and i mean by connections comparative reflexion, probabilistic reflexion and implicative reflexion dominated by two metadiscursive categories, "implicit theories of orientation" and metareflexion - they undergo content analysis. The vocational development is essentially affective and cognitive decentration. Vocational thought ranges from the syncretic to the operatory, from magic to probabilistic thought, from identification to objectivation. Various processes such as sublimating desire or rationalising mourning lead the subject to the project within a time perspective consistant and signposted and through the insertion in scholastic and social reality. Career orientation is considered here as a fundamental aspect of the adolescent's socialisation
Ghoreychi, Rad Salari Fakrolsadat. "Confrontation des crises chez des adolescents : contribution à l'étude de la variabilité interculturelle (France et Iran)." Montpellier 3, 2002. http://www.theses.fr/2002MON30035.
Повний текст джерелаMaltais, Christine. "Compétence scolaire, anxiété et buts d'accomplissement : contribution de l'attachement et du climat de la classe." Doctoral thesis, Université Laval, 2014. http://hdl.handle.net/20.500.11794/25792.
Повний текст джерелаThe thesis aims to study the contribution of attachment security and classroom goal structure to students’ achievement goal orientation as a function of perceived academic competence and anxious symptomatology during the transition to high school. It includes two prospective studies steming from the School Transition, Adaptation and Perseverance Study (ETAPE ; www.etape.fse.ulaval.ca). In this study, 636 students and their families participated, which began in 2005, when students were completing their 6th grade of elementary school. The first study explored the role of student characteristics, namely perceived academic competence and anxious symptomatology, as potential mediators of the relationship between attachment to the mother before the transition (6th grade) and achievement goal orientation at the end of the first year of high school. The results of structural equation analysis showed that perceived academic competence mediates the link from attachment security to the mother to approach mastery goals. With respect to anxiety symptoms, no mediation effect was found but, rather, a sequence in which students’ perceived security to their mother predicted a lower occurrence of their anxiety symptoms, which are themselves predictors of performance-avoidance goals. The second study investigated the contributions of attachment security to the mother in the 6th grade and perceived classroom goals structure in math class to student characteristics, i.e, academic competence and anxiety symptoms during 1st year of high school, used in the first study as determinants of achievement goals. It also examined the moderating role of attachment security in the relationship between classroom goals structure and students characteristics of the students. The results of the structural equation analysis revealed that both attachment security and perceptions of a mastery climate in math class predicted higher perceived academic competence during the 1st year of high school, over and beyond the contribution of gender and academic competence perceived in grade 6. The results also showed that the attachment security of in the 6th grade predicted lower anxiety in the 1st year of high school and that a motivational climate perceived as performance-oriented during the 1st year of high school predicted higher anxiety, particularly among students who perceived their relationship with their mother as more insecure. This result suggests that attachment security to the mother at the end of elementary school can undermine the potentially harmful exposure to a classroom goals structure valuing performance and social comparison in the 1st year of high school. Keywords: attachment security, classroom goals structure, achievement goals, academic competence, anxiety, early adolescence.
Fanchini, Agathe. "Les compétences sociales et la réussite scolaire des élèves de cycle III : l'effet de l'accompagnement scolaire." Thesis, Dijon, 2016. http://www.theses.fr/2016DIJOL010/document.
Повний текст джерелаDifferences of achievement in school, traditionally studied by Education researchers, can be analyzed in the light of skills and especially social skills. This scientific field is under construction but social skills still become a "must" for actors of the school system and for Educational Sciences. Through a multidisciplinary approach, this thesis proposes to question the link between social skills and academic achievement of students, taking into account factors related to their various socialization frameworks (family, school, extra-curricular). A reliable analytic tool of social skills (in a sample of 855 students from 7 to 12 years) allows to understand first of all, that inter and intra-individual social skills have an effect on student achievement. The empirical results also show that social skills change over time and are determined by the individual characteristics of students as well as their levels of self-image, report to the school and neuroticism. Finally, the effect of an educational support program on the development of social skills is tested, and the program tends to conform to the institution’s expectations of competitiveness, while not encouraging openness to others and to the world
Fiset, Nancy. "La prévention du VIH/sida en milieu scolaire : le point de vue d'élèves." Sherbrooke : Université de Sherbrooke, 1997.
Знайти повний текст джерелаPouille, Jeremy. "Perceptions de soi, anxiété et réussite scolaire : l'apprentissage du langage écrit." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAH015/document.
Повний текст джерелаAlthough data are quite rare, French pupils seem particularly anxious in school (OCDE, 2014). A significant number of them also show important gaps in elementary abilities – such as written comprehension (OCDE, 2011) – that are yet crucial for any form of learning as much as for social and professional insertion. The present research emerges from both these observations. We interrogate the effect of anxiety on the variability of students’ acquisitions in reading. Numerous research have been lead on academic anxiety related to mathematics (e.g., Ashcraft & Moore, 2009) or evaluation context (e.g., Pekrun & Stephens, 2015). But none have considered the existence of specific anxieties related either to reading or to academic environment. We tackle this task by giving an account of the effects of these two specific academic anxieties on reading comprehension and reading fluency. To do so, we led two longitudinal studies involving several hundreds of 5th and 6th graders. In the first study, we used multilevel models and have shown that anxiety related to academic context has a quadratic relation with reading comprehension at the end of primary school. Moreover, we have shown that self-efficacy beliefs could partially mediate this effect. In the second study, the use of growth curve models underline that anxiety related to reading helps to predict, for the pupils followed up in 5th and 6th grade, the rhythm of progression of their fluency performances
Autin, Frédérique. "Contexte situationnel et performance intellectuelle : l'impact de l'essentialisation de la réussite scolaire sur le fonctionnement cognitif." Poitiers, 2010. http://www.theses.fr/2010POIT5002.
Повний текст джерелаThis work aims at investigating academic achievement by focusing on the students' construal of the academic settings. The meritocratic ideal gives school a function of detecting individuals' merit that is generally defined as a set of inner attributes. This conception supposes the existence of an essence inherent to students that determines their behavior. The essentialisizing conception of academic achievement leads students encountering difficulties to doubt about their abilities. Such a questioning of self-worth could alter cognitive functioning and performance. To test this hypothesis, we created an intervention that provides students with an interpretation of their difficulties that would prevent them from questioning their self-worth. This intervention presents difficulty as a normal and temporary part of the learning process. Our first study shows that this intervention improve students' performance at a difficult reading comprehension task. A second study shows that a situation in which difficulty is not anymore a cue of inferiority enhances performance compared to a situation of success or a situation in which children did not encounter difficulty before the task. The four next studies investigated the cognitive processes that could mediate this effect of essentialization on performance. Results show that working memory capacity is impaired when students encounter difficulty in a classic academic situation. The two last studies show that children are prone to self doubts, although these doubts do not explain the performance variation. The implication of these results on the understanding of the mechanisms of social hierarchy perpetuation will be discussed
Barbé, Martine. "Relations d'amitié et construction identitaire chez les adolescents en internat scolaire." Thesis, Toulouse 2, 2016. http://www.theses.fr/2016TOU20118.
Повний текст джерелаOur study aims to apprehend, in the context of boarding schools, the links between friendships and identity development. This research favours an interactionist approach grounded in the field of social and developmental psychology. We explore the identity development, the characteristics of friendships with the best friend and the experience of boarding school. The research has been conducted on 721 teenagers in boarding school (261 boys – 460 girls) in 10th and 12th grade enrolled in public (80.1%) and private (19.9%) schools in the Midi-Pyrenees’ region. Six tools have been used to collect data: an identity scale DIDS (Dimension of Identity Development Scale - Luyckx et al., 2008), a questionnaire relating to psychological support (Mallet & Vrignaud, 2000), a questionnaire on intimacy (Sternberg, 1986) and a questionnaire on the experience of boarding school designed for this study.The results underline that friendship with a good friend, a friend and the best friend is based on mutual and reciprocal understanding. The results show the importance of the subject’s place in the reasons guiding the choice of boarding school. The personal choice (choice of school, of academic courses) conflicts with the parental or institutional choice. The identity development is characterised by a higher proportion of teenagers in identity diffusion than in identity achievement and in moratorium. We have not demonstrated a link between the experience of boarding school and the identity development but this experience is associated with the process of exploration in breadth and the identification of commitments. The different forms of support and intimacy are linked to the status of identity development. This study, because of its exploratory nature and in view of the scarcity of other researches on its topic, encourages comparatives and longitudinal researches
Schaepelynck-Boniface, Sophie. "L'Orientation dans l'entre-deux des motifs : Espaces de rencontres avec des lycéens de seconde en situation-limite." Paris 8, 2000. http://www.theses.fr/2000PA081815.
Повний текст джерелаThe"new comers" to the fifth class are the first ones of their family entering an unknown world, in which they will have to learn to find a way. They thus require self-sufficency and creativity desinvesting, exactly at the same crucial time when these adolescents have to turn to a future for which no tracks have previously been defined by any symbolic index. Making the choice of a way, orienting its investings, anticipating its position in the society, all this consists in a symbolic matter, in which lie some desire, some history, and then, some subject. .
Marcotte, Julie. "L'influence de la famille dans l'ajustement scolaire des adolescents." Doctoral thesis, Université Laval, 2004. http://proquest.umi.com/pqdweb?did=888829341&sid=24&Fmt=2&clientId=9268&RQT=309&VName=PQD.
Повний текст джерелаNeuville, Emmanuelle. "De l'émergence d'une réputation intellectuelle à son effet sur la performance scolaire." Clermont-Ferrand 2, 2005. http://www.theses.fr/2005CLF20021.
Повний текст джерелаFischmeister, Jindra. "Réussite ou échec scolaire chez les enfants de mêmes capacités intellectuelles : étude de la place de certains facteurs extra-intellectuels." Paris 10, 1994. http://www.theses.fr/1994PA100145.
Повний текст джерелаIntellectual competence alone is not sufficient for school achievement. Other factors intervene; two of them are the "locus of control" (rotter, 1966) and the self-esteem. My study examined the relation between high or poor school achievement and these two personality and social-cognitive variables, for they take their origin in the interaction of the individual with his environment. The age of the subjects and their sexes can affect this relationship. The culture, French or other, and the context, favorable or disfavorable, can also have an effect on this relation. For to test the efficiency of all these parameters, I have chosen three groups of subjects. Group 1, second grade children, favorable context, 24 boys, 29 girls, group 2, second grade children, disfavorable context, 9 French boys, 9 French girls, 15 boys and 16 girls of other cultures; croup 3, seventh grade children, favorable context, 23 boys and 30 girls. Their intellectual competence was evaluated with a measure of "g" and a vocabulary test. For the locus of control used the pns-ie from Nowicki and Duke (1974) and the cns-ie from Nowicki and Strickland (1973); the test of person (1969) for the self-esteem. My results indicate that intelligent pupils are not always successful at school. This phenomenon becomes stronger with the age for the boys. Like that, in the group 3 no relationship was found between the both intelligence scores and school performance for the boys, and a strongly significant relationship held for the girls (***and**). I didn't find the internal more than the external control in "locus of control" being associated with success in school performance, excepted for the girls of the group 3 (significant to **)
Tapé, Goze. "Milieu africain et développement cognitif : une étude du raisonnement expérimental chez l'adolescent ivoirien." Caen, 1987. http://www.theses.fr/1987CAEN1032.
Повний текст джерелаPujol, Jean-Claude. "L'orientation, la famille et l'adolescent : confirmités et différenciation : une étude compréhensive de la diversité des trajectoires scolaires de lycéens." Bordeaux 2, 2000. http://www.theses.fr/2000BOR21005.
Повний текст джерелаBelgheddouche, Assia. "Le "bon" et le "mauvais" élève, une différence plus métacognitive que cognitive ? : quelles représentations chez les apprenants et les enseignants de FLE en Algérie ?" Montpellier 3, 2009. http://www.biu-montpellier.fr/florabium/jsp/nnt.jsp?nnt=2009MON30086.
Повний текст джерелаThe representations of teachers and learners in FLE class play an unquestionable role when it comes to acquiring and learning a new language as the individuals who are experiencing the same situation act and interact through these representations. Regarding this modest work, we suggest a research on the Algerian teachers’ and learners’ representations. On the good/bad pupil/reader and their influence on acquiring, learning and teaching the French language at school. We have tried in this research to put the light on the difference between the good and the bad learner among the representation of our population, in order to find out the element that makes the distinction between the ones who succeed and those who find difficulties in their learning process. According to us, the difference is relevant to a meta-cognitive competency that these learners are missing. On the other hand, we have tried to find out if this difference is perceived in the same terms among our research subjects. We therefore have tried in this research, to identify the contents of these representations among our research subjects, aiming to know if they take into consideration the meta-cognitive element and if its contents as they are, can have an influence on teaching and learning the language. We also have worked on the representations of the good/bad reader in order to be able to update the perception of a good/bad pupil in the realisation of a concrete task, and what could this more focused perception bring to a task
Pepin, Pierre-Yves Avanzini Guy. "Les lycéens du cycle terminal, acteurs de leur orientation ? contribution à l'action des conseillers d'orientation-psychologues /." [S.l.] : [s.n.], 2000. http://theses.univ-lyon2.fr/sdx/theses/lyon2/2000/pepin_py.
Повний текст джерелаHuber, Michel. "Du projet-élèves à la convergence des démarches de projets dans l'établissement scolaire : analyse des effets sur des élèves de troisièmes technologiques agricoles d'une formation d'enseignants à la pédagogie du projet." Paris, CNAM, 1996. http://www.theses.fr/1996CNAMA001.
Повний текст джерелаPiché, Sylvie. "Précurseurs motivationnels des performances sportive et scolaire." Thesis, Université Laval, 2003. http://www.theses.ulaval.ca/2003/20726/20726.pdf.
Повний текст джерелаLance, Daniel. "Limites de la communication et communication aux limites : les adolescents en rupture sociale et scolaire." Paris 3, 2005. http://www.theses.fr/2005PA030036.
Повний текст джерелаThe purpose of this work is to think about the concept of communication pushed to its limit. The specific context is the education of teenagers who have rejected social and school systems and who are received, at a maximum of twelve at a time, in small and well-structured educational settings called in France “Classes relais”. These teenagers have rejected conventional or dominant language, they seem to have created a new logophobia, through rejecting everything which is part of the conventional and dominant language: “I'll choose the opposite of what you desire”, they seem to say. A model of “dialogic” intersubjective communication possesses several levels. We reach the point where meaningful verbal communication breaks down altogether. Next, we will climb the rungs of communication and we will first think about the genesis of communication and shared silence. Then, we will pursue our reflections to non-verbal communication and martial art as communication. We will add language and texts by working on theatre and questions elaborated between teacher and pupils. Finally, we will offer to these teenagers refusing any scholar books, classical and fundamental classic texts as an ultimate access to language. So that, it is the whole range of communication that we will have studied, on both a practical and conceptual basis. So, spending time with these teenagers allows us not only to think about what communication and education are, but also to discover another form of authority and a model of communication that we had first thought might impossible to attain
Bouchard, Claude. "Identification des besoins perçus des adolescents lorsqu'ils réintègrent leur milieu scolaire suite à une absence prolongée occasionnée par le traitement médical d'un cancer." Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/27530/27530.pdf.
Повний текст джерелаLarzul, Stéphane. "Le rôle du développement des théories de l’esprit dans l’adaptation sociale et la réussite à l’école des enfants de 4 à 6 ans." Rennes 2, 2010. http://tel.archives-ouvertes.fr/tel-00505447/fr/.
Повний текст джерелаSince the 80s, developmental psychologists showed the importance of the understanding of mental states, identified under the label "theories of mind ", in the child’s cognitive and social development. They go along with the concerns of works in sociology and in educational sciences which emphasize the way school requires school tasks representation as mental activities. In this context, the question which arises is whether theories of mind constitute individual psychological variables likely to support social adaptation and success at school. Twoempirical studies are presented here. They investigate the developmental link between theories of mind, social adaptation and school success. A cross sectional study was conducted on 3 groups of 4, 5 and 6 year old children (N=121) shows that the implicit understanding of mental states is more connected to the measures of social adaptation and success at school than is the level of explicit understanding. A longitudinal study tests, in the same way 40 children from 4 to 6-years old. Regression analyses confirm that the implicit understanding of the mental states contributes in a specific way to prediction of social adaptation and school success between the ages of 4 to 6. They also reveal that the configuration of theories of mind developmental markers favourable to social adaptation and to success at school is not the same during three years. These results show the importance of introducing theories of mind into the analysis of psychological factors which an contribute to social adaptation and to success at school
Prohon, Philippe. "Auto-évaluation scolaire de l'adolescent : approche interactionniste : relations entre estime de soi, niveau scolaire et auto-évaluation scolaire chez l'élève de troisième : analyse en termes de stratégies (concordance et contribution), d'investissement et de satisfaction." Toulouse 2, 1999. http://www.theses.fr/1999TOU20105.
Повний текст джерелаTorres, Castro Carmen Beatriz. "La violence scolaire féminine : un regard d'adolescentes." Phd thesis, Université de Bourgogne, 2012. http://tel.archives-ouvertes.fr/tel-00732452.
Повний текст джерелаBauquier, Charlotte. "Représentations sociales de la vaccination HPV à l'adolescence : une approche psychosociale et communautaire en milieu scolaire." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2096.
Повний текст джерелаIn France, vaccination against human papillomaviruses (HPV) has come to complete the preventive strategy against cervical cancer (screening by cervical smear) in 2007. It targets female teenagers aged from 11 to 14 years old, with a possibility to catch-up until the age of 19. Indeed, some forms of the HPV virus, sexually transmissible, are considered as being an important risk factor of cervical cancer but also of anogenital and oropharynx cancers. In this thesis, it is the perspective of 13-14 years old teenagers, male and female, about HPV vaccine that we have wished to investigate. For this purpose, the theory of social representations is a relevant approach, allowing us to tackle both the processes of knowledge transmission and the content of this knowledge. Associated with this theoretical approach, we also refer to the risk perception as it is proposed by Douglas. From an epistemological view, this thesis grounds into a participative and ecological approach, under the Bronfenbrenner model. Our issue can be summed up in one question: what are the representational systems activated by both female and male teenagers, in a particular context (in this case, school) to think of vaccination against human papillomaviruses?It is by using an approach of methodological triangulation that several tools have been built to elaborate our research plan and respond to our objectives. Thus, workshops based on a participative approach have been put in place with pupils of 13-14 years old. They had to build communication materials on the theme of vaccine and cancers linked to HPV infection, especially providing us with a corpus of images to analyze. In addition, focus groups have been conducted and questionnaires administered to pupils of 13-14 years old. Still form a methodological perspective, we have produced a psychological analysis of the implementation of the research inside the voluntary schools which aims to estimate the implementation variations of the intervention due to different institutions. Thus, the results of the analyses about the representations produced and gathered will be reinforce by considering the different methods used for our research
Cañon, Cueca Luz Stella. "Violence scolaire en rapport avec supporteurs de football à Bogota." Thesis, Dijon, 2013. http://www.theses.fr/2013DIJOL012/document.
Повний текст джерелаNo abstract
El propósito de este estudio es caracterizar una de las formas de violencia escolar asociada al fenómeno de las barras del fútbol. Este ha venido tomando fuerza en Colombia, especialmente en Bogotá y las grandes ciudades del país. Así lo evidencian diversos hechos sucedidos en los últimos años, relacionados con la participación de jóvenes hinchas de equipos de fútbol. La aplicación de tipo cualitativo, se llevó a cabo en cinco colegios oficiales de las localidades de Usaquén, Santa fe, Usme, Fontibón y Suba, en Bogotá, con 68 jóvenes escolarizados, a través del modelo de los núcleos de educación social –NES- basados en la Investigación Acción –IA- que involucra a los miembros de la comunidad en el proyecto de investigación y en las acciones de transformación, considerándolos agentes de cambio en el tratamiento de las violencias microsociales.Sus principales resultados muestran que el fenómeno no responde únicamente a motivaciones asociadas al espectáculo del fútbol, como se quiere hacer ver a la opinión pública, sino que se conecta con situaciones estructurales en el manejo de la política de atención de los jóvenes, básicamente en lo que se refiere a los procesos de exclusión y desigualdad de los grupos que las conforman. De manera puntual los problemas de desempleo, acceso a la educación, consumo de sustancias psicoactivas, embarazo temprano, entre otras situaciones, que se han convertido en la fuente del inconformismo juvenil; por otra parte, la respuesta que se ha dado al conflicto que generan en la ciudad ha sido de carácter estrictamente punitivo. Los aspectos anteriormente mencionados aumentan su nivel de vulnerabilidad. Para los jóvenes, vincularse a estos grupos es una oportunidad de ostentar poder frente a sus iguales lo que les permite un empoderamiento en espacios como la escuela y el barrio mismo, que quieren mantener aliándose con grupos al margen de la ley. Esto ha producido destrucción de los edificios escolares y del vecindario, así como lesionados tanto de los jóvenes involucrados en el conflicto como de la comunidad. Finalmente, los medios de comunicación han producido una sobreexposición mediática del fenómeno, al punto que han construido una imagen colectiva que se asocia a peligrosidad e inseguridad, formas estas, desde las que se legitiman ataques y amenazas a jóvenes e incluso una práctica de eliminación sistemática de algunos de ellos que se han asociado con grupos delincuenciales, que azotan a las comunidades
Pepin, Pierre-Yves. "Les lycéens du cycle terminal, acteurs de leur orientation ?" Lyon 2, 1999. http://theses.univ-lyon2.fr/documents/lyon2/2000/pepin_py.
Повний текст джерелаThe passive attitude of some sixth-formers while in front of a choice of orientation challenges the professionnals of school guidance: are six-form pupils performers in their own orientation ? The question, arisen from the daily practice of guidance counsellors, refers to the works of Messrs. R. Boudon, M. Crozier and E. Friedberg. A first investigation by questionnaire in sixth-formers made it possible to assess the performer attitude in sixth-forms according to a model built on 3 dimensions, gathering 8 under-dimensions of lower row, and to note that they consider themselves as performers of their orientation. Typologies of attitudes were drawn up. A second investigation by questionnaire with a similar population resulted in describing rationalities at work in the sixth-formers' calculations when considering their own futur. This led to a measurement of their attitude in front of situations of choice of courses understood in terms of costs, risks and benefits. Some significant differences have been noted in their judgement relating to some particular risks or benefits, but it has not been possible to highlight one major differential sociological criterion (sex, age, rank amidst children in the family, social background, type of baccalauréat. . . ) as originating in the variation. The performer attitude of sixth-formers once recorded, how can they possibly be helped with the building of their personal project? A first intervention with six-formers allowed a measurement of effectiveness for three different ways of conveying information concerning the outcomes of post baccalauréat studies, to conclude that the most effective way of acquiring information is the active one. An other intervention in the sixth-form cycle confirmed the validity of the effects of a workshop of orientation. It seems that taking part in activities aimed at helping with the process of building one's personal project leads to a rising level of motivation for achievement in pupils. Consequently, we can assume that this rise may have a positive influence on their performer attitude
Poulin, Rosalie. "Victimisation par les pairs et climat scolaire : une étude menée en contexte de persévérance et de réussite scolaires chez des élèves du secondaire." Doctoral thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/26982.
Повний текст джерелаThis study aims to analyze the link between school climate and peer victimization in context of school achievement and perseverance in high school. After the demonstration of existing theoretical links between these three variables, this research evaluates the influence of school climate that we approach through four components (feeling of security, feeling of justice, relationship and support, collaboration and participation) on six types of school victimization (physical, verbal, psychological, physical, electronic, sexual nature). The findings of this research, that was conducted among 2,154 students from secondary one to five, show evidence that the component of the sub-climate "Feeling of security" has the greatest impact on the six studied forms of victimization; meaning that students who feel safe in their school are less likely to experience the six different forms of violence. The influence of the other school climate components on victimzation is very low. Since the experience of victimization and the perception of a negative school climate can affect the school achievement and perseverance and hinder graduation, and that the decision to drop out of secondary education is often taken during the 4th and 5th year of high school (Frase, 1989; MELS, 2009), we focus on this specific group of students in the third part of this thesis work. The analysis conducted specifically among secondary four and five students (n = 715) indicates that those who are victims of at least one of the six distinct form of violence declare a more negative perception of each school climate component compare to non-victims. Precisely, victims of physical and verbal forms perceive more negativel the four school climate components and victims of material, psychological and sexual nature forms judge also more negatively every school climate components, except for the safety climate. These results show that school climate perception influence victimization for all high school students and highlight how victimization, experienced in secondary four and five, affect more negatively their school climate perception. Some reflections are finally suggested to guide future research as well as some practical outcome for school settings.
Larouche, Line. "Relation entre les comportements interpersonnels et la dépression chez des adolescents en fonction du genre /." Chicoutimi : Trois-Rivières : Université du Québec à Chicoutimi ; Université du Québec à Trois-Rivières, 2005. http://dx.doi.org/doi:10.1522/24045808.
Повний текст джерела"Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle de la maîtrise en psychologie offerte à l'Université du Québec à Chicoutimi en vertu d'un protocole d'entente avec l'Université du Québec à Trois-Rivières." Comprend des réf. bibliogr. : f. [101]-122. Document électronique également accessible en format PDF.
Jeanne, Yves. "Penser la violence des jeunes placés en institution : les conceptions éducatives à l'épreuve." Lyon 2, 2006. http://theses.univ-lyon2.fr/documents/lyon2/2006/jeanne_y.
Повний текст джерелаObservers tend to agree that juvenile violence is becoming more mainstream. This tendency is seen as an educational challenge. The author reviews the available quantitative and qualitative facts. Based on the analysis of 300 educational reports of social workers, episodes of violence in various youth centres in the Haute Savoie are then analysed. The foundations of the educational function are revisited in perspective to various educational models and authors and interviews with social workers confronted to "difficult" youths. An operational model is then developed and discussed which highlights the dialectic articulation between the ethics of the subject, the handling of comprehensive theories and the manifestation of a "mètis" in action
Jeanne, Yves Gardou Charles. "Penser la violence des jeunes placés en institution les conceptions éducatives à l'épreuve /." Lyon : Université Lumière Lyon 2, 2006. http://demeter.univ-lyon2.fr/sdx/theses/lyon2/2006/jeanne_y.
Повний текст джерелаLee, Yi-Ren. "L'influence de certaines composantes de la motivation sur les probabilités de réussite scolaire en mathématiques chez des enfants immigrants chinois provenant de diverses régions." Mémoire, Université de Sherbrooke, 1995. http://hdl.handle.net/11143/9239.
Повний текст джерелаKernaonet, Marc. "Styles cognitifs et itineraires de developpement chez l'adolescent en echec scolaire : du niveau operatoire en tant que manifestation d'une orientation des caracteristiques cognitives individuelles." Caen, 1992. http://www.theses.fr/1992CAEN1098.
Повний текст джерелаMahamat, Alhadji. "Les facteurs contribuant à la réussite scolaire chez les adolescentes des lycées et collèges du Logone et Chari dans la région de l'Extrême-Nord / Cameroun." Thesis, Besançon, 2013. http://www.theses.fr/2013BESA1005.
Повний текст джерелаThis study focuses on the problem of the school success of the teenage girls between the ages of 13-18 in the secondary and high schools of the Logone and Chari division, in the far-north region of Cameroon. Girls in this region face a number of problems related to their environment, family as well as academic due to their attitude which affect their studies. Inspite of these difficulties some young girls succeed in their studies. Our aim is to study the influence of individual, family and school factors on the school performance of the girl child. In effect we have raised one fundamental question in order to know: what are the individual, family and school factors which have to do with the teenage girl which determine their school success? In answering these question, the following hypotheses guided us: a main hypothese entitles “personal, family and school factors favour school success among the teenage girls in government and private secondary and high school both general and technical of Logone and Chari division” and tree specific hypotheses: “high aspirations contributed to school success among teenage girls”; “the attitudes and parental positives educational encourage school success of teenage girls” and “the attitudes and positives educational practices of teachers explain school success among teenage girls”. Tree questionnaires and a pilotated interview guide were administrated to a sample of 1031 teenage girls of secondary and high school, 1010 parents of students, 180 teachers and 36 “women/girls who succeeded in school before leaving”. The analysis of results showed that there are significant correlations among individual, family and school success factors and the school success teenage girls. In conclusion, we made some suggestions on areas of intervention to the hierarchy of the ministry of secondary education, to parents and to teachers in order to involve each of them in the school success of girls and make them more resilient. At the end some proposal, for further researches were made with the view to amend the limits of research
Blais, Martine. "Facteurs de non-réussite chez les élèves de 16 à 18 ans inscrits à l'éducation des adultes." Master's thesis, Université Laval, 1998. http://hdl.handle.net/20.500.11794/45391.
Повний текст джерелаFréchette, Sylvie. "Étude des liens entre des variables cognitives et d'estime de soi sur la réussite scolaire en français et en mathématique chez des élèves de cinquième année." Thèse, Université du Québec à Trois-Rivières, 1994. http://depot-e.uqtr.ca/5003/1/000612925.pdf.
Повний текст джерелаJamain, Ludivine. "Biais d'auto-évaluation de compétence en français et en mathématiques chez les élèves de primaire : évolution et implications pour l'adaptation et la réussite scolaire des élèves?" Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAH006/document.
Повний текст джерелаThe illusive positive view of the self (overestimation of the self) seems inherent to human cognition. This illusion fluctuates in its intensity according to the age and degree of abstraction of the concept evaluated. In this thesis, we are interested in the positive or negative illusions of self-perceptions among elementary school student aged from 8 to 11. We put the focus in this thesis on the difference between a student's academic skills, measured by standardized tests, and the student’s self-evaluation of his competence. The self-evaluation bias of school competency refer to this gap studied so far by considering the general abilities of the students (see Bouffard, Pansu & Boissicat, 2013). In this thesis, the bias is approached in specific domains: in French and in mathematics. The overall goal is to understand the links between biased self-assessments of competency, student adjustments and academic achievements in these two disciplines. At an individual level, a three-year longitudinal follow-up study of third elementary grade to fifth grade students (N = 677) allowed to define four developmental trajectories of the self-evaluation bias: three fairly stable trajectories, one positive, one neutral, one negative, and the last trajectory evolving from a very negative bias to a positive one. We examined then the links between these trajectories and scholastic adjustment measures. Considering these results, in a second study we examined the self-regulation and academic performance of students according to their biased self-evaluation. The highlight of links between self-evaluation bias and students’ adjustment were relevant to account for detrimental or beneficial nature of the bias, according to its valence. At an inter-individual level, we were interested in a third study on the link between student self-assessment bias and the judgment of their teacher. At last, in a final study, we assessed the ability of teachers to identify self-biased evaluation in their students. In the case of teachers appraising students who overestimate their competence, the results of the last study conducted on this students two years later suggest that this process is unconscious
Weike, Kerstin. "Adoleszenzkonflikte in der Schule : eine empirische Studie mit Überlegungen zu Schule als "potential space /." Hamburg : Kovač, 2004. http://www.gbv.de/dms/bs/toc/386651876.pdf.
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