The aim of this study was to grasp and understand the socialpsychological mechanisms by which the classroom socioecological environment determines academic achievement. Wefirst developed and tested a general theoretical model (on a sample of 51 classrooms containing 1123junior high school students) which allows us to consider the classroom social climate as a dependent and independent variable. We then attempted to accurately define the influence mechanism and develop a structural model to account for the relationships and interrelationships between variables. We also tried to reach two principal goals in the psychology of learning environments: one is to determine what classroom social environments would be advantageous to students, and the other is to identify the factors that determine that climate, The results indicated a climate-dependent discrepancy between teachers' grades and achievement test scores. They have some practical implications for optimizing the classroom social climate.Introduction.
La version révisée de l'instrument « I Like School » de l'IEA (International Evaluation for Achievement), développée en France auprès d'un échantillon de collégiens (Bennacer, 1994), a fait l'objet d'une première adaptation aux élèves des cours moyens première et deuxième années. Les résultats indiquent quatre facteurs parmi les cinq composantes préalablement validée auprès d'étudiants de niveau collégial. Ceux-ci possèdent un niveau de cohérence interne satisfaisant et une stabilité temporelle élevée. Les résultats soutiennent, également, la validité autant différentielle que convergente de la dernière version de l'échelle.
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