Dans le cadre d'une théorie de l'interstructuration du sujet et des institutions, nous présentons ici un modèle du contrôle psychologique centré sur les modalités d'interaction entre les compétences cognitives (la dépendance-indépendance à l'égard du champ, DIC) et le sentiment de contrôle flocus of control, LOC) et d'autre part sur les effets de ces deux dimensions dans l'évaluation de soi (estime de soi). L'analyse quantitative effectuée auprès de 240 enfants et adolescents de 9 à 16 ans, des deux sexes, met en évidence la présence d'un lien entre un contrôle réel des capacités (DIC) et un contrôle supposé (LOC). Toutefois, nous ne constatons pas de relation directe entre un style cognitif et les processus d'évaluation de soi. La dynamique cognitive de l'évaluation de soi présente une nature différente de celle qui intervient dans les styles cognitifs.
We examine the influence offamily educational practices on the interaction and communication competencies offour-year-old children.The child, as an active player in its own development, has to manage intra-and inter-personal conflicts in the socio-cognitive and socio-affective registers. We postulate that parental educational practices orient the relationship which each child develops with the world and with itself. Family educational practices were evaluated by means of two questionnaires (general education, specific education). The child's communication competence was assessed on the following levels: intrapsychic dynamics (projective, tests, social competence and self-representation scales); oral and written communication competence (
typological analysis (250 children and their parents). The results show that sociocultural contexts interact with family educational concepts and practices to influence the development of self--representations and the capacity for oral and written communication.General family education modulates the intrapsychic personal dynamics of young children, while specific family education is more responsible for influencing behaviours linked to school activities. A top-down hierarchical analysis was used to differentiate between these two forms of communication competence and the patterns adopted by the child within the diversity offamily educational contexts.
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