L’engagement scolaire des jeunes à hauts potentiels : rôle de la relation avec les enseignants et les pairs

Cuche, Catherine; Genicot, Anne-Sophie; Goldschmidt, Isabelle; Moortele, Gaëlle Van de

doi:10.3917/enf1.101.0111

Cited by 3 publications

(1 citation statement)

References 14 publications

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“…This could also allow for the examination of socially divided commitment in certain populations with atypical development. For instance, studying it in gifted children could make sense, as their academic engagement appears to be linked to the quality of the relationship they have with their teacher rather than the one they have with their peers [58].…”

Section: Factorial Structure Of the Scalementioning

confidence: 99%

Development of a New Scale to Assess Students’ Autodetermination At School (AAS)

Sanchez,

Porro,

Blanc

2024

EJIHPE

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The Autodetermination At School (AAS) hetero-evaluative scale was created and validated in a French teacher population with the aim of quantifying, in an ecological way, the commitment at school of elementary students. After establishing the scale’s face validity, AAS was tested with an exploratory factor analysis, a confirmatory factor analysis, a convergent validity analysis, a test–retest analysis and an inter-individual analysis. The EFA highlighted three distinct factors and the CFA validated the reliability of a three-factor model for AAS with relevant fits and indices. The first dimension concerns teacher perception of academic commitment, reflecting both child performance and autonomous motivation. The second and third ones reflect teacher perception of the child’s social commitment, to their peers as well as to their teacher. Consequently, AAS is a useful, reliable and robust psychometric instrument that emphases how intrinsic motivation and performance are closely linked. It also considers the importance of social child commitment at school. The inter-individual analysis revealed trends of grade, gender and school environment effects.

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Section: Factorial Structure Of the Scalementioning

confidence: 99%

Development of a New Scale to Assess Students’ Autodetermination At School (AAS)

Sanchez,

Porro,

Blanc

2024

EJIHPE

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L'ennui en contexte scolaire : effets de variation et typologie de représentations chez les futurs professeurs des écoles, selon le sexe de l'élève et son niveau scolaire

Ferrière¹,

Morin‐Messabel²

2013

Bulletin De Psychologie

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International audienceThis study aims to examine primary school teachers’ representations of boredom in function of the two most salient and significant variables : the student’s scholastic position and sex. After evaluating a grade sheet, teachers were asked to cite five terms for which we have put forward a differentiated causal explication. Boredom, for male students, is particularly significant in the context of scholastic difficulty and less so for scholastic success. Teachers tend to dichotomize boys as successful, and girls as having difficulties, under the influence of essentialist references. Boredom thus takes a sense in a scholastic context in which teachers tend to disengage both from students with the highest levels of social prestige in addition to those with the lowest levels of social prestige.Cette étude se propose d’observer les représentations que les enseignant-e-s de primaire se font de l’ennui, en fonction de deux variables, les plus saillantes et significatives : la position scolaire de l’élève, et le sexe de l’élève. En proposant aux enseignant-e-s, après la lecture d’un relevé de notes, de citer cinq termes, nous avons mis en évidence un système d’explication causale différencié. L’ennui est particulièrement significatif en contexte de difficulté scolaire, et dans une moindre mesure en réussite scolaire lorsqu’il s’agit du relevé d’un garçon. Un rapprochement est réalisé de la part des enseignant-e-s entre les groupes réussite/garçon et difficulté/fille, sous l’impulsion de références de type essentialiste. L’ennui prend alors sens en contexte scolaire dans des situations de profils d’élèves à fort prestige social versus faible prestige, et comme moyen de se désengager

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Bibliographie

2019

Le Journal Des Psychologues

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L’engagement scolaire des jeunes à hauts potentiels : rôle de la relation avec les enseignants et les pairs

Cited by 3 publications

References 14 publications

Development of a New Scale to Assess Students’ Autodetermination At School (AAS)

Development of a New Scale to Assess Students’ Autodetermination At School (AAS)

L'ennui en contexte scolaire : effets de variation et typologie de représentations chez les futurs professeurs des écoles, selon le sexe de l'élève et son niveau scolaire

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