School mobilization’s adolescents and representation of parental involvement: the influence of social inequalities

Bardou, Émeline; Oubrayrie-Roussel, Nathalie

doi:10.4000/osp.3836

Cited by 4 publications

(4 citation statements)

References 17 publications

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“…First, we examine which source of social support is perceived as the most supportive depending on whether students are enrolled in a priority education school-namely, students from low SES and living in a disadvantaged area-or in a school located in a more socioeconomically privileged area (i.e., students from higher SES). This question is relatively exploratory because no previous 10.3389/fpsyg.2022.958286 study has examined this, even though teacher support (Garcia-Reid, 2007) and paternal support (Pujol, 1995;Bardou and Oubrayrie-Roussel, 2012) could be perceived as more important for students from disadvantaged social backgrounds than for those from more privileged social backgrounds. However, given that low-SES students have a more interdependent self-construal than higher-SES students (Stephens et al, 2014), we expect that (H1) students from disadvantaged social backgrounds will perceive more social support than those from more privileged social backgrounds.…”

Section: Present Studymentioning

confidence: 99%

Peers and teachers as the best source of social support for school engagement for both advantaged and priority education area students

et al. 2022

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Promoting student’s school engagement is a major goal in our society. The literature has shown that students’ proximal sources of social support can play a fundamental role in facilitating this engagement. The purpose of this study was (1) to compare perceived support from four sources (mother, father, teacher, and peers) as a function of two different middle-school student backgrounds, a priority education area and a privileged area; (2) and (3) to examine the contribution of these main sources of social support, either directly or indirectly (through sense of school belonging) to school engagement; and (4) to test whether perceived social support is more strongly related to school engagement, directly or indirectly, among students from priority education school compared to students from the advantaged area. In all, 623 middle-school students (aged 11–16) from either a privileged or priority education area participated in this study. The results showed that the mother was perceived as providing more support, followed by the father, the teachers, and the peers. Students from the priority education area perceived more support from their teachers than their counterparts from the more privileged area did. A path analysis showed that each source of social support, except for maternal support, contributed to school engagement. Peers and teachers emerged as the best source of support for school engagement, having significant direct effects among students from the priority education area and both direct and indirect (through the sense of school belonging) effects among students from the advantaged area. Peer support also appears to have a double-edged effect on school engagement among students in the priority education area. This study contributes to enlightening the phenomenon of school engagement in adolescence by clarifying the role of social support and the related mediating process. Being perceived as an important source of social support by students is not enough to contribute to their sense of school belonging and school engagement.

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Section: Present Studymentioning

confidence: 99%

Peers and teachers as the best source of social support for school engagement for both advantaged and priority education area students

et al. 2022

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“…Nous avons construit une échelle de mobilisation scolaire car aucun des outils existants n'était adapté aux buts de notre recherche (Bardou et Oubrayrie-Roussel, 2012). Une analyse qualitative à partir d'entretiens réalisés auprès d'adolescents, a permis de générer des items et des dimensions issus des discours des sujets afin de construire une échelle de mobilisation scolaire.…”

Section: L'échelle De Mobilisation Scolaireunclassified

“…La mise à l'épreuve des questionnaires dans leur forme française a été réalisée lors d'une enquête menée auprès de collégiens et de leurs parents (Oubrayrie-Roussel et Safont-Mottay, 2008). L'échelle validée auprès de notre échantillon (Bardou et Oubrayrie-Roussel, 2012) est composée de 32 énoncés sous format de réponse de type Likert en cinq points (de « fortement en désaccord » à « fortement en accord ») répartis dans trois sous-échelles :…”

Section: L'échelle De Style éDucatif Parentalunclassified

“…Les différentes dimensions de la participation parentale au suivi scolaire sont évaluées à l'aide d'un instrument élaboré par Epstein, Salinas et Horsey (1994) traduit en français et validé en contexte québécois par Deslandes et al (1995). La validation du questionnaire sur une population française a été réalisée par Oubrayrie-Roussel et Safont-Mottay (2008) ainsi qu'auprès de notre échantillon (Bardou et Oubrayrie-Roussel, 2012). La version validée de l'échelle sous format de réponse de type Likert en cinq points (de « jamais » à « très souvent ») se compose de 16 items répartis dans quatre dimensions :…”

Section: L'échelle De Participation Parentaleunclassified

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Engagement éducatif parental, estime de soi et mobilisation scolaire de collégiens

Bardou¹,

Oubrayrie-Roussel²,

Lescarret³

2013

Revue Internationale De l'Éducation Familiale

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Distribution électronique Cairn.info pour L'Harmattan. © L'Harmattan. Tous droits réservés pour tous pays.La reproduction ou représentation de cet article, notamment par photocopie, n'est autorisée que dans les limites des conditions générales d'utilisation du site ou, le cas échéant, des conditions générales de la licence souscrite par votre établissement. Toute autre reproduction ou représentation, en tout ou partie, sous quelque forme et de quelque manière que ce soit, est interdite sauf accord préalable et écrit de l'éditeur, en dehors des cas prévus par la législation en vigueur en France. Il est précisé que son stockage dans une base de données est également interdit.

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Estime de soi et démobilisation scolaire des adolescents

Bardou¹,

Oubrayrie-Roussel²,

Lescarret

2012

Neuropsychiatrie de l'Enfance et de l'Adolescence

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School mobilization’s adolescents and representation of parental involvement: the influence of social inequalities

Abstract: Inégalités sociales et orientation-II Mobilisation scolaire des collégiens et représentation de l'engagement parental : le poids des inégalités sociales School mobilization's adolescents and representation of parental involvement: the influence of social inequalities

Cited by 4 publications

References 17 publications

Peers and teachers as the best source of social support for school engagement for both advantaged and priority education area students

Peers and teachers as the best source of social support for school engagement for both advantaged and priority education area students

Engagement éducatif parental, estime de soi et mobilisation scolaire de collégiens

Estime de soi et démobilisation scolaire des adolescents

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