Modèle des déterminants des buts de maîtrise chez des élèves du primaire

La présente étude s’appuie sur une série d’hypothèses décrivant les liens entre la motivation de l’enseignant et la poursuite des buts de maîtrise chez des élèves de quatrième et sixième années du primaire. Les données ont été recueillies à l’aide du Questionnaire de l’environnement socioéducatif. Elles révèlent que ces liens sont essentiellement indirects. Ce sont plutôt les pratiques d’enseignement et surtout les composantes du climat scolaire qui contribuent à la poursuite des buts de maîtrise. Toutefois, le niveau d’engagement affectif de l’enseignant influence directement les pratiques pédagogiques. Ces résultats confirment l’ensemble des hypothèses de départ.The present study is based on a series of assumptions describing the relationships between the motivation of the teacher and the pursuit of self-control goals for pupils of fourth and sixth grades of primary school. The data were collected using the socio-educational environment questionnaire. They reveal that these relationships are primarily of indirect nature. It is rather the practices and especially the components of the school climate that contribute directly to the pursuit of self-control goals. However, the level of the teachers’ emotional commitment directly influences teaching practices. These results ultimately confirm all of the initial assumptions.El presente estudio se fundamenta en una serie de hipótesis que describen los vínculos entre la motivación del docente y la prosecución de metas de dominio en alumnos de cuarto y de sexto grado de primaria. Los datos han sido colectados por medio del cuestionario del entorno socio-educativo. Revelan que los vínculos son esencialmente de tipo indirecto. Son más bien las prácticas y aún más los componentes del ambiente escolar que contribuyen directamente a la prosecución de metas de dominio. Sin embargo, el nivel de compromiso afectivo del docente influye directamente en las prácticas pedagógicas. Finalmente, estos resultados confirman el conjunto de hipótesis iniciales.Diese Studie stützt sich auf eine Reihe von Hypothesen, die die Zusammenhänge zwischen der Motivation des Lehrers und der Verfolgung der Beherrschungsziele bei Schülern vierter und sechster Klasse in der Grundschule beschreiben. Die Daten wurden gesammelt mit der Hilfe von Fragebogen des sozialpädagogischen Umfelds. Sie zeigen auf, daß diese Zusammenhänge im wesentlichen indirekt sind. Es sind eher die Praktiken und besonders die Bestandteile des Schulklimas, die direkt zur Verfolgung der Beherrschungsziele beitragen. Das Gefühlvolle Verpflichtungsniveau des Lehrers beeinflusst jedoch die pädagogischen Praktiken direkt. Diese Ergebnisse bestätigen letzten Endes die Anfangshypothesen im Großen und Ganzen

Consommation de psychotropes et délinquance : de bons prédicteurs de l’abandon scolaire ?

Although empirical links between deviant behavior and school dropout have been extensively demonstrated, the specific influence of drug use and delinquency on school dropout is still not clear and varies across studies. One reason for this lack of consistency may rests upon the way samples of dropouts have been analysed. Recently, Janosz, Le Blanc, Boulerice and Tremblay (1996) constructed and validated a typology of school dropout highlithing the social and psychological diversity of this population. Using a longitudinal sample of adolescents (N=791), we analyzed the predictive relationships of family rebelliousness, drug use and delinquency on school dropout. The results showed an important variability in the predictive relationships according to the type of dropouts. The necessity of considering the psychosocial heterogeneity of dropouts when conducting such studies is discussed

Is Dropping out of High School More Likely after Stressful Life Events?

High school dropout is typically viewed as the result of long-held vulnerabilities such as learning problems. This research brief, by PRC visiting scholars Véronique Dupéré and Eric Dion and PRC faculty research associate Robert Crosnoe and colleagues, shows that recent stressful life events can lead to a student dropping out.Population Research Cente

Reciprocal Prospective Associations Between Depressive Symptoms and Perceived Relationship With Parents in Early Adolescence

Objective: Adolescent depressive symptoms are associated with difficult family relationships. Family systems and interpersonal theories of depression suggest that this association could reflect a circular process in which symptoms and family functioning affect each other over time. Few longitudinal studies have tested this hypothesis, and the results of these studies have been equivocal. In this study, we examine reciprocal prospective associations in early adolescence between depressive symptoms and 2 important aspects of parent–child relationships: communication and conflict. Methods: Participants were 3862 students who annually filled out self-reports. Path analysis was used to examine prospective associations between depressive symptoms and perceived communication and conflict with parents from the age of 12 to 13 and 14 to 15 years. Independence of these associations was assessed by controlling for family context (parental separation and family socioeconomic status) and adolescent behaviour problems (delinquent behaviours and substance use). Sex differences were evaluated with multiple group analysis. Results: Reciprocal prospective associations were found between depressive symptoms and perceived conflict with parents, but not between depressive symptoms and communication with parents. Depressive symptoms were found to predict poorer communication with parents over time, but communication was not predictive of lower depressive symptoms in subsequent years. All paths were sex-invariant and independent from family context and behaviour problems. Conclusion: This study highlights the importance of considering the potential impact of adolescent symptomatology on parent–child relationships and suggests that reciprocity may characterize the association between depressive symptoms and negative aspects of parent–child relationships. The role of adolescent perceptions in the interplay between depressive symptoms and family relationships remains to be clarified.Objectif : Les symptômes dépressifs des adolescents sont associés à des relations familiales difficiles. Les systèmes familiaux et les théories interpersonnelles de la dépression suggèrent que cette association pourrait refléter un processus circulaire dans lequel les symptômes et le fonctionnement familial exercent une influence les uns sur les autres avec le temps. Peu d’études longitudinales ont vérifié cette hypothèse, et elles ont conclu à des résultats équivoques. Dans cette étude, nous examinons les associations prospectives réciproques du début de l’adolescence entre les symptômes dépressifs et 2 aspects importants des relations parent–enfant : la communication et le conflit. Méthodes : Les participants étaient 3862 élèves qui remplissaient chaque année une autoévaluation. L’analyse des pistes causales a servi à examiner les associations prospectives entre les symptômes dépressifs et la communication et le conflit perçus avec les parents, de 12 à 13 ans et de 14 à 15 ans. L’indépendance de ces associations a été évaluée en contrôlant le contexte familial (séparation parentale et statut socioéconomique familial) et les problèmes de comportement de l’adolescent (comportements délinquants et utilisation de substances). Les différences selon le sexe ont été évaluées par une analyse de groupes multiples. Résultats : Des associations prospectives réciproques ont été observées entre les symptômes dépressifs et le conflit perçu avec les parents, mais non entre les symptômes dépressifs et la communication avec les parents. Les symptômes dépressifs prédisaient une communication médiocre avec les parents avec le temps, mais la communication ne prédisait pas de symptômes dépressifs plus faibles dans les années subséquentes. Toutes les pistes ne variaient pas selon le sexe et étaient indépendantes du contexte familial et des problèmes de comportement. Conclusion : Cette étude souligne l’importance de tenir compte de l’effet potentiel de la symptomatologie adolescente sur les relations parent–enfant, et suggère que la réciprocité peut caractériser l’association entre les symptômes dépressifs et les aspects négatifs des relations parent–enfant. Le rôle des perceptions des adolescents dans l’interaction entre les symptômes dépressifs et les relations familiales demeure à préciser

Motivation et adaptation psychosociale des élèves du secondaire selon la localisation socioéconomique de leur école

L’objectif de cette recherche était de vérifier si la motivation à apprendre et l’adaptation psychosociale se distinguent selon le sexe et la localisation socioéconomique de l’école. Au total, 5 692 élèves de 24 écoles secondaires de divers milieux socioéconomiques ont rempli un questionnaire. Les analyses multivariées et univariées montrent que l’école a moins d’attrait pour les élèves de milieu favorisé, qu’ils sont moins orientés vers la tâche, plus orientés vers soi et ont une plus faible adaptation psychosociale que les élèves d’autres milieux. Quant aux élèves des écoles de milieu défavorisé, ils percevraient moins l’utilité de l’école. Ces résultats contredisent plusieurs idées généralement admises.The purpose of this study was to verify if students’ achievement motivation and school psychosocial adaptation differ according to sex and to the school’s socio-economic status. The subjects included 5692 students from 24 public secondary French schools who answered a self-report questionnaire about achievement motivation and psychosocial adaptation. Multivariate (MANOVA) and univariate analyses (ANOVA) showed that students from schools in high SES milieu have less attraction toward school, are less task-oriented and are more ego-oriented. Also, they tend to be less adapted than other students. For their part, students from schools in low SES milieu perceive less school utility. These results partially contradict general public perceptions about schools located in low SES areas.El objetivo del presente estudio es averiguar si la motivación para aprender y la adaptación psicosocial son distintas según el género y la ubicación socioeconómica de la escuela. En total, 5 692 alumnas y alumnos de 24 escuelas secundarias de diversos medios socioeconómicos llenaron un cuestionario. Los análisis multivariados y univariados demuestran que la escuela atrae menos a los alumnos de medio favorecido, que estos son menos orientados hacia la tarea, más orientados hacia sí mismo y tienen un nivel de adaptación psicosocial más bajo que los alumnos de otros medios. En cuanto a los alumnos procedentes de medio desfavorecido, perciben menos la utilidad de la escuela. Estos resultados contradicen varias ideas generalmente vinculadas

Le sentiment de compétence : modérateur du lien entre le QI et le rendement scolaire en mathématiques

La présente étude a pour but de vérifier si le QI et le sentiment de compétence interagissent lorsque l’élève doit performer à l’école et si, en l’occurrence, cette interaction est à son tour modérée par l’âge et le sexe des participants. Afin de vérifier ces hypothèses, les variables suivantes ont été étudiées chez 928 élèves de souche francocanadienne fréquentant des écoles montréalaises de niveau secondaire : la moyenne en mathématiques, le QI, le sentiment de compétence en mathématiques, l’âge, le sexe et le statut socioéconomique. Tel que prévu, le QI et le sentiment de compétence en mathématiques corrèlent de façon positive et significative avec la moyenne en mathématiques de l’élève. Les analyses montrent également une interaction significative entre le QI et le sentiment de compétence. Une fois décomposée, cette interaction indique que chez les élèves qui ont un sentiment de compétence élevé, la valeur prédictive du QI est plus élevée, alors que la relation entre le QI et la performance ne change pas de façon significative chez les élèves qui présentent un faible sentiment de compétence. Enfin, ni l’âge ni le sexe de l’élève n’influencent l’interaction entre le QI et le rendement scolaire, pas plus qu’ils ne sont corrélés avec le rendement scolaire. Les implications cliniques de cette recherche sont discutées.The purpose of the present study was to establish whether students’ self competence beliefs and IQ interact when they need to perform at school and if so, whether this interaction is moderated by age and/or sex. The mean grade in mathematics, selfcompetence beliefs in mathematics, IQ, age, sex and socioeconomic status of 928 French Canadian students from Montreal high schools were analyzed. As predicted, the students’ IQ and self‐competence beliefs in mathematics correlated in a positive and significant way with their average grade in mathematics. Analyses also confirmed a significant correlation between the IQ and students’ self‐competence beliefs. When broken down, this interaction shows that for students with high selfcompetence beliefs, the predictive value of IQ is higher, but for students with low selfcompetence beliefs, the relationship between IQ and performance does not change significantly. Finally, age and sex do not influence the interaction between the IQ and students’ self‐competence beliefs, nor are they correlated with academic performance. Clinical implications are discussed

School Social Fragmentation, Economic Deprivation and Social Cohesion and Adolescent Physical Inactivity: A Longitudinal Study

Objectives: To examine the independent influence of school economic deprivation, social fragmentation, and social cohesion on the likelihood of participating in no physical activity among students. Methods: Data are from a large-scale longitudinal study of schools based in disadvantaged communities in Quebec, Canada. Questionnaires were administered every year between 2002 and 2008 among n = 14,924 students aged 12 to 18 from a sample of 70 schools. Cross-sectional and longitudinal analyses were conducted. Multilevel modeling was utilized to account for the clustering of students within schools. Schools were categorized as being low, moderate or high economic deprivation, social fragmentation and social cohesion. Those who indicated that they do no participate in any physical activity during the week were identified as being physically inactive. Results: In baseline multilevel cross-sectional analyses, adolescents attending schools in the highest (compared to the lowest) levels of socioeconomic deprivation and social fragmentation were more likely to be physically inactive (OR = 1.33, 95% CI = 1.03, 1.72; and OR = 1.24, 95% CI = 0.98, 1.56, respectively). Conversely, students attending schools with the highest cohesion were less likely to be physically inactive (OR = 0.78, 95% CI = 0.61, 0.99). In longitudinal analysis, physically active students who attended schools with the highest social fragmentation were more likely to become physically inactive over two years (OR = 1.65, 95% CI = 1.09, 2.51). Conclusion: The school socioeconomic environment appears to be an important contextual influence on participation in no physical activity among adolescents. Following adolescents beyond two years is necessary to determine if these environments have a lasting effect on physical activity behavior

L’autorégulation de l’apprentissage par la lecture d’adolescents en milieu défavorisé

Cette étude a pour but de présenter les portraits d’autorégulation, lors de l’apprentissage par la lecture, de 20 545 élèves du secondaire (12 à 17 ans) fréquentant 59 écoles francophones de milieux défavorisés du Québec. Elle repose sur le questionnaire d’évaluation Lire pour apprendre (Cartier et Butler, 2003). Les résultats montrent que les élèves voient une certaine complexité à la situation, par leur interprétation, leurs objectifs et les critères de performance. Le volet apprentissage de la situation est moins ciblé. Par ailleurs, les élèves présentent des portraits d’autorégulation lacunaires. Des différences d’autorégulation entre les élèves du début et de la fin du secondaire ont été observées.This study presents a portrait of the self-regulated learning-by-reading strategies of 20,545 secondary level students (aged 12 to 17) from 59 Francophone schools in low socio-economic areas in Quebec. The authors applied an evaluation questionnaire, “Lire pour apprendre” (Cartier et Butler, 2003). Results show that students understand the complexity of a situation based on their interpretation, their objectives and their performance criteria. The learning aspect in the situation is less targeted. However, students present self-regulated learning strategies that are inadequate. Differences in self-regulation by students at the beginning and at the end of the secondary level were found.Este estudio tiene por objetivo presentar los perfiles de autorregulación durante el aprendizaje por la lectura de 20 545 alumnos de la secundaria (de 12 a 17 años de edad) provenientes de 59 escuelas francófonas de medios desfavorecidos de la provincia de Quebec. Se fundamenta en el cuestionario de evaluación Lire pour apprendre (Cartier y Butler, 2003). Los resultados muestran que los alumnos encuentran una cierta complejidad a la situación por su interpretación, sus objetivos y los criterios de desempeño. La parte « aprendizaje » de la situación se encuentra menos señalada. Por otro lado, los alumnos presentan perfiles de autorregulación con lagunas. Se observaron diferencias de autorregulación entre los alumnos del principio y del final de la secundaria

Predictors and Consequences of Simultaneous Alcohol and Cannabis Use in Adolescents

Background/Aims: The simultaneous use of alcohol and cannabis is common among adolescents, but has been little studied. In this study, we examine predictors and consequences of this behavior in a population-based sample of high school students. Method: Self-reports were obtained from students in Quebec (Canada) followed throughout high school (N=6589). Logistic regressions were used to test the association between individual, family, and peerrelated predictors in grades 7–8 and simultaneous alcohol and cannabis use in grade 10, as well as between simultaneous alcohol and cannabis use in grade 10 and experiencing 3 or more substance-related problems of various types (legal, physical, etc.) in grade 11. Results: Most predictors in grades 7–8 were associated with simultaneous alcohol and cannabis use in grade 10. Only variables reflecting early-onset substance use involvement — alcohol intoxication, cannabis use, and drug use by close friend(s) — remained predictive in a multivariate model. Simultaneous alcohol and cannabis use was associated with increased substance-related problems in grade 11, above and beyond baseline problems and the concurrent use of the two substances in separate episodes in grade 10. Conclusions: Simultaneous alcohol and cannabis use 1) is anticipated by multiple psychosocial risk factors which come together with individual and peer substance use in early high school and 2) is independently predictive of subsequent substance-related problems. Providing adolescents with adequate information regarding the potential harm of simultaneous use may be a useful prevention strategy

Adolescent Illicit Drug Use and Subsequent Academic and Psychosocial Adjustment : an Examination of Socially-Mediated Pathways

Background: Questions remain regarding the consequences of illicit drug use on adolescent adjustment and the nature of mechanisms that may explain these consequences. In this study, we examined whether early-onset illicit drug use predicts subsequent academic and psychosocial adjustment and whether associations are socially-mediated by decreased school engagement and increased peer deviancy. Method: 4885 adolescents were followed throughout secondary school. We used regressions to determine whether illicit drug use in grade 7 predicted academic achievement, school dropout, depressive symptoms, and conduct problems in grades 10–11, adjusting for potential confounders. We used path analysis to test whether significant associations were mediated by school engagement and peer deviancy in grade 8. Results: Illicit drug use predicted conduct problems and school dropout, but not academic achievement and depressive symptoms. The association between illicit drug use and conduct problems was fully mediated by increased peer deviancy. The association between illicit drug use and school dropout was partially mediated by increased peer deviancy, but remained mostly direct. No indirect association via decreased school engagement was found. Examination of reverse pathways revealed that conduct problems and academic achievement in grade 7 predicted drug use in grades 10–11. These associations were mediated by peer deviancy and school engagement (conduct problems only). Conclusion: Adolescent illicit drug use influences the risk of school dropout and conduct problems in part by contributing to deviant peer affiliation. Reciprocal social mediation characterizes the association between drug use and conduct problems. A reverse mechanism best explains the association with academic achievement