L'influence du climat familial sur l'investissement scolaire de collégiens de troisième

RESUME En s'appuyant sur les résultats d'études antérieures, nous mettons ici à l'épreuve l'influence des modes de communication et de cohésion entre les membres de la famille sur l'investissement scolaire des collégiens de 3ème générale. Concernant son travail scolaire, le jeune peut être en attente de soutien et d'encouragement de la part de ses parents. Le manque d'implication parentale à l'école contribue dès lors à un rapport à l'école plus problématique. Par ailleurs, des travaux récents soulignent combien les relations harmonieuses entre parents et adolescents ainsi qu'une bonne communication favorisent chez l'adolescent un meilleur investissement scolaire. On constate également que dans ces cas les adolescents vont rechercher le plus souvent des conseils auprès des parents quant à leur devenir scolaire et professionnel. Inversement, il n'est pas rare de trouver chez ceux dont les relations et la communication sont moins harmonieuses, des signes de démobilisation voire des attitudes de décrochage scolaire. Pour investiguer ces dimensions, nous avons soumit à 125 collégiens, garçons et filles, deux questionnaires : l'un portant sur le Climat familial de Cloutier, Champoux et Jacques (1994) et l'autre, sur le vécu et l'investissement scolaire du jeune issu de l'enquête de Prêteur, Féchant et Constans (2003). Les principaux résultats font ressortir quelques liaisons entre le climat familial et certains indicateurs du vécu et de l'investissement scolaire à l'adolescence. Les adolescents interrogés se sentent plutôt bien en famille. Bien qu'ils soient 70% à accepter l'école et son organisation, pour certains d'entre eux, ce sont surtout l'incompréhension de la part des professeurs, la difficulté des apprentissages et l'organisation des cours (emploi du temps et de cours peu intéressants), qui ressortent comme éléments explicatifs d'un vécu scolaire peu enrichissant et d'un faible investissement à l'école. Par ailleurs, le soutien parental apparaît déterminant pour faciliter le rapport à l'école à l'adolescence

Self-esteem in the Vietnamese adolescent: cross-cultural construction and validation of a tool

International audienceThe purpose of the present study was to develop a measure of self-esteem for adolescents. This research is now being carried out in the framework of a sound cooperation project between the psychology faculties of the Hanoi University of Social Sciences and Humanities (Vietnam), the Hanoi Institute of Psychology (Vietnam), and the Universities of Toulouse II and Nîmes (France). It respects the specific cultural aspects and has now set as its priority goal the development of measurement tools firmly anchored in the particularities of Vietnamese culture, while benefiting from the advances made in the west in this area. The creation and validation of the Vietnamese Self-Esteem Scale (EVES – Echelle Vietnamienne d'Estime de Soi) is one of the fruits of this cooperation. This study proceeded in two-step method : A cross-cultural adaptation of ETES (French scale) and thus created a new scale: EVES (Vietnamese Self-Esteem Scale) A study to validate this new instrument by an analysis of the factorial structure of the scale and of its internal consistency on an initial population of 264 adolescents, and a test-retest on 161 adolescents. Scale : The Toulouse Self-Esteem Scale (ETES-Oubrayrie et al., 1994), is a self-report measure for older children and adolescents. ETES consists of 60 items, each of which is rated on a 5-point Lickert-type scale. Cross-cultural adaptation : The cross-cultural adaptation includes a literal translation in the Vietnamese language as well as a cultural adaptation to the Vietnamese context. 4 phases : translation by qualified bilingual translators, backward translation, expert committee (child psychiatrist, psychologists and educationalist), testing. Sample : 264 adolescents (mean age = 16.57). The target population was aged from 14 to 19 years, was at high school and lived in the Ha Tay district of Hanoi city. Of the 264 adolescents, 77 were boys. Cross-cultural adaptation and construction of the Vietnamese Self-Esteem Scale (EVES) The cross-cultural adaptation includes a literal translation in the Vietnamese language as well as a cultural adaptation to the Vietnamese context. Conclusion : the Vietnamese Self-Esteem Scale (EVES) is short, simple, and easy to understand for the adolescent study group and is suitable for longitudinal use in adolescent clinical and developmental evaluation or in primary health care programs. Is a instrument to offer to the Vietnamese researcher and the Vietnamese clinician the twofold advantages of being both anchored in Vietnamese culture and of being a facilitator of international scientific exchanges. Its psychometric qualities make it a useful instrument because it evaluates a very important core aspect of the dynamics of the Vietnamese self : the three dimensions (family self, physical self, scholastic self) are indeed acknowledged as being highly important and of very great significance concerning adolescence. This Vietnamese instrument incorporates a richness of perspectives capable of giving an impetus to new studies and investigations that will provide an ever-fertile ground for scientific research

Self-esteem and career indecision of adolescents and emerging adults from 13 to 25.

Engage itself in a career decision-making process is a central developmental task in adolescence and adulthood. In France, elaboration of professional project constitutes an institutional and social demand that has to be answered by youth during their schooling. In this context, different stages in academic and occupational orientation are key moments of youth’s educational path. Faced with this demand concerning their future, many youth feel a real sense of indecision about their future career choice. Also, while career uncertainty may compromise youth’s psychosocial adjustment all of them not share the same degree of uncertainty about their choice. It is therefore essential to understand the resources mobilized, which enable youth to explore their environment and which promote their commitments, synonym of career decision-making. Self-esteem appears as one of these central processes to explain such differences. Lower self-esteem would be associated with career indecision (Creed, Prideaux, & Patton, 2005). This study aims to analyze influence of overall and specific self-esteem in career decision-making of French adolescents and young adults from 13 to 25. Four cohorts of young people representing each major stages in educational and occupational orientation at middle school, high school and university were compared in order to discriminate between differents domains of self-esteem which influenced preferentially career decision-making. 1472 French adolescents and young adults replied to the self-esteem scale (Kindelberger & Picherit, 2016) and to the Career Decision-making Difficulties Questionnaire (Gati, Krausz, & Osipow, 1996) using Lime Survey.Three profiles of youth were identified according to their level of career indecision: profile 1, High decision-making difficulties, characterizes young people who having a hard time to engage in exploratory behaviors in order to delimit their domains of interest. Profile 2, Flexibility of decision-making, characterizes young people whose choice on training or profession is still fragile, likely to evolve under the influence of significant others. Lastly, profile 3, Low decision-making difficulties, characterizes young people whose choice is defined well before they are faced to orientation process. Main results highlight influence of self-esteem on decision-making difficulties related to lack of readiness, lack of information and to inconsistent information. Whatever the profile, young people who evaluate themselves negatively in professional field tend to underestimate their success in researching information about their career preparation. For the first two profiles, devalued family self-esteem is not favorable of information gathering which would be allow to develop a strongly structured orientation project. Young people's decision-making difficulties can be related to the affective climate of parental relationships not very structuring and supporting. Lastly, an unfavorable self-assessment in school field predicts the lack of readiness and inconsistent information for Profile 3's subjects. This unfavorable self-assessment of their own abilities to succeed in the area under consideration questions their initial choice. As a personal resource mobilized by youth, self-esteem promotes self-affirmation and self-confidence in school area. This study highlights role of self-esteem as protective factor of career decision-making. Working on overall and specific self-esteem would allow to career counseling’s professional to adapt their practices and promote decisional process of students

Relation parents-adolescents et valeur accordée au collège: rôle du style éducatif parental et de l’attachement parental perçus.

International audienceL’objectif de cette étude consistait à appréhender et comprendre la valeur que les adolescents accordent au collège, au regard de la dynamique éducative parentale et de la qualité des relations parents-adolescents. Deux cent trente-six adolescents français ont participé à cette étude en répondant à un questionnaire auto-rapporté. Les résultats indiquent la présence d’une influence conjuguée du style éducatif parental et de l’attachement parental perçus sur les sous-dimensions de la valeur accordée au collège. Plus précisément, l’engagement et l’encadrement parental, ainsi que l’attachement, favorisent la poursuite de buts scolaires. La poursuite de buts sociaux est surtout favorisée par un engagement perçu des parents. Cette étude confirme l’importance de la disponibilité perçue du parent comme favorisant l’engagement des adolescents dans les activités et apprentissages scolaires. Elle souligne aussi combien la construction d’une relation de qualité et de confiance parents-adolescents est primordiale au cours du développement et demeure favorable à la socialisation du jeune

Trajectoires de l’identité vocationnelle et des difficultés décisionnelles d’adolescents et de jeunes adules de 16 à 25 ans engagés dans un parcours d’orientation.

Lors de la transition de l’adolescence et l’âge adulte, se projeter dans son avenir constitue une tâche développementale essentielle à la construction identitaire via l’élaboration de projets et l’engagement dans des choix professionnels ou de formation (Arnett, 2007). En cela, l’identité vocationnelle joue un rôle majeur dans le développement psychologique des adolescents et des jeunes adultes. Construction à la fois individuelle et sociale, elle nécessite en effet une exploration active et conjointe des informations sur soi et son environnement (Skorikov & Vondracek, 1998). Pour autant aujourd’hui, sa réalisation ne se trouve en rien facilitée par les multiples transformations des organisations et du monde du travail, signe d’une certaine incertitude de l’avenir (Porfeli, Lee, Vondracek, & Weigold, 2011). Cette complexité sociale peut dès lors s’accompagner de conséquences au niveau du parcours d’orientation des jeunes, pouvant altérer le processus décisionnel dans lequel ils s’engagent. Considérant ces éléments, l’objectif de cette étude est d’identifier les patterns de stabilité et de changement de l’identité vocationnelle et des difficultés décisionnelles quant à l’élaboration de projets d’orientation d’adolescents et de jeunes adultes sur l’horizon temporel d’une année scolaire/universitaire. Pour ce faire, 2375 jeunes âgés de 16 à 25 ans scolarisés en classe de Terminale au sein de lycées généraux et technologiques publics et en troisième année de Licence générale au sein d’universités publiques ont répondu en ligne au Vocational Identity Status Assessment (VISA, Lannegrand-Willems & Perchec, 2017) et au Career Decision-making Difficulties Questionnaire (CDDQ, Gati, Krausz, & Osipow, 1996) trois fois au cours de l’année scolaire/universitaire 2017-2018 (NT1novembre = 1242 ; NT2février = 634 ; NT3mai = 499). Après analyse des résultats obtenus, nous nous attendons à ce que (1) les processus de construction des choix augmentent au cours de l’année, contrairement aux processus de reconsidération des choix, (2) les domaines de difficultés décisionnelles perçues diminuent au cours de l’année, (3) les trajectoires de changement des processus de construction et de reconsidération des choix influencent les domaines de difficultés décisionnelles perçues au cours de l’année. Étudier l’évolution de tels processus en évaluant leurs relations avec les difficultés décisionnelles pourrait alors permettre d’identifier des leviers sur lesquels travailler pour accompagner au mieux les jeunes dans la construction de leur parcours

Accessing specific parental behaviors in youth career development: Validation of "parental career-related behaviors questionnaire" in French context.

As they progress through their schooling, adolescents and young adults have to make a choice about their future educational and career path. Engage itself in such process requires mobilization of personal and social resources. In this regard, parents are considered as privileged partners allowing young to develop their exploratory and commitment behaviours, favorable to decision-making. Also, appreciate parental career-related behaviours seems to be crucial for understanding the mechanisms through parents may contribute to or impede young’s commitment to their career preparation. This study aimed to validate the French version of « Parental Career-related Behaviours Questionnaire » (PCBQ - Dietrich & Kracke, 2009). This questionnaire provides a measure of parental career-related behaviours through three dimensions (i.e., Support, Interference, Lack of engagement) and no French version is yet available. The interest to have such questionnaire in French context would be of great interest, both for researches on career development and for practice on guidance counselling. The original version of PCBQ was firstly translated using back-translation method (Vallerand, 1989) and was pre-tested in order to check items’ understanding. After this stage, 1472 French adolescents and young adults, aged 13 to 25 (M = 17.16 ; SD = 2.48), replied to PCBQ-fr though Lime Surveyplatform. 517 was young men, 794 was young women and 56 choose not to respond to this question. Reliability analysis shows high level of internal consistency of the PCBQ-fr (α = .71 ; Support : α = .66 ; Interference: α = .68 ; Lack of engagement : α = .75). Correlations analysis shows all dimensions of the PCBQ-fr was associated with each other (p < .01). Participants perceived more Lack of engagement (M = 20.8 ; SD = 4.13) that Support (M = 16.5 ; SD = 4.28) and Interference (M = 10.02 ; SD = 3.97). Interaction between gender, age and education level had a significant effect on the three dimensions of PCBQ-fr (p < .001). In order to check tridimensional structure of the PCBQ-fr, an exploratory factor analysis using principal component analysis with oblimin rotation was conducted. The KMO value equal to .75 (X²(105) = 8301.75, p < .001) shows good quality of inter-items’ correlations and enabling to justify realisation of ACP. According to theory's expectations, three factors’ extraction was forced. It allowed to explain 55.95% of total variance. The structural matrix obtained from rotation has allowed to regain the tridimensional structure of PCBQ with five items associated to each dimension (Dietrich & Kracke, 2009 ; Kanten, Kanten, & Yeşiltaş, 2016). After structural matrix’s analysis, three items will have to be removed due to the factor loadings under .50. New datas collected from this modified scale are necessary before may realized confirmatory factor analysis allowing to conclude to the validation of PCBQ-fr