Étude de trois facteurs clés pour comprendre la persévérance à l’université

La première année à l’université est marquée par un taux de réussite et de persévérance assez faible. Pour expliquer ce phénomène, on a d’abord pris en compte les caractéristiques sociodémographiques et le passé scolaire des étudiants. Mais, depuis une trentaine d’années, d’autres dimensions ont été étudiées en se basant sur des courants théoriques distincts. D’une part, les modèles éducationnels (Tinto, 1975, 1997 ; Bean, 1980) soulignent à la fois l’importance des expériences sociales et académiques vécues lors de la transition à l’université et l’importance de l’ajustement entre les caractéristiques individuelles et institutionnelles ; d’autre part, les modèles motivationnels (Wigfield & Eccles, 2000 ; Eccles & Wigfield, 2002 ; Kahn & Nauta, 2001) se focalisent sur les attributs personnels des étudiants (par exemple le sentiment de compétence, les représentations des buts, etc.). En validant le modèle de Tinto dans le contexte éducationnel belge et en analysant le rôle complémentaire du sentiment d’efficacité personnelle, nous tentons ici de mettre en évidence l’apport de ces différents courants théoriques dans la compréhension des facteurs de persévérance. Cette contribution s’intéresse particulièrement à l’intention de persévérance, mesurée dès les premières semaines passées à l’université, car elle constitue l’un des facteurs majeurs dans la persévérance effective et est positivement associée à la réussite finale. Nos résultats démontrent que la persévérance et la réussite, loin d’être déterminées exclusivement par le bagage d’entrée de l’étudiant, sont significativement influencées par des variables individuelles et des variables contextuelles, ainsi que par l’interaction entre les deux. Cet article met ainsi en lumière l’importance du contexte éducatif et le rôle que peuvent jouer les acteurs du terrain. Ces derniers peuvent soutenir la persévérance et la réussite des étudiants, non seulement par la mise en œuvre de dispositifs pédagogiques adaptés (misant sur les relations entre pairs, l’apprentissage coopératif, l’utilité et l’intérêt des activités), mais aussi par leurs interventions auprès des étudiants pour soutenir leur sentiment d’efficacité personnelle et la construction de leur projet de formation.During the first year at university, a remarkably small number of students stay in school and succeed. To explain that phenomenon, we first take into account the students’ socio-demographic characteristics and school backgrounds. For thirty years, other elements have also been studied based on different theoretical trends. On the one hand educational models (Tinto, 1975, 1997; Bean, 1980) underline both the importance of social and school experiences the students have when entering university right after high school and their adaptation to new individual and institutional features. On the other hand motivation models (Wigfield & Eccles, 2000; Eccles & Wigfield, 2002; Kahn & Nauta, 2001) focus upon the students’ personal features (for instance feeling competent, recognizing goals, etc.). Validating the model of Tinto in the Belgian educational environment and analyzing the complementary role of the feeling of personal efficiency, we try here to clearly show what those different theoretical trends bring to understanding what makes the students continue their studies. This paper focuses in particular on the intention to continue, measured from the very first weeks at university because it is one of the main elements for real perseverance and success and is positively linked to final success. Our results show that perseverance and success, far from being determined solely by the students’ school backgrounds, are significantly influenced by personal and contextual factors as well as the interactions between those factors. This article thus brings out the importance of the educational context and the part that different protagonists can play in practice for each student individually (helping them feel competent, see the importance of the courses or find goals for their studies) as well in the setting-up of devices to help them continue their studies and succeed (promoting relationships with peers, highlighting team work).El primer curso de una carrera universitaria se ve marcado por una tasa de estudiantes que fracasan muy importante así como un abandono muy elevado. Para explicar este fenómeno se estudiaron primero las características sociodemográficas y el pasado escolar de los estudiantes pero desde hace más o menos treinta años, se estudiaron otras dimensiones, que se basan en corrientes teóricas distintas. Por una parte, los modelos educacionales (Tinto, 1975, 1997 ; Bean, 1980) subrayan a la vez la importancia de las experiencias sociales y académicas vividas durante el periodo de transición que supone la entrada en la facultad y la importancia del ajuste entre las características individuales e institucionales ; por otra parte, los modelos motivacionales (Wigfield & Eccles, 2000 ; Eccles & Wigfield, 2002 ; Kahn & Nauta, 2001) se focalizan sobre los atributos personales de los estudiantes (por ejemplo el sentimiento de competencia, las representaciones de las metas, etc.) Validando el modelo de Tinto en el contexto educacional belga y analizando el papel complementario del sentimiento de eficacia personal, intentamos aquí evidenciar el aporte de aquellas diferentes corrientes teóricas en la comprensión de los factores de perseverancia. Este estudio se enfoca particularmente en el deseo de perseverancia que se analiza a partir de las primeras semanas de presencia en la universidad, porque constituye uno de los factores mayores en la perseverancia efectiva y es positivamente asociada al éxito final. Nuestros resultados demuestran que la perseverancia y el éxito distan mucho de ser exclusivamente determinados por los conocimientos del estudiante al ingresar en la facultad y son muy influenciados por variables individuales y contextuales así como por la interacción entre ambos. Este artículo pone de relieve y a plena luz la importancia del contexto educativo y el papel que pueden desempeñar los actores sobre el terreno, tanto para cada estudiante (fomentar el sentimiento de competencia, la percepción de la importancia de las clases o ayudar a los estudiantes para que ideen y elaboren metas de formación, etc.), como los medios y dispositivos (favorecer las relaciones entre los pares, hacer hincapié en el aprendizaje cooperativo) para sostener la perseverancia y el éxito de los estudiantes.Das erste Jahr an der französischen Universität wird von einer ziemlich schwachen Ausdauer- und Erfolgsrate gekennzeichnet. Um dieses Phänomen zu erklären, hat man zunächst die soziodemographischen Merkmale und die schulische Laufbahn der Studenten berücksichtigt. Doch seit etwa 30 Jahren wurden neue Dimensionen erforscht, die auf verschiedenen theoretischen Grundlagen beruhen. Auf der einen Seite unterstreichen die erzieherischen Modelle (Tinto, 1975, 1997; Bean, 1980) sowohl die Bedeutung der sozialen und akademischen Erlebnisse bei der Umstellung auf die Universität als auch die Bedeutung der Anpassung an den individuellen und institutionellen Charakteristika. Auf der anderen Seite fokussieren sich die Motivationsmodelle (Wigfield & Eccles, 2000; Eccles & Wigfield, 2002; Kahn & Nauta, 2001) auf die persönlichen Attribute der Studenten (z.B. das Gefühl der Kompetenz, die Vorstellung der Ziele, usw.). Mit der Anerkennung des Tintoschen Modells im belgischen Erziehungskontext und mit der Analyse der zusätzlichen Rolle des Gefühls der persönlichen Effizienz versuchen wir, den Beitrag dieser verschiedenen theoretischen Strömungen im Verstehen der Ausdauerfaktoren zu unterstreichen. Dieser Beitrag befasst sich besonders mit der Ausdauerabsicht, die gleich in den ersten Wochen an der Universität gemessen wird, denn sie stellt einer der wichtigsten Faktoren bei der tatsächlichen Ausdauer dar und steht in positivem Zusammenhang mit dem Enderfolg. Unsere Ergebnisse zeigen, dass Ausdauer und Erfolg nicht ausschließlich durch die Anfangskenntnisse der Studenten bestimmt sind, sondern dass sie von individuellen und kontextuellen Variablen und von dem Zusammenwirken zwischen beiden erheblich beeinflusst werden. Dieser Artikel hebt somit die Bedeutung des erzieherischen Kontexts hervor und betont die Rolle, die die Lehrenden spielen können sowohl für jeden Studenten (das Kompetenzgefühl fördern, die Bedeutung der Vorlesungen wahrnehmen oder den Studenten dabei helfen, die Ziele ihrer Ausbildung zu formulieren) als auch in der Umsetzung von Vorrichtungen, um Ausdauer und Erfolg bei den Studenten zu unterstützen (die Beziehungen zwischen Studenten fördern, den Schwerpunkt auf kooperatives Lernen setzen)

Medida de la independencia funcional con escala FIM en los pacientes con evento cerebro vascular del Hospital Central Militar de Bogotá en el periodo octubre 2010 - mayo 2011

El evento cerebro vascular es la enfermedad neurológica más prevalente en el adulto. Causa un gran índice de discapacidad en nuestro medio. Se clasifica en isquémico, embolico o hemorrágico de acuerdo con su origen. Con la medición del nivel de discapacidad se puede determinar el impacto que tiene el evento cerebro vascular en nuestros pacientes y de acuerdo a esto se fijan las metas en rehabilitación, individualizando las prioridades que se requieran de acuerdo a los hallazgos en la valoración clínica

Sanar nuestros vínculos para sanar el vínculo: del león al unicornio, pasando por el mono

En los últimos años, el término “incasable”, para quien no hay lugar, se utiliza cada vez más para describir a niñas, niños y jóvenes que agotan las instituciones y son zarandeados de una a otra. A partir de la presentación de la trayectoria vital y la hospitalización de una niña de 10 años con apego inseguro, desorganizado y síntomas de disociación postraumática, en el artículo se exploran los elementos que sustentaron su atención. Entre ellos, se hace especial hincapié en la importancia de los vínculos difractores y las relaciones transferenciales, tanto dentro de la unidad de atención como dentro de la institución; también se observan las vinculaciones entre estas y quienes conforman la red de la niña. Se proponen la función y el uso de determinados objetos y un modelo de coterapia por parte de un psicólogo y un fisioterapeuta. Por último, se presenta el testimonio de la niña recogido en forma de juego de arena y las reflexiones que de él se desprenden

2021 Taxonomic update of phylum Negarnaviricota (Riboviria: Orthornavirae), including the large orders Bunyavirales and Mononegavirales.

Correction to: 2021 Taxonomic update of phylum Negarnaviricota (Riboviria: Orthornavirae), including the large orders Bunyavirales and Mononegavirales. Archives of Virology (2021) 166:3567–3579. https://doi.org/10.1007/s00705-021-05266-wIn March 2021, following the annual International Committee on Taxonomy of Viruses (ICTV) ratification vote on newly proposed taxa, the phylum Negarnaviricota was amended and emended. The phylum was expanded by four families (Aliusviridae, Crepuscuviridae, Myriaviridae, and Natareviridae), three subfamilies (Alpharhabdovirinae, Betarhabdovirinae, and Gammarhabdovirinae), 42 genera, and 200 species. Thirty-nine species were renamed and/or moved and seven species were abolished. This article presents the updated taxonomy of Negarnaviricota as now accepted by the ICTV.This work was supported in part through Laulima Government Solutions, LLC prime contract with the US National Institute of Allergy and Infectious Diseases (NIAID) under Contract No. HHSN272201800013C. J.H.K. performed this work as an employee of Tunnell Government Services (TGS), a subcontractor of Laulima Government Solutions, LLC under Contract No. HHSN272201800013C. This work was also supported in part with federal funds from the National Cancer Institute (NCI), National Institutes of Health (NIH), under Contract No. 75N91019D00024, Task Order No. 75N91019F00130 to I.C., who was supported by the Clinical Monitoring Research Program Directorate, Frederick National Lab for Cancer Research. This work was also funded in part by Contract No. HSHQDC-15-C-00064 awarded by DHS S&T for the management and operation of The National Biodefense Analysis and Countermeasures Center, a federally funded research and development center operated by the Battelle National Biodefense Institute (V.W.); and NIH contract HHSN272201000040I/HHSN27200004/D04 and grant R24AI120942 (N.V., R.B.T.). S.S. acknowledges partial support from the Special Research Initiative of Mississippi Agricultural and Forestry Experiment Station (MAFES), Mississippi State University, and the National Institute of Food and Agriculture, US Department of Agriculture, Hatch Project 1021494. Part of this work was supported by the Francis Crick Institute which receives its core funding from Cancer Research UK (FC001030), the UK Medical Research Council (FC001030), and the Wellcome Trust (FC001030).S

Taxonomy of the order Mononegavirales: second update 2018.

In October 2018, the order Mononegavirales was amended by the establishment of three new families and three new genera, abolishment of two genera, and creation of 28 novel species. This article presents the updated taxonomy of the order Mononegavirales as now accepted by the International Committee on Taxonomy of Viruses (ICTV)

Taxonomy of the order Mononegavirales: update 2019.

In February 2019, following the annual taxon ratification vote, the order Mononegavirales was amended by the addition of four new subfamilies and 12 new genera and the creation of 28 novel species. This article presents the updated taxonomy of the order Mononegavirales as now accepted by the International Committee on Taxonomy of Viruses (ICTV)

Annual (2023) taxonomic update of RNA-directed RNA polymerase-encoding negative-sense RNA viruses (realm Riboviria: kingdom Orthornavirae: phylum Negarnaviricota)

55 Pág.In April 2023, following the annual International Committee on Taxonomy of Viruses (ICTV) ratification vote on newly proposed taxa, the phylum Negarnaviricota was amended and emended. The phylum was expanded by one new family, 14 new genera, and 140 new species. Two genera and 538 species were renamed. One species was moved, and four were abolished. This article presents the updated taxonomy of Negarnaviricota as now accepted by the ICTV.This work was supported in part through the Laulima Government Solutions, LLC, prime contract with the U.S. National Institute of Allergy and Infec tious Diseases (NIAID) under Contract No. HHSN272201800013C. J.H.K. performed this work as an employee of Tunnell Government Services (TGS), a subcontractor of Laulima Government Solutions, LLC, under Contract No. HHSN272201800013C. U.J.B. was supported by the Division of Intramural Resarch, NIAID. This work was also funded in part by Contract No. HSHQDC15-C-00064 awarded by DHS S and T for the management and operation of The National Biodefense Analysis and Countermeasures Centre, a federally funded research and development centre operated by the Battelle National Biodefense Institute (V.W.); and NIH contract HHSN272201000040I/HHSN27200004/D04 and grant R24AI120942 (N.V., R.B.T.). S.S. acknowl edges support from the Mississippi Agricultural and Forestry Experiment Station (MAFES), USDA-ARS project 58-6066-9-033 and the National Institute of Food and Agriculture, U.S. Department of Agriculture, Hatch Project, under Accession Number 1021494. The funders had no role in the design of the study; in the collection, analysis, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results. The views and conclusions contained in this document are those of the authors and should not be interpreted as necessarily representing the official policies, either expressed or implied, of the U.S. Department of the Army, the U.S. Department of Defence, the U.S. Department of Health and Human Services, including the Centres for Disease Control and Prevention, the U.S. Department of Homeland Security (DHS) Science and Technology Directorate (S and T), or of the institutions and companies affiliated with the authors. In no event shall any of these entities have any responsibility or liability for any use, misuse, inability to use, or reliance upon the information contained herein. The U.S. departments do not endorse any products or commercial services mentioned in this publication. The U.S. Government retains and the publisher, by accepting the article for publication, acknowledges that the U.S.Government retains a non-exclusive, paid up, irrevocable, world-wide license to publish or reproduce the published form of this manuscript, or allow others to do so, for U.S. Government purposes.Peer reviewe

2020 taxonomic update for phylum Negarnaviricota (Riboviria: Orthornavirae), including the large orders Bunyavirales and Mononegavirales.

In March 2020, following the annual International Committee on Taxonomy of Viruses (ICTV) ratification vote on newly proposed taxa, the phylum Negarnaviricota was amended and emended. At the genus rank, 20 new genera were added, two were deleted, one was moved, and three were renamed. At the species rank, 160 species were added, four were deleted, ten were moved and renamed, and 30 species were renamed. This article presents the updated taxonomy of Negarnaviricota as now accepted by the ICTV

A quoi pensent les enfants quand ils écrivent ?: analyse des processus cognitifs et métacognitifs en jeu dans une tâche d'écriture assistée par le logiciel Autoéval

Voir: La Liberté; 5.3.200