Influence des pratiques d’enseignement de la musique sur l’anxiété de performance musicale et le bien-être en classe des élèves du primaire inscrits à un programme en Arts-études

Le bien-être de l’élève est partie intégrante du Programme de formation de l’école québécoise (PFÉQ) (Gouvernement du Québec, 2006). Toutefois, le contexte particulier des programmes pédagogiques particuliers (PPP) en Arts-études semble exposer les élèves à plusieurs situations de stress et d’anxiété. Or, l’anxiété occasionnée pourrait nuire au bien-être des musiciens (Kenny, 2016). Si certaines pratiques d’enseignement de la musique peuvent contribuer à une expérience positive en classe (Creech et Hallam, 2011; Patston et Waters, 2015; Roberts, 2015), d’autres pourraient cependant favoriser les manifestations d’anxiété de performance musicale (APM) chez les élèves (Kenny, 2016; Patston, 2014; Persson, 1996; Ryan et Andrews, 2009). Ainsi, l’objectif général de ce mémoire est d’analyser les pratiques d’enseignement de la musique et leur influence sur l’APM et le bien-être en classe des élèves du primaire inscrits à un PPP en Arts-études. Les objectifs spécifiques sont de 1) décrire les pratiques d’enseignement observées dans les PPP en Arts-études en musique au primaire; 2) décrire l’APM et le bien-être en classe des élèves et 3) d’examiner l’influence des pratiques observées sur l’APM et le bien-être en classe des élèves. Ce mémoire s’appuie sur la théorie du bien-être de Seligman (2011) et la conception du bien-être de l’enfant à l’école proposée dans l’avis du Conseil Supérieur de l’Éducation (CSÉ, 2020). Afin de répondre à notre objectif général de recherche, nous avons tout d’abord observé les pratiques d’enseignement de quatre enseignantes spécialistes en musique au primaire dans une école offrant un PPP en Arts-études. Nous avons ensuite mesuré l’APM et le bien-être en classe des 170 élèves de la 3e à la 6e année du primaire présents lors des observations. Les pratiques d’enseignement ont été analysées à l’aide de deux grilles d’observations (MCOF, Madsen et Yarbrough, 1985; MTRA, Moore, 1976). L’analyse a permis de mettre en lumière certaines particularités. Notamment, les enseignantes maintiennent un contact visuel avec les élèves et les accompagnent en jouant un instrument la plupart du temps. Elles rétroagissent plus fréquemment auprès des élèves du deuxième cycle que du 3e cycle et elles privilégient l’utilisation de marques de désapprobation au regard des comportements sociaux, mais utilisent équitablement les marques d’approbation et de désapprobation pour les comportements pédagogiques. L’APM et le bien-être en classe des élèves ont été mesurés par un questionnaire autorapporté constitué d’échelles préexistantes (MPAI-A, Osborne et Kenny, 2002; MLSS, Creech et Hallam, 2011; QESPP, Carpentier et al., sous presse). En ce qui a trait au questionnaire des élèves, la majorité d’entre eux rapportent expérimenter des symptômes d’APM (nervosité, crainte de commettre des erreurs, évitement des performances solos devant public et difficulté de concentration) indépendamment de leur niveau de bien-être en classe. On observe que les filles rapportent significativement plus d’APM, de plaisir et de motivation que les garçons. Dans l’ensemble, l’APM tend à être plus élevé chez les élèves plus âgés. On constate également que les élèves de 6e année indiquent éprouver significativement moins de plaisir, de satisfaction, de motivation, d’estime de soi et d’appartenance à la classe que ceux des élèves de 3e et de 4e année du primaire. L’origine de la participation au programme (suggestion des parents ou demande de l’enfant) semble influencer différemment l’APM et le bien-être des élèves en fonction du genre et du niveau scolaire. Lorsque la demande de participer au programme vient des enfants, les élèves du 3e cycle rapportent une APM plus élevée que ceux du deuxième cycle. De plus, les garçons rapportent plus de plaisir et de motivation que lorsqu’ils répondent à une suggestion de leurs parents; aucune différence n’est observée chez les filles. Or, lorsque la suggestion de participer au PPP est initiée par les parents, l’APM des élèves du deuxième cycle est plus élevée que celle des élèves du 3e cycle. Les niveaux de plaisir, de satisfaction et de motivation des garçons sont aussi significativement plus bas que ceux des filles. En dépit des variations observées chez les élèves, l’analyse n’a révélé aucune influence significative des pratiques d’enseignement de la musique sur l’APM et le bien-être en classe des élèves. Ce mémoire met en lumière certaines considérations méthodologiques et conceptuelles qui mériteraient d’être réinvesties dans le cadre de l’analyse de l’influence des pratiques d’enseignement sur l’APM et le bien-être en classe des élèves. Notamment, il appert pertinent de reconnaître l’influence de plusieurs types de variables afin de reconnaître justement l’influence qui relève des pratiques d’enseignement. Finalement, plusieurs recommandations sont formulées concernant les pratiques d’enseignement constatées en contexte d’enseignement-apprentissage musical. Une attention particulière doit être portée quant à la motivation des élèves et aux différences observées selon le genre et le niveau scolaire. Promouvoir la participation active des élèves et l’utilisation de marques d’approbation pourrait s’avérer des pistes d’actions intéressantes

Short Communication: Is Ethanol-Based Hand Sanitizer Involved in Acute Pancreatitis after Excessive Disinfection?—An Evaluation with the Use of PBPK Model

An occupational physician reported to the French Health Products Safety Agency (Afssaps) a case of adverse effect of acute pancreatitis (AP) in a teaching nurse, after multiple demonstrations with ethanol-based hand sanitizers (EBHSs) used in a classroom with defective mechanical ventilation. It was suggested by the occupational physician that the exposure to ethanol may have produced a significant blood ethanol concentration and subsequently the AP. In order to verify if the confinement situation due to defective mechanical ventilation could increase the systemic exposure to ethanol via inhalation route, a physiologically based pharmacokinetic (PBPK) modeling was used to predict ethanol blood levels. Under the worst case scenario, the simulation by PBPK modeling showed that the maximum blood ethanol concentration which can be predicted of 5.9 mg/l is of the same order of magnitude to endogenous ethanol concentration (mean = 1.1 mg/L; median = 0.4 mg/L; range = 0–35 mg/L) in nondrinker humans (Al-Awadhi et al., 2004). The present study does not support the likelihood that EBHS leads to an increase in systemic ethanol concentration high enough to provoke an acute pancreatitis

Pavlovian-conditioned alcohol-seeking behavior in rats is invigorated by the interaction between discrete and contextual alcohol cues: implications for relapse

Introduction: Drug craving can be independently stimulated by cues that are directly associated with drug intake (discrete drug cues), as well as by environmental contexts in which drug use occurs (contextual drug cues). We tested the hypothesis that the context in which a discrete alcohol-predictive cue is experienced can influence how robustly that cue stimulates alcohol-seeking behavior. Methods: Male, Long-Evans rats received Pavlovian discrimination training (PDT) sessions in which one conditioned stimulus (CS+; 16 trials/session) was paired with ethanol (0.2 mL/CS+) and a second stimulus (CS-; 16 trials/ session) was not. PDT occurred in a specific context, and entries into a fluid port where ethanol was delivered were measured during each CS. Next, rats were acclimated to an alternate (nonalcohol) context where cues and ethanol were withheld. Responses to the nonextinguished CS+ and CS- were then tested without ethanol in the alcohol-associated PDT context, the nonalcohol context or a third, novel context. Results: Across PDT the CS+ elicited more port entries than the CS-, indicative of Pavlovian discrimination learning. At test, the CS+ elicited more port entries than the CS- in all three contexts: however, alcohol seeking driven by the CS+ was more robust in the alcohol- associated context. In a separate experiment, extinguishing the context- alcohol association did not influence subsequent CS+ responding but reduced alcohol seeking during non-CS+ intervals during a spontaneous recovery test. Conclusion: These results indicate that alcohol-seeking behavior driven by a discrete Pavlovian alcohol cue is strongly invigorated by an alcohol context, and suggest that contexts may function as excitatory Pavlovian conditioned stimuli that directly trigger alcohol-seeking behavior

Expression signature of the Leigh syndrome French-Canadian type

As a result of a founder effect, a Leigh syndrome variant called Leigh syndrome, French-Canadian type (LSFC, MIM / 220,111) is more frequent in Saguenay–Lac-Saint-Jean (SLSJ), a geographically isolated region on northeastern Quebec, Canada. LSFC is a rare autosomal recessive mitochondrial neurodegenerative disorder due to damage in mitochondrial energy production. LSFC is caused by pathogenic variants in the nuclear gene leucine-rich pentatricopeptide repeat-containing (LRPPRC). Despite progress understanding the molecular mode of action of LRPPRC gene, there is no treatment for this disease. The present study aims to identify the biological pathways altered in the LSFC disorder through microarray-based transcriptomic profile analysis of twelve LSFC cell lines compared to twelve healthy ones, followed by gene ontology (GO) and pathway analyses. A set of 84 significantly differentially expressed genes were obtained (p ≥ 0.05; Fold change (Flc) ≥ 1.5). 45 genes were more expressed (53.57%) in LSFC cell lines compared to controls and 39 (46.43%) had lower expression levels. Gene ontology analysis highlighted altered expression of genes involved in the mitochondrial respiratory chain and energy production, glucose and lipids metabolism, oncogenesis, inflammation and immune response, cell growth and apoptosis, transcription, and signal transduction. Considering the metabolic nature of LSFC disease, genes included in the mitochondrial respiratory chain and energy production cluster stood out as the most important ones to be involved in LSFC mitochondrial disorder. In addition, the protein-protein interaction network indicated a strong interaction between the genes included in this cluster. The mitochondrial gene NDUFA4L2 (NADH dehydrogenase [ubiquinone] 1 alpha subcomplex, 4-like 2), with higher expression in LSFC cells, represents a target for functional studies to explain the role of this gene in LSFC disease. This work provides, for the first time, the LSFC gene expression profile in fibroblasts isolated from affected individuals. This represents a valuable resource to understand the pathogenic basis and consequences of LRPPRC dysfunction

Beneficial effects of reconstituted high-density lipoprotein (rHDL) on circulating CD34+ cells in patients after an acute coronary syndrome

Background: High-density lipoproteins (HDL) favorably affect endothelial progenitor cells (EPC). Circulating progenitor cell level and function are impaired in patients with acute coronary syndrome (ACS). This study investigates the short-term effects of reconstituted HDL (rHDL) on circulating progenitor cells in patients with ACS. Methods and Findings: The study population consisted of 33 patients with recent ACS: 20 patients from the ERASE trial (randomized to receive 4 weekly intravenous infusions of CSL-111 40 mg/kg or placebo) and 13 additional patients recruited as controls using the same enrolment criteria. Blood was collected from 16 rHDL (CSL-111)-treated patients and 17 controls at baseline and at 6–7 weeks (i.e. 2–3 weeks after the fourth infusion of CSL-111 in ERASE). CD34+ and CD34+/kinase insert domain receptor (KDR+) progenitor cell counts were analyzed by flow cytometry. We found preserved CD34+ cell counts in CSL-111-treated subjects at follow-up (change of 1.6%), while the number of CD34+ cells was reduced (-32.9%) in controls (p = 0.017 between groups). The level of circulating SDF-1 (stromal cell-derived factor-1), a chemokine involved in progenitor cell recruitment, increased significantly (change of 21.5%) in controls, while it remained unchanged in CSL-111-treated patients (p = 0.031 between groups). In vitro exposure to CSL-111 of early EPC isolated from healthy volunteers significantly increased CD34+ cells, reduced early EPC apoptosis and enhanced their migration capacity towards SDF-1. Conclusions: The relative increase in circulating CD34+ cells and the low SDF-1 levels observed following rHDL infusions in ACS patients point towards a role of rHDL in cardiovascular repair mechanisms

Tracing children's vocabulary development from preschool through the school‐age years: an 8‐year longitudinal study

In this 8‐year longitudinal study, we traced the vocabulary growth of Chinese children, explored potential precursors of vocabulary knowledge, and investigated how vocabulary growth predicted future reading skills. Two hundred and sixty‐four (264) native Chinese children from Beijing were measured on a variety of reading and language tasks over 8 years. Between the ages of 4 to 10 years, they were administered tasks of vocabulary and related cognitive skills. At age 11, comprehensive reading skills, including character recognition, reading fluency, and reading comprehension were examined. Individual differences in vocabulary developmental profiles were estimated using the intercept‐slope cluster method. Vocabulary development was then examined in relation to later reading outcomes. Three subgroups of lexical growth were classified, namely high‐high (with a large initial vocabulary size and a fast growth rate), low‐high (with a small initial vocabulary size and a fast growth rate) and low‐low (with a small initial vocabulary size and a slow growth rate) groups. Low‐high and low‐low groups were distinguishable mostly through phonological skills, morphological skills and other reading‐related cognitive skills. Childhood vocabulary development (using intercept and slope) explained subsequent reading skills. Findings suggest that language‐related and reading‐related cognitive skills differ among groups with different developmental trajectories of vocabulary, and the initial size and growth rate of vocabulary may be two predictors for later reading development. “In this 8‐year longitudinal study, we traced the vocabulary growth of Chinese children, explored potential precursors of vocabulary knowledge, and investigated how vocabulary growth predicted future reading skills. Three subgroups of lexical growth were classified, namely high‐high (with a large initial vocabulary size and a fast growth rate), low‐high (with a small initial vocabulary size and a fast growth rate) and low‐low (with a small initial vocabulary size and a slow growth rate) groups. Low‐high and low‐low groups were distinguishable mostly through phonological skills, morphological skills and other reading‐related cognitive skills. Childhood vocabulary development (using intercept and slope) explained subsequent reading skills. Findings suggest that language‐related and reading‐related cognitive skills differ among groups with different developmental trajectories of vocabulary, and the initial size and growth rate of vocabulary may be two predictors for later reading development.”Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/109871/1/desc12190.pd

Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children

Early prediction of reading disabilities in Chinese is important for early remediation efforts. In this 6-year longitudinal study, we investigated the early cognitive predictors of reading skill in a statistically representative sample of Chinese children from Beijing.Two hundred sixty-one (261) native Chinese children were administered seven language-related skills over three years between the ages of 3 and 6 years. Performances on these skills were then examined in relation to subsequent word reading accuracy and fluency. Individual differences in developmental profiles across tasks were then estimated using growth mixture modeling.Four developmental trajectories were classified – the typical (control), catch-up (with low initial cognitive performances but adequate subsequent reading), literacy-related-cognitive-delay (with difficulties in morphological awareness, phonological awareness, and speeded naming and subsequent word recognition), and language-delay (relatively low across all tasks) groups.Findings suggest that the combination of phonological awareness, rapid naming and morphological awareness are essential in the early prediction of later reading difficulties in Chinese children.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/79090/1/j.1469-7610.2010.02311.x.pd

L’environnement sociopédagogique en classe primaire et l’utilisation de données de recherche-action par les milieux de pratique

Cet article vise à décrire la perception de l’environnement sociopédagogique d’élèves de l’éducation préscolaire et de l’enseignement primaire dont les personnes enseignantes participent à une recherche collaborative. Les données collectées par questionnaire sur l’environnement sociopédagogique permettent de décrire les climats relationnel, pédagogique, de sécurité, de justice, évaluatif et d’appartenance tels que perçus par les élèves (n = 185). Les résultats font ressortir que certains climats sont perçus plus négativement que d’autres, notamment les climats d’évaluation et de sécurité.This article aims to describe the perception of the socio-pedagogical environment of preschool and elementary school students whose teachers are participating in collaborative research. The data was collected by a questionnaire relating to the perception of the socio-pedagogical environment administered in the classes of the participating teachers. It allows a description of climates (relational, pedagogical, security, justice, evaluative and belonging) as perceived by the participating teachers’ elementary and preschool students (n = 185). The results showed that two climates, evaluative and security, are perceived more negatively than the others

L’ attention au service de l’apprentissage durable

La réception de l’information est une étape cruciale dans le processus d’apprentissage, tel que présenté dans le troisième article de cette série. Cette étape est facilitée lorsqu’on prépare les élèves à être attentifs, qu’on sollicite leur attention, puis qu’on la dirige vers l’apprentissage ciblé (Escudier et Debas, 2020). Ainsi, connaitre les rouages de l’attention pourrait soutenir l’ajustement de gestes professionnels et favoriser l’apprentissage