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Concept de soi, performances scolaires et apprentissages fondamentaux

Abstract : Today, the study of self-concept occupies a select position as much as an object of study as in its links with individual behavior. One of the most studied of these relationship is that which it maintains with academic achievement. However, most studies relevant to this topic have been executed on students well-advanced in their academic careers. Research directed toward children just entering their compulsory schooling is quite rare. The opinion a student has of him/herself is directly influenced by the judgements he/she receives at school from teachers and peers and at home from parents and siblings. We may inquire into the effect these factors of self-perception and perception by others, in interaction with factors such as previous achievements and parental educational activities, can have on quality of academic achievement. Through this direction we have analyzed the relationships between academic achievement and a child personality, taking into account of both the individual history of the child and the academic institution. We demonstrate that the variation in reading comprehension at the end of basic schooling is largely explained by the variables retained for our study. The different explanatory models are tested, but the significance of perceived academic competence is not obviously underscored.
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Submitted on : Tuesday, April 24, 2018 - 3:55:25 PM
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Jean-Luc Bragard. Concept de soi, performances scolaires et apprentissages fondamentaux. Psychologie. Université Nancy 2, 2000. Français. ⟨NNT : 2000NAN21004⟩. ⟨tel-01776240⟩



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