Student's achievement in french at junior high school
| Autor: | Bennacer, Halim |
|---|---|
| Přispěvatelé: | Institut de recherche sur l'éducation : Sociologie et Economie de l'Education ( IREDU ), Université de Bourgogne ( UB ), Institut universitaire de formation des maîtres - Bourgogne ( IUFM Bourgogne ), Institut de recherche sur l'éducation : Sociologie et Economie de l'Education (IREDU), Université de Bourgogne (UB), Institut universitaire de formation des maîtres - Bourgogne (IUFM Bourgogne), Theurel, Bertille |
| Jazyk: | angličtina |
| Rok vydání: | 2012 |
| Předmět: |
Effet
Statut socio-économique [SHS.EDU]Humanities and Social Sciences/Education school [SHS.EDU] Humanities and Social Sciences/Education Déterminant de la réussite scolaire [ SHS.EDU ] Humanities and Social Sciences/Education College Predicting success Student Success Socioeconomic Status Prédiction de réussite Résultat scolaire Result Age Personnalité Determinants of academic success Effect Élève France Student Genre Réussite scolaire Lycée Personality |
| Zdroj: | 30th International Congress of Psychology 30th International Congress of Psychology, Jul 2012, Cape Town, South Africa |
| Popis: | Communication affichée - Résumé reproduit in International Journal of Psychology, 47, supplement 1, p. 20.; This research aims at studying, by means of a theoretical model, the role of certain personal features (gender, age, socioeconomic background, academic record) and some dynamical mechanisms of personality in predicting the students' achievement in French at junior high school. The dynamical mechanisms, relating to the affective entry characteristics (Bloom, 1979), were represented by five attitudes towards school: Negative feelings, Lack of scholastic interest, Aspirations for future studies, "Scholastic anxiety, worry and stress" and "Nice school, distraction place" (Bennacer, 2003). The academic achievement was estimated by both the teachers' grade in French accorded to students and the cloze test score (relating to French comprehension). With a group of 501 students, the model was tested and affined by the paths analysis. We obtained a final structural model which accounts for the interrela-tionships between variables. It allowed us to identify the profile of the student who gets bad academic results in French. The hereby study shows that personal features (distal variables) have direct effects on academic achievement, or indirectly via the dynamic dimensions of personality (proximal variables). These latter play, in the influence mechanism, a mediating role as dependent and independent variables. This supports the findings of other studies indicating that the affective entry characteristics depend on the personal features and affect the students' behavior and their academic achievement (see Bennacer, 2005; Potvin & Paradis, 2000). |
| Databáze: | OpenAIRE |
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