Cette étude porte sur le rôle des attitudes et des comportements parentaux dans le processus de décrochage scolaire au travers de deux objectifs. Le premier consiste à vérifier le rôle médiateur des aspirations scolaires de l’adolescent sur le lien entre les aspirations scolaires parentales pour leur enfant et le décrochage scolaire. Le second objectif vise à valider le rôle protecteur du soutien scolaire parental vis-à-vis du décrochage lorsque les aspirations scolaires des parents pour leur adolescent sont peu élevées. Les résultats ont été obtenus à partir de données longitudinales recueillies auprès de 4630 élèves québécois de secondaire pendant cinq ans. Ils mettent en évidence par l’emploi de régressions logistiques que les aspirations scolaires de l’adolescent médiatisent partiellement le lien entre les aspirations scolaires des parents et le décrochage scolaire. Comme attendu, le nombre de décrocheurs s’avère moins important dans la situation où les parents aux aspirations scolaires peu élevées soutiennent scolairement leur enfant. En revanche, les résultats n’ont pas permis de démontrer statistiquement le rôle protecteur du soutien scolaire parental car, contre toute attente, le nombre de décrocheurs s’est avéré également plus important lorsque des parents aux aspirations scolaires élevées soutiennent scolairement leur enfant. Quelques hypothèses sont avancées pour expliquer ce résultat contre intuitif. Les conclusions de cette étude laissent penser qu’accompagner les parents et leur enfant sur le niveau de leurs aspirations scolaires, permettrait de réduire le risque de décrochage scolaire. Elles ouvrent également sur de nouvelles perspectives quant au rôle modérateur du style parental et des difficultés scolaires de l’adolescent sur l’influence du soutien scolaire parental dans le processus de décrochage scolaire. / This study focuses on the role of parental attitudes and behaviours in the process of school dropout through addressing two objectives. The first objective consists in verifying the mediator role of educational aspirations of the adolescent on the relationship between parental educational aspirations for their child and school dropout. The second objective aims at validating the protective role of parental support against school dropout when parental educational aspirations for their adolescent are low. The results were derived from data gathered annually among 4630 Quebec high school students from 7th to 11th grade. The results demonstrate through the use of logistic regressions that educational aspirations of the adolescent mediate partially the relationship between the parental educational aspirations and school dropout. As observed, dropout were less frequent when the parents with low educational aspirations supported their child in its education. Nonetheless the results could not prove the protective role of parental educational support. Indeed, the number of dropouts appeared surprisingly also higher when parents expressed high educational aspirations and high support. Several explanations are proposed to explain those results. This study suggests that working with both parents and their child on their educational aspirations may help decrease the risk of school dropout. They also bring new perspectives on the moderating role of parenting style and academic difficulties of the adolescent on the influence of parental educational support in the school dropout process.

No description available.

The classic theories dealing with vocational choice (Holland, Super) have not satisfactorily predicted the career choices of women. Indeed, several (Psathas, Zytowski, Ben Dor, Fassinger) have questioned their ability to explain women's career development and have indicated the need for alternatives. The present work takes up this challenge and raises the question: "What are the factors which influence young women to continue to choose careers classified as typically 'feminine' when, as a result of societal and academic changes of the last two decades, all programs are now open to them?" / In 1984 a study was made of 401 women students enrolled in traditional female disciplines within the sciences (nursing, physiotherapy, occupational therapy) and in non-traditional fields (architecture, engineering, dentistry). An analysis of the data collected from this sample, representative of students registered in these programs at a large, metropolitan, English-speaking university in Canada (McGill), found that there were statistically significant differences between the two groups. These differences derive from place of birth, socio-economic status (SES), work experience, aspirations, significant others, work values and conception of the role of women. / Women students with a traditional (T) profile are more likely to be born in Quebec, come from a family of lower SES, work part time, have lower academic aspirations, have been influenced by a woman in their chosen field, value work more highly for its intrinsic worth and qualitative environment, and are willing to accept interrupted careers. Women students with a non traditional (NT) profile are more likely to be born outside Canada, come from a family of higher SES, do not work part time, have high academic aspirations, have been influenced by a man in their career choice, value work less highly for its intrinsic worth and qualitative environment, and expect to have continuous careers.

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 277-287).

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Frank L. Smith, Jr. Dissertation Committee: David E. Wilder. Bibliography: leaves 79-81.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.Ed.) -- Memorial University of Newfoundland, 1985. / Typescript. Bibliography : leaves 136-141. Also available online.

Thesis (M.Ed.)--Memorial University of Newfoundland, 1997. / Bibliography: leaves 161-167.

Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Bibliography: leaves 232-241.

Thesis (Ph. D.)--University of Sydney, 2006. / Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Degree awarded 2006. Includes bibliographical references. Also available in print form.