Le décrochage scolaire est un phénomène touchant une proportion importante d’adolescents au Québec. Les facteurs permettant de prédire ce phénomène peuvent être d’ordre individuel, familial, social, scolaire et sociodémographique. Bien que plusieurs études ont permis d’établir un lien significatif entre la consommation de substances psychoactives et le décrochage scolaire, aucune étude ne s’est attardé sur le possible rôle modérateur protecteur de l’environnement socioéducatif sur le lien existant entre ces deux comportements malgré plusieurs indications soutenant un tel effet. Cette étude vise donc à déterminer, à l’aide d’un devis longitudinal prospectif, si le climat relationnel maître-élève joue un rôle modérateur protecteur sur ce lien. L’échantillon utilisé pour cette étude est tiré de la Stratégie d’Intervention Agir Autrement (SIAA) et comprend 728 adolescents. Les données ont été obtenues à l’aide de questionnaires auto-révélés et des données officielles du Ministère de l’éducation, des loisirs et des sports. Des analyses de régressions logistiques ont été effectuées et ont démontré que le climat relationnel maître-élève semble diminuer les risques de décrochage scolaire pour les élèves consommateurs. Effectivement, le climat relationnel semble être un facteur de protection pour les élèves consommateurs réguliers de cannabis identifiés comme un groupe à risque de décrochage scolaire alors qu’il ne l’est pas pour le groupe des non consommateurs et des faibles consommateurs. En revanche, ces analyses n’ont pas permis de détecter un tel effet pour l’intoxication à l’alcool. Les implications de ces résultats sont discutées. / School dropout is affecting a large proportion of adolescents in Quebec. Factors which predict school dropout come from individual, familial, social, school, and sociodemographic dimensions. Although many studies have found a significative link between substance use and school dropout, no study have examined the potential protective role of the socioeducational climate on the relationship between these behaviors despite support for such an effect. Thus, this study aims to verify if the student-teacher relationship climate plays a protective (moderator) role on the link between substance use and school dropout by using a longitudinal prospective design. The sample for this study is taken from New approach, new solutions (NANS) and includes 728 participants. Data were obtained thru self-report questionnaires as well as from the Ministère de l’éducation, des loisirs et des sports for official data on school dropout. Logistic regression analyses showed that the student-teacher relationship climate seems to protect against the effect of regular cannabis use on school dropout but not against low or non-use. Conversely, the analyses haven’t shown such a protective effect in the case of alcohol intoxication. Implications for these results are discussed.

Malgré une diminution de sa prévalence au cours des dernières décennies, le décrochage scolaire demeure une problématique inquiétante et ses effets ont de lourdes conséquences au niveau de l’individu et de la société. Parmi les nombreux facteurs de risque identifiés par les recherches dans le domaine de l’éducation, le redoublement est l’un des prédicteurs les plus puissants du décrochage scolaire. L’engagement scolaire a quant à lui été à plusieurs reprises identifié comme étant une variable prometteuse dans la prévention et l’intervention de l’abandon des études. L’objectif de cette étude est de vérifier l’effet potentiellement médiateur de l’engagement scolaire sur le lien entre le redoublement et le décrochage scolaire chez une population d’adolescents québécois provenant de milieux défavorisés. Malgré que les résultats ne démontrent pas un effet médiateur, ils permettent d’affirmer la présence d’un effet additif de l’engagement de l’élève au redoublement scolaire dans la prédiction du décrochage scolaire. / In spite of a reduction in its prevalence during the last decades, school dropout remains worrying problems and its effects have heavy consequences on the level of the individual and the society. Among the many risk factors identified by research in the field of education, the grade retention is one of the most powerful predictors of school dropout. School engagement was on several occasions identified as being a promising variable in the prevention and the intervention of the abandonment of the studies. The objective of this study is to check the potentially mediating effect of school engagement on the link between the grade retention and school dropout at a population of Québécois teenagers coming from low socioeconomic status. Although the results do not show a mediating effect, they make it possible to affirm the presence of an additive effect of the engagement of student on grade retention in the prediction of school dropout.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

De nombreuses études ont démontré l’effet modérateur de la qualité de la relation maître-élève sur le niveau d’adaptation comportementale et scolaire des élèves du primaire, mais très peu s’y sont intéressés chez les élèves du secondaire. Pourtant les rapports entre les enseignants et les élèves au secondaire sont bien différents de ce qu’ils sont au primaire. La présente étude vise donc à examiner le rôle de la qualité de la relation maître-élève sur le risque d’abandonner l’école auprès d’un échantillon de 4069 élèves québécois de deuxième secondaire. Nos deux premiers objectifs sont de vérifier si l’effet prédicteur des difficultés scolaires (retard, rendement et motivation scolaires) sur le décrochage scolaire varie en fonction des relations chaleureuses et conflictuelles. Le troisième objectif est de déterminer si l’effet modérateur de la qualité de la relation maître-élève varie selon le sexe de l’élève. Les résultats n’ont pas permis de démontrer tel que prévu un effet protecteur de la relation chaleureuse pour les élèves à risque de décrocher, mais ont plutôt mis en évidence un effet aggravant de la relation conflictuelle pour les élèves qui fonctionnent bien à l’école. Quant au sexe de l’élève, il ne fait pas varier l’effet modérateur de la qualité de la relation élèveenseignant. Ces résultats impliquent que pour prévenir le décrochage scolaire, il faut accorder une attention particulière aux conflits pouvant survenir entre un élève et son enseignant et ce, particulièrement chez les élèves qui fonctionnent bien en classe. / Several studies have demonstrated the moderating effect of the quality of teacherstudent relationship on the level of behavioral and academic adjustment in elementary students, but very few of them investigated this effect in adolescence, although teacher-student relationships present several differences in high school. The present study examines the role of the quality of teacher-student relationship on the risk of dropping out of school among a sample of 4069 Quebec students in 8th grade. The first two objectives were to test if the predictive link between academic difficulties (delay, achievement and school motivation) and school dropout varied according to the nature of the teacher-student relation (warm or conflictual). The third objective was to determine if the moderating effect of the quality of teacher-student relationship varied as a function of students' sex. The results did not demonstrate as expected a protective positive effect of a warm relationship for students at risk of dropping out of school. Rather, they highlighted the detrimental effect of conflictual relationships for students who do well at school. Students’ sex did not moderate the effect of the quality of student-teacher relationship on school dropout. These results imply that to prevent school dropout, it is necessary to pay particular attention to conflicts that may arise between a student and his teachers, especially among students who perform well in class.

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Made available in DSpace on 2014-12-17T15:04:57Z (GMT). No. of bitstreams: 1 FernandoCFG_DISSERT.pdf: 4397896 bytes, checksum: 37f1c08102d90e6c9b8fe520fc84d920 (MD5) Previous issue date: 2011-08-05 / This dissertation proposes studying the issue of withdrawal undergraduate in physics at the Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN) and collaborate with suggestions for dealing with this problem. The first chapter begins with an overview of two significant problems in the Brazilian educational system: the high dropout rates in degrees in physics and the lack of teachers with specific training in this science. Then, we discuss the relevance of this research to the area of physics teaching, as well as justify its completion as part of a professional master's degree. After, we present a proper definition for the term withdrawal, which is based on the existing problem in the IFRN. And, in the same chapter, we explicitly the focus, the objectives and the methodological aspects of this work. The results obtained in our investigation are presented in next four chapters. In the second chapter of this dissertation, we present: a brief history of the creation of IFRN degree in physics, the functioning of this course and the foundation of classrooms 2004.2 and 2006.1. We also show a kind of map of the withdrawal of the groups investigated (the dropout rate was 84.4% in both groups) and an analysis of the relationship between the curricula of each of them and the number of dropouts. In the third chapter, we display a descriptive statistics of the students which dropout and found that the largest dropout occurred with students who are women, married, parents of one kid; workers, joined with a minimum age of 23 years and completed high school at least 6 years. Then in the fourth chapter, we reveal and discuss the students' reports on the causes of their dropout. From the data presented, we can say that the answer to the question "What was the main reason for your dropout?" Is mainly in personal injury claims: another option for upper-level course and lack of time to devote to the course. In the fifth chapter, we show the results related to teacher s opinions about the phenomenon in question. We detected three main causes for the abandonment, according to teachers: the lack of dedication, the lack of interest and lack of integration in the course. In the sixth and final chapter, we discuss the results and present our conclusion and the proposed report - the product of this dissertation, presented as Annex. This report contains mainly suggestions for curricular and institutional actions that can contribute to reducing the dropout degree in Physics in the IFRN. The main actions suggested are: implementation of the curriculum in disciplines, implementation of programs or actions to combat this poor content of basic training, implementation of specific programs or actions for the student worker, and dissemination of IFRN degree in physics in schools through seminars or workshops / A presente disserta??o prop?e como quest?o-foco estudar a desist?ncia de licenciandos em F?sica no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN) e colaborar com a proposta de sugest?es para o enfrentamento dessa problem?tica. O primeiro cap?tulo se inicia com uma vis?o panor?mica de dois problemas significativos no sistema educacional brasileiro: as altas taxas de desist?ncia nas licenciaturas em F?sica e a falta de professores com forma??o espec?fica nesta ci?ncia. Em seguida, discutimos a relev?ncia desta pesquisa para a ?rea de ensino de F?sica, bem como justificamos a sua realiza??o no ?mbito de um mestrado profissionalizante. Apresentamos uma defini??o pr?pria para o termo desist?ncia, elaborado com base na problem?tica existente no IFRN. E, ainda no primeiro cap?tulo, explicitamos a quest?o-foco, os objetivos e os aspectos metodol?gicos deste trabalho. Os resultados obtidos em nossa investiga??o s?o apresentados nos quatro cap?tulos seguintes. No segundo cap?tulo desta disserta??o, apresentamos: um breve hist?rico da cria??o da licenciatura em F?sica do IFRN, o funcionamento deste curso e o surgimento das turmas 2004.2 e 2006.1. Tamb?m mostramos uma esp?cie de mapa da desist?ncia das turmas investigadas (o ?ndice de desist?ncia a 84,4% em ambas as turmas) e uma an?lise da rela??o entre os curr?culos de cada um delas e o n?mero de abandonos. No terceiro cap?tulo, exibimos uma estat?stica descritiva da caracteriza??o s?cio educacional do p?blico desistente e identificamos que as maiores desist?ncias ocorreram com alunos que s?o: mulheres; casados; pais de um filho; trabalhadores; ingressaram com idade m?nima de 23 anos e conclu?ram o ensino m?dio h? pelo menos 6 anos. Em seguida, no quarto cap?tulo, revelamos e discutimos os relatos dos alunos sobre as causas de suas desist?ncias. Diante dos dados apresentados, podemos afirmar que a resposta ? pergunta Qual foi o principal motivo da sua desist?ncia? encontra-se majoritariamente em causas pessoais: op??o por outro curso de n?vel superior e falta de tempo para se dedicar ao curso. No quinto cap?tulo, expomos os resultados relacionados ?s opini?es docentes sobre o fen?meno em quest?o. Detectamos tr?s principais causas para o abandono, segundo os professores: a falta de dedica??o; a falta de interesse; e a falta de integra??o no curso. No sexto e ?ltimo cap?tulo, discutimos os resultados obtidos e apresentamos nossa conclus?o e o relat?rio proposto produto desta disserta??o, apresentado como anexo. Esse relat?rio cont?m, principalmente, sugest?es de a??es institucionais e curriculares que podem contribuir para a redu??o da desist?ncia na licenciatura em F?sica no IFRN. As principais a??es sugeridas s?o: implanta??o da matriz curricular em disciplinas; implanta??o de programas ou a??es para combater a forma??o b?sica de conte?dos deficiente; implanta??o de programas ou a??es espec?ficos para o aluno trabalhador; e divulga??o da licenciatura em F?sica do IFRN em escolas por meio de semin?rios ou workshops

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-26T13:29:18Z No. of bitstreams: 1 adrianabohdossantos.pdf: 1176661 bytes, checksum: 63046e1334e6d3f00bf8beb583a7d7ef (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-09T12:16:27Z (GMT) No. of bitstreams: 1 adrianabohdossantos.pdf: 1176661 bytes, checksum: 63046e1334e6d3f00bf8beb583a7d7ef (MD5) / Made available in DSpace on 2018-05-09T12:16:27Z (GMT). No. of bitstreams: 1 adrianabohdossantos.pdf: 1176661 bytes, checksum: 63046e1334e6d3f00bf8beb583a7d7ef (MD5) Previous issue date: 2017-12-13 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão tem como objetivo identificar os motivos do abandono em duas escolas de Ensino Médio, sendo uma com maior taxa e outra com menor taxa de abandono escolar. da Coordenadoria Distrital de Educação – CDE 05 [Manaus-AM]. Como objetivos específicos, pretendemos: I) Verificar quais os motivos do abandono escolar nas quatro escolas com maior taxa de abandono escolar da CDE 05, na visão de alunos, gestor escolar, assim como do Coordenador da Redução do Abandono Escolar – CRAE - da CDE 05. II) Analisar os motivos mais recorrentes de infrequência e abandono dentre os alunos que abandonaram as escolas em 2016 e que se matricularam nas respectivas escolas selecionadas para esta pesquisa em 2017; III) Propor um plano de ações mais efetivo de combate ao abandono escolar nas duas escolas deste referido estudo. O texto foi organizado em três capítulos que descrevem esta pesquisa. No capítulo I, contextualizamos o abandono escolar no Ensino Médio no Brasil e no Amazonas. No capítulo II, realizamos a análise dos fatores externos e internos à escola que incidem sobre o abandono escolar, sendo maior relevância a análise dos fatores internos que subsidiou a elaboração do plano de ação para prevenção e redução do abandono nas escolas estudadas. A metodologia de pesquisa escolhida foi a qualitativa, por meio do estudo de caso, no qual foram usados instrumentos de coleta como: a aplicação de questionários aos alunos, entrevista semiestruturadas aos gestores escolares e Coordenador da Redução do Abandono Escolar da CDE 05 e uma pesquisa bibliográfica sobre a temática do abandono escolar no Ensino Médio. E, finalmente, no capítulo III, fazemos a proposição de um plano de ação para a prevenção e redução do abandono escolar nas duas escolas onde foi realizado o estudo de caso. Este trabalho apresenta como fundamentação teórica estudos realizados anteriormente sobre o abandono escolar, em que destacamos: Soares et al (2015), que estudou os “Fatores associados ao abandono escolar no ensino médio público de Minas Gerais”; Castelar (2010), que realizou “Um estudo sobre as causas de abandono escolar nas escolas públicas de Ensino Médio no Estado do Ceará”; Vasconcelos (2013), que pesquisou sobre “Abandono e absenteísmo Escolar no Conselho de Ponta Delgada”; Fritsch e Vitelli (2016), com seus estudos sobre a “Evasão escolar , a escola e o mercado de trabalho: o que dizem jovens do ensino médio de escolas públicas”. A fundamentação teórica desta pesquisa nos demonstrou que vários estudiosos categorizaram os motivos do abandono escolar em 02 grandes grupos: fatores internos e fatores externos à escola. Esta pesquisa se ateve aos fatores internos à escola que incidem sobre o abandono escolar. Dentre esses, o principal motivo destacado é o desinteresse escolar, o que os alunos chamaram de falta de vontade de estudar. / This dissertation was developed within the scope of the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The case of management aims to identify the reasons for dropping out in two high schools, one with a higher rate and another with a lower dropout rate. of the District Education Coordination - CDE 05 [Manaus-AM]. As specific objectives, we intend to: I) Check the reasons for dropping out in the four schools with the highest dropout rate of CDE 05, in the view of students, school administrators, as well as the CDE Coordinator of the Reduction of School Dropout - CDE 05. II) To analyze the most frequent reasons for infrequency and dropout among students who dropped out of school in 2016 and who enrolled in the respective schools selected for this research in 2017; III) To propose a more effective action plan to combat school dropout in the two schools of this study. The text was organized in three chapters that describe this research. In chapter I, we contextualize the drop out in high school in Brazil and the Amazon. In chapter II, we analyzed the external and internal factors that affect school drop-out, and the internal factors that contributed to the development of the action plan for prevention and reduction of dropout in the schools studied were more relevant. The research methodology chosen was qualitative, through a case study, in which collection instruments were used, such as: the application of questionnaires to students, a semi-structured interview with school administrators and the CDE 05 Abandonment Reduction Coordinator, and a research bibliography on the subject of school dropout in High School. Finally, in Chapter III, we propose a plan of action for the prevention and reduction of school drop-outs in the two schools where the case study was carried out. This study presents as theoretical foundation previous studies about school dropout, in which we highlight: Soares et al. (2015), who studied the "Factors associated with school dropout in Minas Gerais high school"; Castelar (2010), who conducted "A study on the causes of school dropout in public high schools in the state of Ceará"; Vasconcelos (2013), who researched on "School Abandonment and Absenteeism in the Council of Ponta Delgada"; Fritsch and Vitelli (2016) with their studies on "School Evasion, School and the Job Market: What Do High School Youth Say in Public Schools." The theoretical basis of this research has shown that several scholars have categorized the reasons for school dropout in two large groups: internal factors and factors external to school. This research was based on internal factors that affect school drop-out. Among these, the main reason is school disinterest, which the students called lack of will to study.

Les résultats des quelques études examinant le lien entre la présence de symptômes dépressifs et le décrochage divergent. De telles divergences pourraient s’expliquer par certaines caractéristiques individuelles clés comme le sexe ou l’âge, qui pourraient modérer le lien entre les symptômes dépressifs et le décrochage. Cette étude a pour double objectif 1) d’évaluer le lien entre la présence de symptômes dépressifs mesurés à différents moments au secondaire et le décrochage scolaire, et 2) d’examiner les variations possibles en fonction du sexe. Des données auto-rapportées (sur la présence de symptômes dépressifs en secondaire 1, 2 et 3) et administratives (sur le décrochage scolaire) obtenues auprès d’une cohorte composée de 6272 jeunes du secondaire ont été utilisées. Les résultats révèlent qu’après l’inclusion de variables de contrôles importantes, il n’y a pas d’association entre la dépression et le décrochage scolaire. De plus, ils indiquent que le sexe ne joue pas de rôle modérateur, c’est-à-dire qu’il n’y a pas de lien entre la dépression et le décrochage ni chez les filles, ni chez les garçons. Ces résultats suggèrent que les conclusions divergentes des études précédentes sur le sujet pourraient refléter le manque de considération d’une variété, mais surtout d’un nombre suffisants de facteurs confondants. Ils réitèrent aussi l’importance des facteurs de risque déjà connus du décrochage et suggèrent que les interventions se centrant l’humeur dépressive doivent faire partie de programmes visant en parallèle d’autres problématiques plus étroitement associées au décrochage. / Studies examining potential links between depressive symptoms and dropout have yielded inconsistent results. These inconsistencies could be explained by potential moderating effects of key individual characteristics, such as gender or age. This study has two main objectives: 1) to measure the association between depressive symptoms as measured at different grades during high school and dropout, and 2) to examine the possible impact of gender as a moderator variable. We used self-reported data to assess depressive symptoms in 7th, 8th and 9th grade and official administrative data to determine dropout status among a cohort of 6,272 high-school students. Results indicate that after controlling for a variety of potentially confounding variables, the association between depression and dropout was no longer significant. Furthermore, the analysis indicate that gender does not play a moderating role, meaning that there is no link between depression and dropping out among girls, nor boys. These results suggest that the conflicting results observed in the literature may reflect a difference in the variety and, more importantly, the number of variables used to control for confounding effect. Furthermore, the results reiterate the importance of known dropout risk factors for dropout and suggest that preventive interventions focusing on depressive symptoms should be part of larger programs also aiming at other factors more closely related to school dropout.

Résumé de la thèse :L’étude interroge les facteurs spécifiques du décrochage scolaire dans le contexte congolais.Trois études ont été menées dans le cadre de ce travail. Les résultats ont permis de mettre en exergue les facteurs personnels et environnementaux qui amènent les jeunes à entrer dans le processus de décrochage scolaire. La recherche théorique et les résultats des différentes investigations nous permettent de discuter des facteurs classiquement étudiés dans ce cadre de recherche et de mettre en exergue les facteurs spécifiques aux moeurs et coutumes congolais. La recherche a permis également de relever les différentes stratégies mises en place par certains jeunes ( qui pour la plupart d’entre eux constituent déjà une population à risque au décrochage scolaire) pour pouvoir se maintenir à l’école en dépit des conditions défavorables de leur milieu. Ces informations ont été tirées de deux sources différentes: de la population de ceux qui continuent tant bien que mal à s’accrocher encore au système et d’une population de décrocheurs de l’école. / Summary of the thesis :The study questions the specific factors of dropping out of school in the Congolese context.Three studies were carried out as part of this work. The results made it possible to highlight the personal and environmental factors that lead young people to enter the process of dropping out of school. Theoretical research and the results of the various investigations allow us to discuss the factors classically studied in this research framework and to highlight the factors specific to Congolese mores and customs. The research also made it possible to identify the different strategies implemented by some young people (most of whom already constitute a population at risk of dropping out of school) in order to be able to stay in school despite the unfavorable conditions of their schooling. environment. This information was drawn from two different sources: from the population of those who still cling to the system and from a population of school dropouts. / Doctorat en Sciences psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

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