Au Liban, le taux d’abandon scolaire est élevé entre le primaire et le complémentaire(l’équivalent du collège en France). Notre objectif est d’identifier certains facteurspsychologiques et sociaux impliqués dans le risque d’abandon scolaire. Nous avons choisi lathéorie sociale cognitive d’Albert Bandura (2003) - qui étudie les interactions dynamiquesentre facteurs contextuels et facteurs individuels – comme cadre d’analyse systémique desfacteurs en jeu dans le risque d’abandon scolaire. L’étude a été menée auprès de 504 adolescents scolarisés (à un niveau équivalent à celui de la classe de 5e de collège en France) dans l’enseignement public libanais dans un quartier populaire. Les analyses multivariées effectuées sur les données de notre recherche ont montré que l’anxiété scolaire, les expériences d’apprentissages scolaires, les sentiments d’efficacité personnelle relatifs aux apprentissages scolaires, les attentes par rapport à l’école, les intentions d’avenir scolaire et professionnel, le soutien social dispensé par la famille et les professeurs, sont associés au risque d’abandon scolaire des collégiens au Liban.Notre enquête qualitative par entretiens individuels - conduite auprès de 26 élèves (dont huitd’entre-deux avaient abandonné l’école) - a corroboré les données quantitatives et a apportédes informations supplémentaires. En outre, d’autres facteurs en jeu dans l’abandon scolaireont été mis en évidence et, notamment, les représentations sociales des filles et des garçonsrelatives à la scolarité et à la vie professionnelle, représentations qui participent de façonimportante à leur construction identitaire. Nous avons mis en évidence le fait que les facteurscontextuels ont un peu plus de poids que les facteurs individuels. Ainsi, les résultats relatifs àla différence des sexes montrent que les filles et les garçons semblent avoir les mêmesparcours qui permettent d’expliquer le risque d’abandon scolaire. / In Lebanon, the dropout rate is high between the primary and supplementary school (theequivalent of college in France). Our goal is to identify certain psychological and socialfactors involved in the risk of dropping out. We chose Albert Bandura's social cognitivetheory (2003) – which studied the dynamic interactions between contextual factors andindividual factors - as a framework for systematic analysis of the factors involved in the riskof dropping out.The study was conducted among 504 adolescent students (equivalent to a fifth term class inFrench college) in Lebanese public school in a poor neighborhood. Multivariate analyzesperformed on the data of our research showed that school anxiety, school learningexperiences, feelings of self-efficacy related to classroom learning, the expectations of theschool, the future intentions school and work, social support provided by family and teachers,are associated to the risk of dropping out of college in Lebanon.Our qualitative survey by individual interviews - conducted over 26 students (eight of whomhad two-school dropouts) - corroborated the quantitative data and provided additionalinformation. In addition, other factors involved in the dropout were identified and, inparticular, social representations of girls and boys on education and working life,representations that have significant involvement in their construction identity. Wehighlighted the fact that contextual factors have a little more stress than individual factors.Thus, the results for gender differences show that girls and boys seem to have the same causesthat explain the risk of dropping out.

Объектом исследования явилась школьная адаптация учащихся пятых классов. Предметом исследования стала связь между академической, социальной и психологической составляющими школьной адаптации учащихся пятых классов. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (111 источников) и приложения, включающего в себя бланки применявшихся методик. Объем магистерской диссертации 121 страница, на которых размещены 12 рисунков и 7 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме школьной адаптации пятиклассников. Представлены разделы, посвященные исследованию показателей структурных составляющих школьной адаптации и их взаимосвязей у учащихся пятых классов. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: тесту (опроснику) школьной тревожности Филлипса, методике исследования самооценки личности «Лесенка», социометрической методике Дж. Л. Морено, методике экспертной оценки классных руководителей о поведении школьников, их социометрическом статусе в классе. Также в главе представлен корреляционный и факторный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object matter of the study is the school adaptation of students in the fifth grade. The subject of the study is the interrelation between the academic, social and psychological components of school adaptation of fifth grade students. The master's thesis consists of an introduction, two chapters, a conclusion, a list of literature (111 sources) and an appendix, which includes the forms of the applied methodologies. The volume of the master's thesis is 121 pages, on which are placed 12 figures and 7 tables. The introduction reveals the relevance of the research problem, the development of the problematics, the purpose and objectives of the research are set, the object and the subject of research are determined, the basic and additional hypotheses are formulated, the methods and the empirical base are specified, as well as the stages of the research, the scientific novelty, the theoretical and practical significance of the work. The first chapter includes an overview of the domestic and foreign literature on the subject of fifth-graders school adaptation. The sections devoted to the study of the indicators of the structural components of school adaptation and their interrelationships in fifth grade students are presented. Conclusions on the first chapter are the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It provides a description of the organization and methods of the study and the results obtained using all the methods used: the test (questionnaire) of school anxiety by Phillips, method of research of self-esteem of the person "Lesenka", sociometry method by J. L. Moreno, the method of expert assessment of class teachers about the behavior of students, their sociometrical status in the classgroup. Also, the chapter presents a comparative, correlation and factor analysis of the results of the study. The findings of Chapter 2 are the main results of the empirical study. In conclusion, brief results of the theoretical and empirical parts of the work are presented, as well as conclusions on the hypotheses. The practical significance of the study is substantiated and possible prospects for further development of the problematics are described.

This diploma thesis, which has a descriptive and analytical feature, comprises a determination of emotional disorders with their various manifestations and symptoms. I also described social consequences of a neurotic child because they are neurotic children's crucial factor having significant consequences in the process of education. I also analysed the omitted topic of emotional intelligence, which has been studied in the field of science recently. The crucial part of the diploma thesis includes the analysis of a neurotic child motivation within the process of education and the adequate pedagogical and educational attitudes which involve specific treatments. Regarding the basic part of child's emotional life consists of upbringing within a particular family, it precedes not only the period of school education but also it forms its core and is a natural continuance of the prenatal period. The end of the diploma thesis comprises a description and analysis of a large variety of therapeutic options and alternative ways of treating emotional disorders. Nowadays it is possible to treat emotional disorders effectively even without a pharmacological therapy and their correction can be rather permanent. CRUCIAL VOCABULARY: emotional disorders/defects anxiety tension self-concept family upbringing family...