L’influence du groupe d’amis prend de l’importance à l’adolescence. Cette influence est observable dans plusieurs domaines, dont au niveau de l’engagement scolaire. On remarque en effet une forte similarité du niveau d’engagement scolaire chez les membres d’un même groupe d’amis. L’importance de cette influence des pairs n’est néanmoins pas uniforme pour tous les adolescents: plusieurs facteurs de modération peuvent entrer en jeu, dont le niveau de popularité de l’adolescent et de ses amis. La présente étude vise à examiner l’effet modérateur du niveau de popularité des élèves et de leurs amis sur le lien prédictif entre l’engagement scolaire des amis et le développement de l’engagement scolaire des élèves. Des données ont été recueillies au cours de deux années scolaires consécutives auprès de 403 élèves de secondaire I et II. Les résultats démontrent que le niveau de popularité des amis permet de prédire la diminution à travers le temps du niveau d’engagement scolaire des élèves, et ce, après avoir contrôlé pour la plupart des facteurs associés. De plus, la popularité de l’élève modère l’influence présumée que les pairs peuvent avoir sur le développement de l’engagement scolaire: l’engagement des amis étant positivement associé l’engagement ultérieur des élèves uniquement lorsque ces deniers s’avèrent populaires au sein de leur groupe de pairs. / Peer influence gets more and more important during teenage years. This influence can be observed in many domains, including school engagement. Friends tend to be very similar regarding their school engagement levels. Peer influence may vary depending on many moderating factors, including the popularity levels of the adolescent and his/her friends. This study examined the moderating effect of adolescent’s and friends’ popularity levels on the predictive link between friends’ school engagement and adolescent’s own school engagement. Data were collected during two consecutive years with 403 7th and 8th graders. Results show that friends’ popularity in grade 7 predicted lower student’s school engagement in grade 8, even while controlling for many associated factors. Moreover, student’s popularity level moderated peer influence on school engagement: friends’ engagement level predicted student’s school engagement one year later, but only for popular adolescents.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-05-06T14:02:05Z No. of bitstreams: 1 arquivototal.pdf: 2136573 bytes, checksum: 23f3ce09f217a50276bb840680efc4c4 (MD5) / Made available in DSpace on 2016-05-06T14:02:05Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2136573 bytes, checksum: 23f3ce09f217a50276bb840680efc4c4 (MD5) Previous issue date: 2013-04-25 / This thesis aimed to know in what extent values, attitudes toward schooling context and learning, and school engagement predict academic performance. Moreover, we intended to develop two psychological measures [Self-Evaluation of Academic Performance Scale (SEAAS) and Attitudes toward Schooling Context Scale (ASCS)], adapt the Attitudes toward Learning Scale (ATLS) to Brazilian context and verify their psychometric parameters. The Study 1 refers to elaboration process of measures and counted with 481 students from 6th to 9th grades of public and private schools from João Pessoa (PB), with average age of 12,9 years-old (sd = 1,59), equally distributed by sex. Participants answered a questionnaire with opened questions regarding academic performance and school context. The answers were examined by an automatic content analysis (ALCESTE) and items were formulated from them to compose both SEAAS and ASCS. The Study 2, presents the psychometric parameters of referred measures, and also of ATLS. Participated 200 students from High School, mostly females (53,5%), with average age of 12,6 years-old (sd = 1,50). The exploratory analysis of SEAAS, distinguished two components: satisfaction (α = 0,92, rm.i. = 0,39) and dissatisfaction with academic performance (α = 0,80, rm.i. = 0,25). Regarding the ASCS, were extracted three components from its items: attitudes toward teachers (α = 0,90, rm.i. = 0,45), school (α = 0,85, rm.i. = 0,43) and classmates (α = 0,85, rm.i.). Lastly, the original four-factor structure of ATLS were confirmed in this context: openness (α = 0,86, rm.i = 0,40), negative disposition (α = 0,77, rm.i = 0,40), expectative (α = 0,76, rm.i = 0,35) and anxiety (α = 0,73, rm.i = 0,31) related to learning. Since the measures reached suitable patterns of validity and precision, we performed the Study 3. With a sample of 210 students, basically with same characteristics of samples from previous studies, this study aimed to confirm the factorial structure of these three measures. The results showed that all of them presented satisfactory fit indexes, although they also have showed that for SEASS it is more adequate consider only one factor. In the Study 4, we looked for knowing in what extent academic performance is related to variables aforementioned. To reach this goal we counted with 200 students who answered to Basic Values Survey (BVS), School Engagement Scale (SES) and socio-demographic questions, besides the three measures from study 3. Academic performance was correlated with all variables considered, except with excitement values and expectations from learning. In this sense, we performed multiple linear regressions to know the predictive relations between these variables, resulting in an explanatory model of academic performance. The study 5, describes the testing of hierarchical model: values (normative, interactive and suprapersonal) → educational attitudes (toward school context and learning) → school engagement → academic performance. With a sample of 425 students from High School, this model has shown promising, with satisfactory fit indexes [²/gl = 1,99, GFI = 0,96, AGFI = 0,92, CFI = 0,94 e RMSEA = 0,07 (IC90% = 0,03-0,10)]. The goals of this thesis were reached, emphasizing the functional theory of human values. We hope that the results presented here might be useful to ground future researches and interventions to promote improvement in students’ academic performance. / Objetivou-se conhecer em que medida os valores, as atitudes em relação ao contexto escolar e à aprendizagem, e o engajamento escolar explicam o desempenho acadêmico. Buscou-se ainda elaborar duas medidas psicológicas e conhecer seus aspectos psicométricos: Escala de Autoavaliação de Desempenho Acadêmico (EADA) e a Escala de Atitudes Frente ao Contexto Escolar (EACE), além de adaptar uma terceira: a Escala de Atitudes Frente à Aprendizagem (EAFA). Para lograr tais objetivos, realizaram-se cinco estudos empíricos. O Estudo 1 diz respeito à elaboração das medidas (EADA e EACE) e contou com 481 estudantes da segunda fase do ensino fundamental de escolas públicas e privadas da cidade de João Pessoa (PB), com idade média de 12,9 anos (dp = 1,59, amplitude de 11 a 17 anos), divididos igualmente quanto ao sexo. Os participantes responderam um questionário com perguntas abertas sobre o desempenho acadêmico e o contexto escolar. As respostas foram avaliadas por meio de uma técnica informatizada de análise de conteúdo (ALCESTE), e a partir delas foram elaborados itens tanto para a EADA, quanto EACE. O Estudo 2 apresenta os parâmetros psicométricos das medidas elaboradas nesta tese (EADA e EACE), além da EAFA. Participaram 200 estudantes do ensino fundamental, sendo a maioria do sexo feminino (53,5%), com idade média de 12,6 anos (dp = 1,50). A leitura do conteúdo dos itens da EADA permitiu nomear seus componentes de satisfação (α = 0,92, rm.i. = 0,39) e insatisfação com o desempenho acadêmico (α = 0,80, rm.i. = 0,25). No que diz respeito à EACE, três componentes foram extraídos: atitudes frente a professores (α = 0,90, rm.i. = 0,45), à escola (α = 0,85, rm.i. = 0,43) e aos colegas de classe (α = 0,85, rm.i. = 0,53). Já a EAFA teve sua estrutura tetrafatorial confirmada no presente contexto: abertura (α = 0,86, rm.i. = 0,40), disposição negativa (α = 0,77, rm.i. = 0,40), expectativa (α = 0,76, rm.i. = 0,35) e ansiedade (α = 0,73, rm.i. = 0,31) em relação à aprendizagem. Tendo as três medidas alcançado padrões de validade e precisão adequados, procedeu-se o Estudo 3, com o objetivo de comprovar a estrutura fatorial das mesmas. Para tanto, contou-se com a participação de 210 estudantes, com as mesmas características dos estudos anteriores. As três medidas apresentaram indicadores de ajuste satisfatórios, cabendo ressaltar que a EADA mostrou-se mais eficiente quando composta por apenas um fator. No Estudo 4 verificaram-se as relações entre as variáveis centrais desta tese, a saber: desempenho acadêmico, engajamento escolar, atitudes educacionais e valores humanos. Participaram deste estudo 200 estudantes, que responderam além das medidas anteriormente mencionadas, ao Questionário de Valores Básico (QVG), Escala de Engajamento Escolar (EEE) e questões sócio-demográficas. Verificou-se que o desempenho está relacionado a todas as variáveis, com exceção dos valores de experimentação e expectativa frente à aprendizagem. Nesse sentido, verificou-se por meio de regressões lineares, as relações preditivas entre as variáveis em questão, resultando num modelo explicativo do desempenho acadêmico. O Estudo 5 descreve o teste do modelo hierárquico: valores (normativa, interativa e suprapessoal) → atitudes educacionais (em relação ao contexto escolar e à aprendizagem) → engajamento escolar → desempenho acadêmico. Contou-se com uma amostra de 425 estudantes do ensino fundamental e verificou-se que o modelo em questão apresentou índices de ajustes satisfatórios [²/gl = 1,99, GFI = 0,96, AGFI = 0,92, CFI = 0,94 e RMSEA = 0,07 (IC90% = 0,03-0,10)]. Confia-se que os objetivos da presente tese foram alcançados, dando ênfase à teoria funcionalista dos valores humanos. Espera-se que os resultados aqui apresentados possam servir de base para estudos e intervenções futuros que visem a contribuir para esta área de interesse.

The present study identifies processes contributing to variability in antisocial and prosocial behaviors in early adolescence. More specifically, we considered how perceived feedback from adults (i.e., adult praise) and peers (i.e., coolness) might account for some of the established associations between peer involvement in prosocial behaviors and an individual's engagement in prosocial and antisocial behaviors in the school context. Both adult praise and peer prosocial behavior are tested as predictors of school engagement and antisocial behavior in schools, with perceived feedback from peers (i.e., coolness) examined as both a mediator and moderator using multilevel analysis (MLM) in a statewide sub-sample (N=6,525) of 8th grade Middle School/Junior High students located in Southwestern United States. Results testing mediation indicate a significantly positive association between reports of peer prosocial behavior and individual's own involvement in prosocial behaviors, and a significantly inverse association between reports of peer prosocial behavior and individual's own antisocial behaviors. Perceived feedback from peers (i.e., coolness) only partially accounted for these associations. Conversely, results testing moderation indicated a significantly positive link between perceived feedback from adults (i.e., adult praise) and individual's own engagement in prosocial behaviors, and an inverse association between perceived feedback from adults (i.e., adult praise) and individual's own antisocial behaviors. No interaction effects were observed for perceived feedback from peers (i.e., coolness) on these associations. These findings extend literature regarding the processes through which peer involvement in prosocial behavior is linked to individual prosocial and antisocial behaviors. This study makes research advancements by considering the contributions of perceived feedback from both adults and peers that can both be significant during early adolescence. These results justify implications for practice and policy related to prevention/intervention efforts that include peer associations, since they matter for prosocial behavior.

School engagement has garnered interest in the academic research as a protective factor from many undesirable academic outcomes in high school. Maladaptive engagement patterns may begin to form as early as elementary school, therefore examining early predictors may be helpful in trying to identify and remedy early patterns of disengagement. The current study investigated the significance of early school motivation, academic self-concept and the student-teacher relationship in predicting student-reported school engagement at the age of 15 after controlling for race, gender, socioeconomic status, previous attendance, and previous achievement. This study included participants from the National Institute of Child Health and Development (NICHD) Study of Early Child Care (SECC) a comprehensive research database. It was hypothesized that student reported motivation in grade 5 would predict student reported school engagement at age 15, and that English self-concept and math self-concept in grade 6 and at age 15 would mediate this relationship. Findings from the data supported these hypotheses, establishing a relationship between early motivation and later engagement. Additionally, self-concept in both English and math was found to mediate that relationship. Self-concept in English and math at both grade 6 and age 15 had mediating effects on the relationship between motivation and engagement. It was hypothesized that the student-teacher relationship in grade 6 and at age 15 would moderate the relationship between motivation and engagement. The data did not support this hypothesis. Limitations and suggestions for future research on motivation, engagement, and the student-teacher are discussed.

Les élèves qui ont un bon engagement scolaire présentent généralement une bonne adaptation à l’école. Cependant, pour les enfants hyperactifs et inattentifs, cette adaptation est souvent altérée. Les enfants qui entretiennent de bonnes relations sociales ont tendance à présenter un meilleur engagement comportemental, affectif et cognitif. La présente étude vise à déterminer si la prosocialité envers les pairs et les relations chaleureuses avec les enseignants protègent les enfants hyperactifs-inattentifs d’un possible désengagement scolaire. Les données ont été recueillies auprès de 513 élèves du primaire et leurs enseignants au cours de deux années scolaires successives. Les résultats montrent que ces enfants bénéficient des relations positives avec les pairs et les enseignants. En particulier, l’engagement comportemental de ces élèves demeure plus élevé comparativement à ceux qui n’entretiennent pas de relations positives. Pour les enfants très hyperactifs-inattentifs, la relation chaleureuse modère le lien entre hyperactivité-inattention et engagement affectif. L’hyperactivité- inattention ne prédit pas de diminution d’engagement affectif et cognitif. Les implications pour la recherche et la pratique sont discutées. / School engagement has been found to promote positive adjustment in students. This relationship can be affected by students’ personal characteristics, such as inattention and hyperactivity. Research shows that behavioral, emotional and cognitive engagement is generally higher when students experience positive relationships in school. The aim of this study is to determine whether prosociality towards peers and close relationships with teachers are protective factors against the expected decline in school engagement for students who exhibit inattentive and hyperactive characteristics. Data from 513 primary schools students and teachers were collected over two consecutive years. Results demonstrate that hyperactive and inattentive students benefit from positive relationships with peers and teachers, which serves as a protective factor against the decline in behavioral engagement. For student with high levels of hyperactivity and inattention, close relationships with teachers moderated the association between hyperactivity-inattention and emotional engagement. Furthermore, our results suggest that hyperactivity and inattention in students does not predict a decrease in emotional and cognitive engagement. Implications for research and intervention are discussed.

Ce projet de recherche a pour but d’examiner dans quelle mesure l’implication des parents dans le cheminement scolaire de leur enfant est susceptible de modérer la relation entre le désengagement scolaire de l’élève et la détérioration de son rendement scolaire au début du secondaire. L’échantillon est composé de 380 élèves de première et troisième secondaire de la région de Montréal. Lors de cette étude longitudinale, le rendement scolaire a été évalué en première et troisième secondaire. Le niveau de désengagement comportemental et les comportements de soutien parental reliés aux activités scolaires ont été évalués en première secondaire. Les résultats démontrent que les comportements de soutien parental reliés aux activités scolaires constituent un facteur protecteur qui modère la relation entre le désengagement comportemental et le rendement scolaire ultérieur, mais seulement chez les élèves qui avaient initialement un rendement scolaire élevé en secondaire 1. Les résultats obtenus ne permettent toutefois pas de rendre compte du caractère protecteur de l’implication parentale chez les élèves à risque qui présentent un plus faible rendement scolaire en secondaire 1. / The goal of this study was to examine to what extent parental involvement in the schooling of their child moderates the association between student’s school disengagement and subsequent decline in academic achievement during the first years of high school. The sample was composed of 380 students in grades 7 and 9 in the Montreal area. In this longitudinal study, academic achievement was evaluated in grades 7 and 9. Behavioral disengagement and parental support for academic activities were evaluated in grade 7. Results show that parental support related to academic activities moderate the association between behavioral disengagement and later school performance, but only among students who initially had high academic achievement in grade 7. However, the results do not confirm the protective role of parental involvement among students who had lower academic achievement in grade 7.

Bien que les facteurs de risque associés au faible engagement scolaire aient été largement étudiés, les mécanismes qui conduisent les enfants moins bien préparés pour l’école à se désengager dès le début de leur parcours scolaire demeurent méconnus. Une meilleure compréhension de ces mécanismes permettrait de prévenir le désinvestissement de ces élèves et favoriserait leur persévérance scolaire. Étant donné l’importance des relations sociales en début de scolarisation, la présente étude a pour objectif d’examiner dans quelle mesure la relation que l’élève entretient avec son enseignant en première année peut expliquer le lien entre la préparation à l’école en maternelle et l’engagement scolaire en deuxième année. Des régressions linéaires multiples hiérarchiques réalisées sur un échantillon de 1492 élèves québécois ont permis de vérifier cette hypothèse. Les résultats obtenus confirment que la relation maître-élève chaleureuse et conflictuelle permet d’expliquer le niveau d’engagement des élèves qui présentent une faible préparation à l’école lorsqu’ils entrent à la maternelle. Les implications pour la recherche et la pratique des intervenants en milieu scolaire seront discutées. / Risk factors associated with lower school engagement have been widely studied. Children entering school with lower levels of school readiness tend to be less engaged in school activities. However, the mechanisms leading those children to early disengagement are yet to be discovered. Better understanding these mechanisms could help prevent disengagement and school dropout. Social relationships are known to be of high importance, especially at school entry. Therefore, the present study will test if the teacher-student relationship in grade 1 can explain the association between school readiness in kindergarten and school engagement in grade 2. This hypothesis was verified using multiple linear regressions and a sample of 1492 French-canadian pupils. Results show that children’s readiness for school in kindergarten can predict their level of school engagement two years later. Furthermore, conflict and closeness in the teacher-student relationship are mechanisms which can explain this predictive relationship. Implications for further research and school intervention will be discussed.

Les élèves qui ont un bon engagement scolaire présentent généralement une bonne adaptation à l’école. Cependant, pour les enfants hyperactifs et inattentifs, cette adaptation est souvent altérée. Les enfants qui entretiennent de bonnes relations sociales ont tendance à présenter un meilleur engagement comportemental, affectif et cognitif. La présente étude vise à déterminer si la prosocialité envers les pairs et les relations chaleureuses avec les enseignants protègent les enfants hyperactifs-inattentifs d’un possible désengagement scolaire. Les données ont été recueillies auprès de 513 élèves du primaire et leurs enseignants au cours de deux années scolaires successives. Les résultats montrent que ces enfants bénéficient des relations positives avec les pairs et les enseignants. En particulier, l’engagement comportemental de ces élèves demeure plus élevé comparativement à ceux qui n’entretiennent pas de relations positives. Pour les enfants très hyperactifs-inattentifs, la relation chaleureuse modère le lien entre hyperactivité-inattention et engagement affectif. L’hyperactivité- inattention ne prédit pas de diminution d’engagement affectif et cognitif. Les implications pour la recherche et la pratique sont discutées. / School engagement has been found to promote positive adjustment in students. This relationship can be affected by students’ personal characteristics, such as inattention and hyperactivity. Research shows that behavioral, emotional and cognitive engagement is generally higher when students experience positive relationships in school. The aim of this study is to determine whether prosociality towards peers and close relationships with teachers are protective factors against the expected decline in school engagement for students who exhibit inattentive and hyperactive characteristics. Data from 513 primary schools students and teachers were collected over two consecutive years. Results demonstrate that hyperactive and inattentive students benefit from positive relationships with peers and teachers, which serves as a protective factor against the decline in behavioral engagement. For student with high levels of hyperactivity and inattention, close relationships with teachers moderated the association between hyperactivity-inattention and emotional engagement. Furthermore, our results suggest that hyperactivity and inattention in students does not predict a decrease in emotional and cognitive engagement. Implications for research and intervention are discussed.

Students, grades 3-5, completed instruments assessing perceived physical ability and school engagement. No significant relationships were found or differences noted for categories of BMI. The culture and focus of the school may explain this.

Bien que les facteurs de risque associés au faible engagement scolaire aient été largement étudiés, les mécanismes qui conduisent les enfants moins bien préparés pour l’école à se désengager dès le début de leur parcours scolaire demeurent méconnus. Une meilleure compréhension de ces mécanismes permettrait de prévenir le désinvestissement de ces élèves et favoriserait leur persévérance scolaire. Étant donné l’importance des relations sociales en début de scolarisation, la présente étude a pour objectif d’examiner dans quelle mesure la relation que l’élève entretient avec son enseignant en première année peut expliquer le lien entre la préparation à l’école en maternelle et l’engagement scolaire en deuxième année. Des régressions linéaires multiples hiérarchiques réalisées sur un échantillon de 1492 élèves québécois ont permis de vérifier cette hypothèse. Les résultats obtenus confirment que la relation maître-élève chaleureuse et conflictuelle permet d’expliquer le niveau d’engagement des élèves qui présentent une faible préparation à l’école lorsqu’ils entrent à la maternelle. Les implications pour la recherche et la pratique des intervenants en milieu scolaire seront discutées. / Risk factors associated with lower school engagement have been widely studied. Children entering school with lower levels of school readiness tend to be less engaged in school activities. However, the mechanisms leading those children to early disengagement are yet to be discovered. Better understanding these mechanisms could help prevent disengagement and school dropout. Social relationships are known to be of high importance, especially at school entry. Therefore, the present study will test if the teacher-student relationship in grade 1 can explain the association between school readiness in kindergarten and school engagement in grade 2. This hypothesis was verified using multiple linear regressions and a sample of 1492 French-canadian pupils. Results show that children’s readiness for school in kindergarten can predict their level of school engagement two years later. Furthermore, conflict and closeness in the teacher-student relationship are mechanisms which can explain this predictive relationship. Implications for further research and school intervention will be discussed.