L'engagement scolaire des enfants hyperactifs et inattentifs : effets modérateurs des relations sociales
dc.contributor.advisor | Archambault, Isabelle | |
dc.contributor.author | Olivier, Elizabeth | |
dc.date.accessioned | 2014-05-27T19:47:59Z | |
dc.date.available | NO_RESTRICTION | fr |
dc.date.available | 2014-05-27T19:47:59Z | |
dc.date.issued | 2014-05-20 | |
dc.date.submitted | 2013-06 | |
dc.identifier.uri | http://hdl.handle.net/1866/10569 | |
dc.subject | Engagement scolaire | fr |
dc.subject | Hyperactivité | fr |
dc.subject | Inattention | fr |
dc.subject | Prosocialité | fr |
dc.subject | Relation maître-élève | fr |
dc.subject | School engagement | fr |
dc.subject | Hyperactivity | fr |
dc.subject | Inattention | fr |
dc.subject | Prosociality | fr |
dc.subject | Teacher-student relationship | fr |
dc.subject.other | Psychology - Developmental / Psychologie du développement (UMI : 0620) | fr |
dc.title | L'engagement scolaire des enfants hyperactifs et inattentifs : effets modérateurs des relations sociales | fr |
dc.type | Thèse ou mémoire / Thesis or Dissertation | |
etd.degree.discipline | Psychoéducation | fr |
etd.degree.grantor | Université de Montréal | fr |
etd.degree.level | Maîtrise / Master's | fr |
etd.degree.name | M. Sc. | fr |
dcterms.abstract | 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. | fr |
dcterms.abstract | 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. | fr |
dcterms.language | fra | fr |
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