Abstracts
Résumé
Au cours des dernières années, un certain nombre de théoriciens ont examiné le sentiment d’appartenance des élèves dans le contexte scolaire, afin de mieux comprendre sa relation positive avec le rendement scolaire. Pour approfondir la compréhension de ces processus psychologiques, nous avons appliqué le modèle d’Anderman et Freeman (2004) pour valider quatre hypothèses. L’échantillon comprend 2749 élèves du secondaire vivant au Québec. Nos résultats corroborent plusieurs éléments de ce modèle : d’abord, nos résultats appuient l’idée que l’appartenance à l’école constitue un élément fondamental est la base de l’engagement et de la réussite scolaire; deuxièmement, nos résultats renforcent le rôle important des émotions positives pour l’engagement des élèves.
Mots-clés :
- Sentiment d’appartenance à l’école,
- engagement scolaire,
- affects positifs,
- rendement en mathématiques,
- analyses en équations structurelles
Abstract
In recent years, a number of theorists have examined students’ sense of belonging in school contexts, in order to better understand the ways they can be connected to academic achievement. To more thoroughly investigate these psychological processes, we applied the Anderman and Freeman model (2004) to validate four hypotheses. The sample consists of 2749 high school students living in Quebec. Our results corroborate several elements of this model: first, our results support the idea that school belonging is the basis for academic engagement and achievement; second, our findings reinforce the important role of positive emotions for student engagement.
Keywords:
- school belonging,
- school engagement,
- positive emotions,
- academic achievement,
- structural equation modeling
Appendices
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