Abstracts
Résumé
En dépit des efforts déployés par les universités pour accompagner les étudiants de première année, il arrive que ceux-ci sous-exploitent les dispositifs pédagogiques conçus à leur intention. Confrontée à ce phénomène, l’Université de Liège s’est penchée sur les freins et les leviers à la participation des primants à un dispositif de mentorat par les enseignants, en recourant à la théorie du comportement planifié. Les résultats montrent l’importance de la représentation qu’ont a priori les étudiants de l’expérience du mentorat et de leur sentiment d’être capable d’y participer, et pointent des croyances relatives à l’attachement, aux mentorés, aux mentors et à l’organisation du dispositif.
Mots-clés :
- Mentorat,
- Aide à la réussite,
- Participation,
- Étudiants de première année,
- Théorie du comportement planifié
Abstract
Despite the efforts made by universities to support first-year students, freshmen sometimes under-utilize the pedagogical tools designed for them. Faced with this phenomenon in the context of a faculty mentoring program, the University of Liège examined the obstacles and levers to freshmen participation using the Theory of Planned Behavior. The results show the importance of students’ a priori representation of the mentoring experience and of their ability to participate, and point to beliefs about attachment, mentees, mentors and organizational aspects.
Keywords:
- Mentoring,
- Academic achievement support,
- Participation,
- Freshmen,
- Theory of Planned Behavior
Appendices
Bibliographie
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