Abstracts
Résumé
Cet article tente d’appréhender les stratégies de coping déployées par les adolescents dans le cadre des évaluations sommatives (Zimmer-Gembeck & Skinner, 2016) et d’approfondir la relation entre ces stratégies, le stress ressenti et le sentiment d’efficacité personnelle (Bandura et al., 2003) perçu par une population en pleine période de développement. Les données sont issues de mesures autorapportées auprès d’un échantillon de 660 élèves de l’enseignement secondaire. Les résultats montrent que l’investissement dans un style de coping (Connor-Smith & Flachsbart, 2007) axé sur la résolution du problème perçu et la recherche de soutien social favorise l’amoindrissement du stress ainsi que le développement du sentiment d’efficacité personnelle. La recherche permet de mettre en évidence les défis liés au stress et à sa gestion face aux activités stressantes que représentent les évaluations sommatives. Elle offre également l’occasion de souligner le rôle de l’environnement d’apprentissage dans l’utilisation des évaluations sommatives afin de limiter les conséquences négatives pour l’apprentissage des adolescents.
Mots-clés :
- adolescents,
- évaluation sommative,
- sentiment d’efficacité personnelle,
- coping,
- stress
Abstract
This paper aims to understand the coping strategies used by adolescents in the context of summative assessments (Zimmer-Gembeck & Skinner, 2016) It provides an opportunity to explore the relationship between these strategies, the perceived stress, and self-efficacy (Bandura et al., 2003) among a population in the midst of development. The data are based on self-reported measures from a sample of 660 secondary school students. The results show that using a coping style (Connor-Smith & Flachsbart, 2007) focused on problem solving and seeking social support promote stress reduction and the development of self-efficacy. This research highlights the issues associated with stress and its management when facing stressful activities such as summative assessments. It also allows to highlight the role of the learning environment in the use of summative assessments to limit negative consequences for the adolescents’ learning.
Keywords:
- adolescents,
- coping,
- self-efficacy,
- stress,
- summative assessment
Resumo
Este artigo procura compreender as estratégias de coping utilizadas pelos adolescentes durante as avaliações sumativas (Zimmer-Gembeck & Skinner, 2016) e aprofundar a relação entre essas estratégias, o stress percebido e o sentimento de eficácia pessoal (Bandura et al., 2003) numa população em plena fase de desenvolvimento. Os dados foram recolhidos a partir de medidas autorrelatadas de uma amostra de 660 estudantes do ensino secundário. Os resultados mostram que o investimento num estilo de coping (Connor-Smith & Flachsbart, 2007) voltado para a resolução de problemas percebidos e a busca por apoio social favorecem a redução do stress, além de contribuir para o desenvolvimento do sentimento de eficácia pessoal. A investigação destaca os desafios relacionados com o stress e a sua gestão face às atividades stressantes que as avaliações sumativas representam. Oferece ainda a oportunidade de enfatizar o papel do ambiente de aprendizagem no uso das avaliações sumativas para limitar as consequências negativas para a aprendizagem dos adolescentes.
Palavras chaves:
- adolescentes,
- avaliação sumativa,
- estratégia de coping,
- sentimento de eficácia pessoal,
- stress
Appendices
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