Abstracts
Résumé
La transition de l’école vers le marché du travail comporte plusieurs défis pour les élèves de la formation professionnelle au Québec. Alors que le bien-être psychologique au travail se révèle un indicateur important d’une transition réussie, ce concept est peu étudié. La compétence émotionnelle et la réussite éducative sont étroitement liées et pourraient contribuer au bien-être psychologique. Cette étude à deux temps de mesure et incluant 179 élèves visait à vérifier si la réussite éducative joue le rôle de médiateur entre la compétence émotionnelle et le bien-être psychologique. Les analyses de régression soutiennent que la réussite éducative agit effectivement comme médiateur dans cette relation. Cette étude met en lumière le potentiel d’interventions visant à renforcer la compétence émotionnelle des élèves.
Mots-clés :
- transition en emploi,
- formation professionnelle,
- bien-être psychologique,
- compétence émotionnelle,
- réussite éducative
Abstract
The school-to-work transition presents several challenges for vocational training students in Quebec. While psychological well-being at work appears to be an important indicator of a successful transition from school to work, few studies have been conducted have been conducted on this topic with vocational training students. Emotional competence and educational success are closely related constructs that could contribute to psychological well-being after the end of students’ training. This two-phase study, conducted with 179 students, aimed to test the mediating role of educational success in the association between emotional competence and psychological well-being. Regression analyses support educational success as a mediator in this relationship. This study sheds light on the potential of interventions to strengthen students’ emotional competence.
Keywords:
- school-to-work transition,
- vocational training,
- psychological well-being,
- emotional competence,
- educational success
Appendices
Bibliographie
- Ahmadi, S. A. A., Azar, H. K., Sarchoghaei, M. N. et Nagahi, M. (2014). Relationship between emotional intelligence and psychological well being. International Journal of Research in Organizational Behavior and Human Resource Management, 2(1), 123-144.
- Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano, R. F. et Hawkins, J. D. (2000). Predictors of early high school dropout: A test of five theories. Journal of Educational Psychology, 92(3), 568-582. https://doi.org/10.1037/0022-0663.92.3.568
- Beaucher, C., Gagné, A., Gagnon, C., Breton, S., Coulombe, S., Maltais, D., et Doucet, M. (2021). Portrait des élèves en formation professionnelle. Sherbrooke, Observatoire de la formation professionnelle du Québec. http://observatoirefp.org/wp-content/uploads/2021/06/Rapport-Portrait-eleves-FP_30juin-2021-MJ.pdf
- Beaudoin, C., Rousseau, N., Thibodeau, S. et Borri-Anadòn, C. (2021). Les services éducatifs complémentaires à la formation professionnelle : qu’en est-il pour les 16-19 ans? Enfance en difficulté, 8, 25-45. https://doi.org/10.7202/1075505ar
- Brackett, M. A., Rivers, S. E. et Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88-103. https://doi.org/10.1111/j.1751-9004.2010.00334.x
- Brasseur, S., Grégoire, J., Bourdu, R. et Mikolajczak, M. (2013). The profile of emotional competence (PEC): Development and validation of a self-reported measure that fits dimensions of emotional competence theory. PLoS One, 8(5) 62-63. https://doi.org/10.1371/journal.pone.0062635
- Campos, J. J., Mumme, D., Kermoian, R. et Campos, R. G. (1994). A functionalist perspective on the nature of emotion. Japanese Journal of Research on Emotions, 2(1), 1-20. https://doi.org/10.4092/jsre.2.1
- Carroz, F., Maltais, D. et Pouliot, È. (2015). Ces décrocheurs de l’école secondaire qui s’accrochent à un centre d’éducation aux adultes : qui sont-ils? Dans C. Villemagne et J. Myre-Bisaillon (dir.). Les jeunes adultes faiblement scolarisés; parcours de formation et besoins d’accompagnement (p. 47-70). Presses de l’Université du Québec.
- Cavanaugh, J. C., et Blanchard-Fields, F. (2018). Adult development and aging. Cengage Learning
- Ciarrochi, J. et Mayer, J. D. (2013). Applying Emotional Intelligence: A Practitioner's Guide. Psychology Press.
- Coles, B. (2000). Changing patterns of youth transitions: Vulnerable groups, welfare careers and social exclusion. Dans J. Bynner et R. K. Silbereisen (dir.), Adversity and challenge in life in the new Germany and in England (p. 268-288). Macmillan.
- Collectif (2018). Palmarès des carrières 2018 : osez les régions ! (vol. 1) Septembre.
- Conseil du statut de la femme (2015). Portrait des Québécoises en 8 temps. Gouvernement du Québec. https://www.csf.gouv.qc.ca/wp-content/uploads/portrait_8temps_2015.pdf
- Creed, P. A. et Watson, T. (2003) Age, gender, psychological wellbeing and the impact of losing the latent and manifest benefits of employment in unemployed people. Australian Journal of Psychology, 55(2), 95-103. https://doi.org/10.1080/00049530412331312954
- Dagenais-Desmarais, V. et Savoie, A. (2012). What is psychological well-being, really? A grassroots approach from the organizational sciences. Journal of Happiness Studies, 13(4), 659-–684. https://doi.org/10.1007/s10902-011-9285-3
- Denham, S. A., Bassett, H. H., & Wyatt, T. (2015). The socialization of emotional competence. Dans J. E. Grusec & P. D. Hastings (Dir.), Handbook of socialization: Theory and research (2nd ed.) (pp. 590–693). Guilford.
- Dixon, J., Belnap, C., Albrecht, C. et Lee, K. (2010). The importance of soft skills. Corporate Finance Review, 14(6), 35-45. https://doi.org/10.1016/S1089-327X(10)14006-3
- Drolet, A. (2017). Les CFP et CFGA : des portraits d'élèves, leurs attentes et un virage andragogique. Université du Québec à Chicoutimi. https://aqifga.com/spip/IMG/pdf/-final-drolet_2017_1_.pdf
- Dubeau, A., Plante, I., Jutras-Dupont, C., Samson, G. et Frenay, M. (2021). Understanding the relationships between psychological and contextual determinants, motivation and achievement outcomes for students in vocational training or technical training programs. Vocations and Learning, 14(1), 165-183. https://doi.org/10.1007/s12186-020-09258-w
- Enders, C. K. (2010). Applied Missing Data Analysis. Guilford Press.
- Feldt, T., Kokko, K., Kinnunen, U. et Pulkkinen, L. (2005). The role of family background, school success, and career orientation in the development of sense of coherence. European Psychologist, 10(4), 298-308. https://doi.org/10.1027/1016-9040.10.4.298
- Fisher, C. D. (2010). Happiness at work. International Journal of Management Reviews, 12(4), 384- 412. https://doi.org/10.1111/j.1468-2370.2009.00270.x
- Fotinatos-Ventouratos, R. et Cooper, C. (2005). The role of gender and social class in work stress. Journal of Managerial Psychology, 20, 14-23. https://doi.org/10.1108/02683940510571612
- Gilar-Corbi, R., Pozo-Rico, T., Sanchez, B. et Castejon, J. L. (2018), Can emotional competence be taught in higher education? A randomized experimental study of an emotional intelligence training program using a multimethodological approach. Frontiers in Psychology, 9, 1–11. https://doi.org/10.3389/fpsyg.2018.01039
- Gilar-Corbí, R., Pozo-Rico, T., Sánchez, B. et Castejón, J. L. (2019). Can emotional intelligence be improved? A randomized experimental study of a business-oriented EI training program for senior managers. PLoS One, 14(10), e0224254 https://doi.org/10.1371/journal.pone.0224254
- Gilbert, M. H., Dagenais-Desmarais, V. et Savoie, A. (2011). Validation d’une mesure de santé psychologique au travail. European Review of Applied Psychology, 61(4), 195–203. https://doi.org/10.1016/j.erap.2011.09.001
- Golubovich, J., Su, R. et Robbins, S. B. (2017). Establishing an international standards framework and action research agenda for workplace readiness and success. Dans J. Burrus, K. D. Mattern, B. D. Naemi et R. D. Roberts (dir.), Building Better Students: Preparation for The Workforce (p. 303-337). Oxford University Press
- Gouvernement du Québec (2021, décembre). Opération main-d’œuvre : mesures ciblées pour des secteurs prioritaires. https://www.quebec.ca/education/etudier-quebec/systeme-education
- Gouvernement du Québec (juin 2023). Nombre de diplômes et de qualifications décernés au secondaire, selon diverses variables, années de diplomation 2005-2006 à 2021-2022, Québec. Banque de données des statistiques officielles sur le Québec. https://bdso.gouv.qc.ca/pls/ken/ken213_afich_tabl.page_tabl?p_iden_tran=REPERXRFMU85652770234%7DKiEe&p_ id_raprt=3416#tri_res_ensgn=1&tri_de_tertr=0&tri_com_scol=0&tri_sexe=1
- Gouvernement du Québec (juin 2023a). Effectif scolaire de la formation professionnelle, selon diverses variables, années scolaires 2005-2006 à 2021-2022, Québec. Banque de données des statistiques officielles sur le Québec. https://bdso.gouv.qc.ca/pls/ken/ken213_afich_tabl.page_tabl?p_iden_tran=&p_lang=1&p_m_o=MEES&p_id_raprt=3415#tri_ de_tertr=0&tri_com_scol=0&tri_lang=1&tri_age=5&tri_diplm=1
- Gouvernement du Québec (février 2024). Système d’éducation au Québec. https://www.quebec.ca/education/etudier-quebec/systeme-education
- Graham, J. W., Olchowski, A. E. et Gilreath, T. D. (2007). How many imputations are really needed? Some practical clarifications of multiple imputation theory. Prevention Science, 8, 206–213. https://doi.org/10.1007/s11121-007-0070-9
- Harris, G. E. et Cameron, J. E. (2005). Multiple Dimensions of Organizational Identification and Commitment as Predictors of Turnover Intentions and Psychological WellBeing. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 37(3), 159-169. https://doi.org/10.1037/h0087253
- Heilman, M. E. et Eagly, A. H. (2008). Gender stereotypes are alive, well, and busy producing workplace discrimination. Industrial and Organizational Psychology, 1(4), 393–398. https://doi.org/10.1111/j.1754-9434.2008.00072.x
- Huta, V. (2015). The complementary roles of eudaimonia and hedonia and how they can be pursued in practice. Dans S. Joseph (dir.), Positive Psychology in Practice: Promoting Human Flourishing in Work, Health, Education, And Everyday Life (2e éd., p. 159-182). Wiley.
- Inigo, M., et Raufaste, E. (2019). Academics’ motivations explain time-allocation and well-being at work. European Review of Applied Psychology, 69(1), 19–30. https://doi.org/10.1016/j.erap.2018.11.002
- Jordan, J. V. (1997). Women’s Growth in Diversity. The Guilford Press.
- Keyes, C. L. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. American Psychologist, 62(2), 95–108. https://doi.org/10.1037/0003-066X.62.2.95
- Kim, E. S., Delaney, S. W., et Kubzansky, L. D. (2019). Sense of purpose in life and cardiovascular disease: Underlying mechanisms and future directions. Current Cardiology Reports, 21(11), Article 135. https://doi.org/10.1007/s11886-019-1222-9
- Kim, T. Y., Cable, D. M., Kim, S. P. et Wang, J. (2009). Emotional competence and work performance: The mediating effect of proactivity and the moderating effect of job autonomy. Journal of Organizational Behavior, 30(7), 983-1000. https://doi.org/10.1002/job.610
- Kline, R. B. (2015) Principles and Practice of Structural Equation Modeling (4e éd.). Guilford.
- Kotsou, I., Mikolajczak, M., Heeren, A., Grégoire, J., et Leys, C. (2019). Improving emotional intelligence: A systematic review of existing work and future challenges. Emotion Review, 11(2), 151-165. https://doi.org/10.1177/175407391773590
- Lahrizi, I. Z., Masdonati, J., Skakni, I. et Fournier, G. (2016). Entre attentes et réalité : la construction de l’identité professionnelle des diplômé.e.s de la formation professionnelle et technique. L’Orientation scolaire et professionnelle, 45(2), 173-196. https://doi.org/10.4000/osp.4984
- Lapostolle, L. (2015). Réussite scolaire et réussite éducative quelques repères. Pédagogie collégiale, 19 (4), 5-7 http://eduq.info/xmlui/handle/11515/21589
- Littman-Ovadia, H. et Lavy, S. (2016). Going the extra mile: Perseverance as a key character strength at work. Journal of Career Assessment, 24(2), 240–252. https://doi.org/10.1177/1069072715580322
- Lyubomirsky, S., King, L. et Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131(6), 803–855. https://doi.org/10.1037/0033-2909.131.6.803
- Marchand, A. et Blanc, M. E. (2010). The contribution of work and non-work factors to the onset of psychological distress: An eight-year prospective study of a representative sample of employees in Canada. Journal of Occupational Health, 52(3), 176–185 https://doi.org/10.1539/joh.L9140Masdonati, J., Fournier, G. et Pinault, M. (2015). La formation professionnelle au Québec : le regard des élèves. L’Orientation scolaire et professionnelle, 44, 269–294. https://doi.org/10.4000/osp.4590
- Mehrotra, S., Tripathi, R. et Banu, H. (2013). Psychological well-being: Reflections on an elusive construct and its assessment. Journal of the Indian Academy of Applied Psychology, 39(2), 189-195.
- Mikolajczak, M., Quoidbach, J., Kotsou, I. et Nelis, D. (2009). Les compétences émotionnelles. Dunod.
- Ministère de l’Éducation (novembre 2024). Diplomation en formation professionnelle. Tableau de bord de l’éducation. https://app.powerbi.com/view?r=eyJrIjoiODMzYTQyYTctNTc5YS00YjJmLWEzMWQtYjhjOGUzYTM1MWFmIi widCI6IjJjZThmYzE4LWE1YjAtNDhlYy05MjAwLTI4N2E4OTA2ODkwNCJ9
- Ministère de l’Éducation et de l’Enseignement supérieur [MEES] (2017, juillet). Politique de la réussite éducative. Gouvernement du Québec. https://numerique.banq.qc.ca/patrimoine/details/52327/3532350
- Ministère de l’Éducation et de l’Enseignement supérieur [MEES] (2018, février). Bâtir ensemble la formation professionnelle du 21e siècle. Gouvernement du Québec. https://bibliotheque.cecile-rouleau.gouv.qc.ca/documents/archives/pgq/E3A1_A18_B37_2018.pdf
- Ministère de l’Éducation, du Loisir et du Sport [MELS] (2010, juillet). La formation professionnelle et technique au Québec. Gouvernement du Québec. https://www.inforoutefpt.org/ministere_docs/statistiques/fptauQuebec.pdf
- Mourshed, M., Farrell, D. et Barton, D. (2013). Education to employment: Designing a system that works. McKinsey Center for Government. https://www.mckinsey.com/industries/education/our-insights/education-to-employment-designing-a-system-that-works
- Muthén, L. K. et Muthén, B. O. (2002). How to use a Monte Carlo study to decide on sample size and determine power. Structural Equation Modeling, 9(4), 599–620. https://doi.org/10.1207/S15328007SEM0904_8
- Nelis, D., Kotsou, I., Quoidbach, J., Hansenne, M., Weytens, F., Dupuis, P. et Mikolajczak, M. (2011). Increasing emotional competence improves psychological and physical wellbeing, social relationships, and employability. Emotion, 11(2), 354–366. https://doi.org/10.1037/a0021554
- Oakley, A. (2016). Sex, Gender and Society. Routledge.
- Oxenbridge, S. et Evesson, J. (2012). Young people entering work: A review of the research, ACAS Research Paper, vol. 18/12. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=4a6641f01eb3a9f1b6dbfa2c49b86ccfabdaf27e
- Page, K. M. et Vella-Brodrick, D. A. (2009). The ‘what’, ‘why’ and ‘how’ of employee well-being: A new model. Social Indicators Research, 90(3), 441–458. https://doi.org/10.1007/s11205-008-9270-3
- Por, J., Barriball, L., Fitzpatrick, J. et Roberts, J. (2011). Emotional intelligence: Its relationship to stress, coping, well-being and professional performance in nursing students. Nurse Education Today, 31(8), 855-860. https://doi.org/10.1016/j.nedt.2010.12.023
- Riglin, L., Frederickson, N., Shelton, K. H. et Rice, F. (2013). A longitudinal study of psychological functioning and academic attainment at the transition to secondary school. Journal of Adolescence, 36(3), 507–517 https://doi.org/10.1016/j.adolescence.2013.03.002
- Roberts, R. D. Matthews, G. et Zeidner, M. (2010). Emotional intelligence: Muddling through theory and measurement. Industrial and Organizational Psychology, 3(2), 140–144. https://doi.org/10.1111/j.1754-9434.2010.01220.x
- Ryan, R. M. et Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52(1), 141–166. https://doi.org/10.1146/annurev.psych.52.1.141
- Ryff, C. D. et Singer, B. (2003). Flourishing under fire: Resilience as a prototype of challenged thriving. Dans C. L. M. Keyes & J. Haidt (Dir.), Flourishing: Positive psychology and the life well-lived, 15–36. American Psychological Association. https://doi.org/10.1037/10594-001
- Saarni, C. (1999). The Development of Emotional Competence. Guilford Press.
- Saarni, C. (2008). The interface of emotional development with social context. Dans M. Lewis, J. M. Haviland-Jones et L. Feldman Barrett (dir.), Handbook of Emotions (3e éd., p. 332-347). Guilford.
- Scheiber, C., Reynolds, M. R., Hajovsky, D. B. et Kaufman, A. S. (2015). Gender differences in achievement in a large, nationally representative sample of children and adolescents. Psychology in the Schools, 52(4), 335–348. https://doi.org/10.1002/pits.21827
- Schotanus-Dijkstra, M., Drossaert, C. H., Pieterse, M. E., Boon, B., Walburg, J. A., et Bohlmeijer, E. T. (2017). An early intervention to promote well-being and flourishing and reduce anxiety and depression: A randomized controlled trial. Internet interventions, 9, 15-24. https://doi.org/10.1016/j.invent.2017.04.002
- Seligman, M. E. et Csikszentmihalyi, M. (2014). Positive psychology: An introduction. Dans M. Csikszentmihalyi (dir.) Flow and The Foundations of Positive Psychology (p. 279-298). Springer.
- Smith, P. J. (2003). Workplace learning and flexible delivery. Review of Educational Research, 73(1), 53–88. https://doi.org/10.3102/00346543073001053
- Smith, C., Ferns, S. et Russell, L. (2014). The impact of work integrated learning on student work-readiness. Office for Learning and Teaching of the Australian Government. https://www.voced.edu.au/content/ngv:65785
- Snyder, C. R. et Lopez, S. J. (2009). Oxford Handbook of Positive Psychology. Oxford Library of Psychology.
- Stevenson, B. et Wolfers, J. (2009). The paradox of declining female happiness. American Economic Journal: Economic Policy, 1(2), 190–225. https://doi.org/10.1257/pol.1.2.190
- Thory, K. (2016). Developing meaningfulness at work through emotional intelligence training. International Journal of Training and Development, 20(1), 58-77. https://doi.org/10.1111/ijtd.12069
- Tremblay, L. (2010). Modèle d’intervention pédagogique élaboré dans le but de favoriser une bonne estime de soi chez l’élève adulte de la formation professionnelle. [Mémoire de maitrise, Université du Québec à Chicoutimi] Constellation. https://constellation.uqac.ca/265/1/030147865.pdf
- Tremblay, P. (2017). Cheminement scolaire d’élèves en difficulté adaptation ou d’apprentissage en enseignement secondaire. Revue canadienne de l'éducation, 40(2), 1-30. https://www.jstor.org/stable/90010112
- Tsakpinoglou, F., et Véronneau, M. H. (2022). La réussite éducative en formation professionnelle: validation d’un premier questionnaire. Revue canadienne de l’éducation, 45(4), 893-919. https://doi.org/10.53967/cje-rce.5247
- Van der Graaff, J., Carlo, G., Crocetti, E., Koot, H. M. et Branje, S. (2018). Prosocial behavior in adolescence: gender differences in development and links with empathy. Journal of Youth and Adolescence, 47(5), 1086–1099. https://doi.org/10.1007/s10964-017-0786-1
- Warr, P. B. (1990). Decision latitude, job demands, and employee well-being. Work and Stress, 4(4), 285–294. https://doi.org/10.1080/02678379008256991
- Wester, S. R., Vogel, D. L., Pressly, P. K., et Heesacker, M. (2002). Sex differences in emotion: A critical review of the literature and implications for counseling psychology. The Counselling Psychologist, 30, 630-652. https://doi.org/10.1177/00100002030004008
- Zomer, L. (2012). The relationships among emotional intelligence, gender, coping strategies, and well-being in the management of stress in close interpersonal relationships and the workplace. [Thèse doctorale, Université de Toronto] ProQuest dissertations. https://tspace.library.utoronto.ca/bitstream/1807/35056/3/ Zomer_Limor_201206_PhD_t hesis.pdf
10.7202/1075505ar