ror.org/0161xgx34
Abstracts
Résumé
La présente étude a pour but d’évaluer l’efficacité de l’adaptation québécoise du programme d’intervention Check and Connect tel qu’implanté sur une période de deux ans dans des conditions réelles auprès d’élèves ciblés du primaire (n = 216). À partir d’un devis expérimental randomisé, les élèves ciblés par le programme (n = 107) ont été comparés avant et après l’intervention aux élèves d’un groupe de contrôle (n = 109). Cet examen a permis d’évaluer les effets du programme chez les élèves y participant, sous l’angle 1) de leur adaptation scolaire, 2) des relations qu’ils entretiennent avec leurs parents et leurs enseignants, 3) de leur inadaptation psychosociale et 4) de leur assiduité et de leur réussite scolaire. Nos résultats indiquent que le programme Check and Connect a certains effets positifs sur l’adaptation scolaire et psychosociale des élèves à risque du primaire ainsi que sur le soutien et les relations que les élèves entretiennent avec leurs parents et leurs enseignants. Par contre, les effets du programme sont plus mitigés quant au retard en classe et au rendement dans les matières de base. Ces derniers résultats méritent cependant d’être mieux compris à la lumière des données d’implantation.
Mots-clés :
- évaluation de programme,
- engagement scolaire,
- décrochage,
- primaire
Abstract
The present study aimed to evaluate the effectiveness of the Check and Connect program adapted in Quebec (Canada) schools. The program was implemented over a two-year period among a sample of elementary school students (n = 216). Students who participated in the intervention (n = 107) were selected using a randomized experimental design and compared pre- and post-intervention to a control group (n = 109). Different aspects of students’ academic and psychosocial experiences were assessed: 1) school adjustment, 2) relationships with parents and teachers, 3) psychosocial adjustment, and 4) school attendance and achievement. Results indicate that participation to the Check and Connect program is associated with positive school and psychosocial adjustment and better relationships with parents and teachers. However, the program effects were more mitigated in terms of classroom attendance and academic achievement. These last results deserve to be better understood in light of our implementation data.
Keywords:
- Program evaluation,
- student engagement,
- school dropout,
- elementary school
Appendices
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