Abstracts
Résumé
L’objectif de cette recherche était de vérifier si la motivation à apprendre et l’adaptation psychosociale se distinguent selon le sexe et la localisation socioéconomique de l’école. Au total, 5 692 élèves de 24 écoles secondaires de divers milieux socioéconomiques ont rempli un questionnaire. Les analyses multivariées et univariées montrent que l’école a moins d’attrait pour les élèves de milieu favorisé, qu’ils sont moins orientés vers la tâche, plus orientés vers soi et ont une plus faible adaptation psychosociale que les élèves d’autres milieux. Quant aux élèves des écoles de milieu défavorisé, ils percevraient moins l’utilité de l’école. Ces résultats contredisent plusieurs idées généralement admises.
Mots-clés :
- motivation à apprendre,
- adaptation psychosociale,
- milieu socioéconomique,
- sexe,
- école secondaire publique
Abstract
The purpose of this study was to verify if students’ achievement motivation and school psychosocial adaptation differ according to sex and to the school’s socio-economic status. The subjects included 5692 students from 24 public secondary French schools who answered a self-report questionnaire about achievement motivation and psychosocial adaptation. Multivariate (MANOVA) and univariate analyses (ANOVA) showed that students from schools in high SES milieu have less attraction toward school, are less task-oriented and are more ego-oriented. Also, they tend to be less adapted than other students. For their part, students from schools in low SES milieu perceive less school utility. These results partially contradict general public perceptions about schools located in low SES areas.
Keywords:
- achievement motivation,
- psychosocial adaptation,
- socio-economic status,
- gender,
- public secondary school
Resumen
El objetivo del presente estudio es averiguar si la motivación para aprender y la adaptación psicosocial son distintas según el género y la ubicación socioeconómica de la escuela. En total, 5 692 alumnas y alumnos de 24 escuelas secundarias de diversos medios socioeconómicos llenaron un cuestionario. Los análisis multivariados y univariados demuestran que la escuela atrae menos a los alumnos de medio favorecido, que estos son menos orientados hacia la tarea, más orientados hacia sí mismo y tienen un nivel de adaptación psicosocial más bajo que los alumnos de otros medios. En cuanto a los alumnos procedentes de medio desfavorecido, perciben menos la utilidad de la escuela. Estos resultados contradicen varias ideas generalmente vinculadas.
Palabras clave:
- motivación para aprender,
- adaptación psicosocial,
- medio socioeconómico,
- género,
- escuela secundaria pública
Appendices
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