Résumés
Résumé
Cet article examine en quoi les perceptions des parents et des adolescent·e·s relatives à la sollicitation et au contrôle parentaux peuvent servir à prédire le rendement et l’engagement scolaires. Des régressions hiérarchiques effectuées sur 133 dyades parent–enfant (66 % filles; âge moyen : 16,88 ans) révèlent que le contrôle perçu par les jeunes est significativement associé à leur engagement et à leur rendement. Quant à la sollicitation perçue, son lien avec l’engagement n’est que marginalement significatif. Les perceptions des parents de leur supervision ne prédisent quant à elles pas le fonctionnement scolaire de l’enfant. Il serait donc important de considérer la perception qu’ont les adolescent·e·s de la supervision parentale lors d’interventions visant à améliorer leur fonctionnement scolaire.
Mots-clés :
- relations familiales,
- encadrement parental,
- réussite scolaire,
- réussite éducative,
- motivation scolaire,
- adolescence
Abstract
This article examines how parents’ and adolescents’ perceptions of parental solicitation and control can be used to predict academic achievement and engagement. Hierarchical regressions on 133 parent-child dyads (66% girls; mean age: 16.88 years) indicate that adolescents’ perceptions of parental control are significantly related to their academic engagement and achievement, in contrast to perceived solicitation, which is only marginally related to engagement. Parents’ perceptions of their monitoring strategies, however, do not predict adolescents’ academic functioning. Thus, it would be important to consider adolescents’ perceptions of parental monitoring in interventions aimed at improving academic functioning in high school students.
Keywords:
- family relations,
- parental involvement,
- academic achievement,
- educational success,
- school motivation,
- adolescent development
Parties annexes
Bibliographie
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