Résumés
Résumé
Plusieurs variables parentales sont connues pour influencer la réussite scolaire de l’enfant, notamment le niveau de scolarité de la mère. Cette variable nous renseigne toutefois bien peu sur la nature et la qualité de l’expérience scolaire de la mère. Afin de raffiner la compréhension des mécanismes par lesquels le vécu scolaire maternel affecte celui de l’enfant, cette étude menée à partir de données secondaires explore le concept du souvenir maternel de l’expérience scolaire, plus précisément de son engagement scolaire. À cette fin, les auteures ont procédé à la validation exploratoire de l’Échelle du souvenir maternel de l’engagement scolaire (ÉSMES) auprès de 373 mères d’élèves du préscolaire. Les analyses en composantes principales (ACP) suggèrent l’existence de deux dimensions : le souvenir maternel de l’engagement comportemental et le souvenir maternel de l’engagement cognitif. Les résultats indiquent que la mesure présente une bonne validité de construit ainsi qu’une validité prédictive satisfaisante. Cette étude représente un premier pas dans l’étude empirique du souvenir parental de l’engagement scolaire et contribuera à sensibiliser les chercheurs ainsi que les intervenants à l’importance de ce concept.
Mots-clés :
- scolarité maternelle,
- préscolaire,
- souvenir expérience scolaire,
- instrument de mesure,
- validation exploratoire
Abstract
Several parental variables are known to influence children’s academic success, including maternal education. This variable, however, tells us very little about the nature and quality of mother’s experiences while she was in school. To refine our understanding of the mechanisms through which maternal past experiences influence children’s academic outcomes, this study explores the concept of maternal memories of her classroom engagement. To this end, we used secondary data to validate L’Échelle du souvenir maternel de l’engagement scolaire (ÉSMES ) amongst a sample of 373 mothers of preschool children. Results of the principal component analysis (PCA) suggest the existence of two dimensions of maternal memories of classroom engagement: Behavioral engagement and Cognitive engagement. Results further indicate that the instrument has good construct validity as well as appropriate predictive validity. This study represents a first step in the empirical study of parental memories of school engagement and could help sensitize researchers and stakeholders to the importance of this concept.
Keywords:
- maternal schooling,
- preschool children,
- memories of school experience,
- instrument,
- exploratory validation
Parties annexes
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