Résumés
Résumé
Cet article porte sur les comportements des tuteurs du collégial; il en «documente» la nature, la fréquence et les interrelations; il examine aussi le lien entre les comportements des tuteurs et l'intégration des élèves au collège. Cent quarante-huit élèves à risque ont participé à cette étude. Les mesures recueillies lors de la première session sont réparties sur trois phases: avant, pendant et après le tutorat. Les résultats indiquent que certains comportements des tuteurs sont associés à l'ajustement au tutorat, à l'ajustement scolaire et à la réussite scolaire. La discussion soulève diverses pistes susceptibles d'orienter les intervenants au collégial et d'éventuelles recherches.
Abstract
This article describes the behaviors of college tutors and includes the nature, the frequency, and the interrelationships of these behaviors. The authors also examine the relation between tutors' behaviors and students' integration in college. Data was collected from one hundred and forty-eight students considered «at risk» during the first session which was divided into three phases : prior, during, and after the tutoring. The results showed that certain of the tutors' behaviors are associated with adjusting to tutoring, to school, and to school success. The discussion presents various avenues which could guide college personnel as well as guide future research.
Resumen
Este artículo se interesa en los comportamientos de docentes-tutores de nivel post-secundario, describiendo la naturaleza, la frecuencia y las interrelaciones. Examina además, la relación entre las comportamientos de los tutores y la integración de los estudiantes a los estudios post-secundarios. Ciento cuarenta y ocho estudiantes identificados como «a riesgo» participaron en este estudio. Las medidas establecidas durante la primera sesión (cuatro meses) son repartidas en tres fases: antes, durante y después de la tutoría. Los resultados indican que algunos escolar y al suceso escolar. La discusión de los resultados abre algunas pistas suceptibles comportamientos de los tutores están asociados a la adaptación a la práctica tutorial, a la adaptación de orientar los agentes que obran dentro de este nivel así como eventuales investigaciones en el dominio.
Zusammenfassung
Dieser Artikel befasst sich mit dem Tutorenverhalten auf College-Ebene. Er «dokumentiert» das Wesen dieses Verhaltens, seine Häufigkeit sowie die interpersonellen Beziehungen. Er untersucht weiterhin des Verhältnis zwischen dem Verhalten der Tutoren und der Integration der College-Studenten. Insge-samt 148 Studenten mit einem «Risikofaktor» wurden für die Studie heran-ge-zogen. Die während des ersten Treffens ermittelten Maßnahmen wurden auf drei Phasen verteilt: vor und nach dem Tutorium sowie während desselben. Aus den Ergebnis-sen geht hervor, dass bestimmte Verhaltensweisen der Tutoren in enger Beziehung stehen zur Anpassung an das Tutorium, zur Anpassung ans Schul-milieu allgemein sowie zum Lernerfolg. Es ergeben sich zahlreiche Möglich-keiten für die Orientierung der College-Tutoren sowie für künftige Forschungen.
Parties annexes
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