Le sentiment d'auto-efficacité en primaire : De son élaboration à son impact sur la scolarité des élèves

Abstract : For several decades, the notion of self-efficacy has been the subject of a great number of studies focusing on the Self (i.e. Bandura, 1986, 1997, Pajares, 1996, 1997). These studies concur on the fact that self-efficacy is narrowly linked with the realisation of numerous behaviours in several domains. The study of this perception, is particularly interesting in an educational context where students displaying strong feelings of self-efficacy to accomplish tasks are more likely to better accomplish it. The objective of our work is two-fold, first, we investigate the impact of self-efficacy in primary school on their performance in math and French. Then, we investigate how this self perception evolves in time. To this end, we have conducted a longitudinal study concerning students in CE2 (N=444) which have been followed as they joined CM1 (N=373). This study allowed to highlight some factors impacting the performances of the students in the two disciplines considered from the end of CE2 to the end of CM1. We have highlighted the importance of individual and school-related variables of the students but also of the contextual variables) by using hierarchical models. Moreover, the use of individuals growth models enabled us to estimate the evolving pattern used by the feeling of self-efficacy in students between the middle of CE2 and the end of CM1 in math an French
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Education. Université Pierre Mendès-France - Grenoble II, 2009. Français
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Gwenaelle Joet. Le sentiment d'auto-efficacité en primaire : De son élaboration à son impact sur la scolarité des élèves. Education. Université Pierre Mendès-France - Grenoble II, 2009. Français. 〈tel-00468138〉

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