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Âge d'entrée à l'école élémentaire, habiletés d'autorégulation en classe et devenir scolaire des enfants.

Abstract : Because French law says that pupils must enter at elementary school in September of the calendar year when they reach age six, there is in a same classroom, a difference of 12 months between pupils born at the beginning and those born at the end of the year. The analysis of the effect of these differences of age at elementary school entry on the pupils' achievement is the main objective of this research. Based on two samples of 10000 and 2000 students followed longitudinally from the first grade, this research shows, on one hand, that the effect of age at school entry is an important element in the explanation of interindividual differences in educational achievement. On the other hand, it emphasizes the predictive and discriminative power of self-regulation skills' assessment in the classroom. Finally, by using single, multiple and moderated mediations, the examination of the links these two factors have together with academic performance results in showing that assessment of self-regulation in the context of the classroom is a significant mediator of effect of age on pupils' achievement. In addition, results suggest that, for younger pupils, interventions made on these self-regulation skills could reduce educational inequalities related to the effect of age at school entry and could be more beneficial for pupils who are in difficulties in early grades.
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Contributor : Olivier Cosnefroy <>
Submitted on : Monday, January 3, 2011 - 3:15:19 PM
Last modification on : Monday, October 19, 2020 - 11:08:03 AM
Long-term archiving on: : Friday, December 2, 2016 - 2:25:11 PM


  • HAL Id : tel-00551359, version 1



Olivier Cosnefroy. Âge d'entrée à l'école élémentaire, habiletés d'autorégulation en classe et devenir scolaire des enfants.. Psychologie. Université de Nantes, 2010. Français. ⟨tel-00551359⟩



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