Les facteurs qui influencent la réussite académique dans la filière technologique de l'université française.

Abstract : This thesis aims to explore factors influencing students' (n=1447) academic achievement in the technological stream of French university (IUT) during the two years preparation of their technological university degree. French students' achievement seems to be strongly tied with thetype of their high school diploma (technological vs scientific) (Duru-Bellat & Kieffer, 2008), the IUTs present two interesting singularities to examine this question. Compared to Students from other French university streams, IUTs' students with technological background are proportionally more numerous and obtain better results. IUTs are thus assumed their institutional role. Nevertheless, proportions of students with technological background decrease from year to year and these students are less successful than the scientific ones. The exploration of factors influencing achievement goes through a statistic model of average of bi-annual grades. The aim is to discern the most significant factors affecting results and progression during academic terms. To this end, the framework contains four families of variables. The first onebrings together student personal background information when they enter the IUT. The second one is about the students' perception of academic context. The third and the fourth families are respectively motivation and engagement in learning. These families of variables are graduallyintroduced according to a predetermined pattern. This specification highlights the predominance of academic past among personal background. It reveals that perceived involvement of teachers is the most influential variable in the perception of academic context. Self-Efficacy has the most remarkable influence on progress and academic results. The cognitive and behavioral dimensions of engagement have finally arisen with surface approach of learning, and regulation of available resources respectively. Except for the perceived involvement of teachers, all the psychosocial factors impact less academic terms' averages asstudents continue their studies . This phenomenon can be compared to a decrease of elasticity of average over time. Finally, to notice that despite the introduction of those psychosocial variables, the past academic story remains the strongest and the most significant predictor of academic termsaverages. The academic past is barely mediated by variables introduced in the model, except if these variables are academic performance indicators like intermediate academic terms averages. The gap between students with technological high school diploma and students with scientific one, in termof average at the end of the first year, can be considered as being very large. This gap can be indeed estimated as a high school diploma with distinction or one with merit only. Furthermore, it's more difficult to improve for technological high school graduates than for the scientific ones during thefirst year. Nevertheless, the difference in terms of averages between technological and scientific high school graduates tends to decrease after two years. A better motivation and an increased engagement are positive means to foster the tech high school graduates’ achievement but the importance of the expected effects is too small to think it could be enough to fill the gap. Although this explanation of differences of academic terms averages and of academic progress by the past academic story is convincing, it is not enough to explain the observations depending on the different curricula. These observations show that the domain or curriculum has an impact on the success ofthe technological high school graduate.
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Laurent Lardy. Les facteurs qui influencent la réussite académique dans la filière technologique de l'université française.. Education. Université Grenoble Alpes, 2017. Français. ⟨NNT : 2017GREAH016⟩. ⟨tel-01690165⟩

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