Etude des facteurs modérateurs de l’engagement chez les enfants

Abstract : Since the 70s, commitment is defined as the link that person makes with his actions. This link could be enhanced by the situation in which the person acts. The consequences seem possible to be measured as much from a cognitive as from a behavioral level. The social environment in which the individual grows up seems to have an impact on the acquisitions of competences required for such a commitment. In a bioecological vision of the development, the child acquires these competences thanks to family and school. To check this, a total of seven studies were made. They allowed a test of the moderating role of the parental educational practices from a child’s point of view and the psychosocial adaptation of the child described by the teacher like moderator on a commitment. Three methods, one transversal, one longitudinal and one meta-analytic method were used to account for the effect of children’s development in life span. This permitted us to confirm an effect of parenting style from the child’s point of view and the psychosocial adaptation profile described by the teacher on the efficiency of the foot in the door paradigm. Results are discussed in terms of relation of child’s acquisition of independency in decision making in to his social environment.
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Clément Poirier. Etude des facteurs modérateurs de l’engagement chez les enfants. Psychologie. Université de Bordeaux, 2017. Français. ⟨NNT : 2017BORD0614⟩. ⟨tel-02292880⟩

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