Abstracts
Résumé
L’anxiété de performance scolaire touche environ 15 % des élèves, et a un impact négatif sur leur fonctionnement scolaire et psychologique. Bien que plusieurs programmes montrent des effets prometteurs dans la réduction de ce problème, les modèles de changement de ces programmes ne semblent pas avoir été étudiés. La présente étude vise à analyser les mécanismes spécifiques et les autres processus du programme Pastel, un programme de groupe de six ateliers d’une heure visant la réduction de l’anxiété de performance scolaire, à l’aide d’entrevues semi-structurées menées auprès de 21 personnes participantes de secondaire 4 et 5 (85 % s’identifiant au genre féminin) et de neuf personnes animatrices (78 % s’identifiant au genre féminin). D’abord, une approche hypothético-déductive a été utilisée pour examiner les mécanismes de changement spécifiques du programme, puis une approche inductive pour identifier d’autres processus potentiels. Les thèmes principaux et secondaires, et ce, selon la récurrence observée dans les entrevues, ont été identifiés par une analyse thématique. Ainsi, les changements perçus ont été expliqués par certains mécanismes de changement spécifiques (p. ex. diminution des distorsions cognitives, amélioration des capacités à résoudre les problèmes, amélioration des habiletés d’organisation et d’étude, etc.), tels que l’utilisation de nouvelles stratégies apprises lors des ateliers et par des processus généraux (p. ex. le format de groupe, la motivation et l’engagement ou les schèmes relationnels). Cette démarche permet de valider le modèle de changement du programme Pastel. Plus largement, elle permet de valider l’utilité des différentes stratégies utilisées dans les programmes visant la réduction de l’anxiété de performance scolaire.
Mots-clés :
- anxiété de performance scolaire,
- mécanismes de changement,
- processus généraux programme,
- adolescence
Abstract
Test anxiety affects about 15% of students and has a negative impact on their psychological and academic functioning. Several programs showing promising effects have been developed to intervene with these adolescents. However, no study seems to have tested the change mechanisms of these programs. This study aims to analyze the specific mechanisms and in-session processes of the Pastel program, a group program consisting of six one-hour workshops aimed at reducing test anxiety, through semi-structured interviews conducted with 21 secondary 4 and 5 students (85% identifying as female) and nine facilitators (78% identifying as female). Initially, a hypothetico-deductive approach was used to examine the change mechanisms of the program, and then, an inductive approach was used to identify other potential processes. Thematic analyses were used to identify main and sub-themes based on recurring patterns in the interviews. Thus, perceived changes were explained by specific change mechanisms (e.g., reduction of cognitive distortions, improvement in problem-solving abilities, enhancement of organizational and study skills, etc.) and in-session processes (e.g., group format, motivation and engagement, or relational patterns). These results validate the change model of the Pastel program and more broadly, the usefulness of the different strategies used in programs targeting the reduction of test anxiety.
Keywords:
- test anxiety,
- change mechanisms,
- in-session processes,
- program,
- adolescence
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Appendices
Remerciements
La première autrice a été financée par Mitacs accélération et le Conseil de recherches en sciences humaines (CRSH). Cette étude a été soutenue par un contrat d’évaluation de l’OBNL Boscoville. Merci à Feu Frédéric Nault-Brière, ainsi qu’aux assistants de recherche du projet et aux participants qui ont rendu possible cette étude.
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