Abstracts
Résumé
Fondée sur la théorie sociale cognitive (Bandura, 1986), cette étude a examiné les liens entre les interactions en classe perçues par les élèves et leur sentiment d’efficacité personnelle à l’égard du travail scolaire en considérant le rôle modérateur de leurs caractéristiques comportementales. Les données ont été recueillies auprès de 574 élèves du primaire, en classe ordinaire, au Québec. Des analyses de comparaison de moyenne indiquent que le sentiment d’efficacité personnelle est plus faible chez les élèves manifestant des difficultés comportementales extériorisées comparativement aux élèves tout venant. Selon une régression linéaire multiple, l’organisation de la classe et le soutien à l’apprentissage expliquent une partie de la variance du sentiment d’efficacité personnelle des élèves. Les caractéristiques comportementales jouent un rôle modérateur sur les relations entre les domaines des interactions en classe (soutien émotionnel, organisation de la classe, soutien à l’apprentissage) et sur le sentiment d’efficacité personnelle des élèves. Les interactions en classe n’influencent donc pas le sentiment d’efficacité personnelle de la même manière pour tou·te·s les élèves.
Mots-clés :
- sentiment d’efficacité personnelle,
- interactions en classe,
- difficultés comportementales,
- élèves du primaire,
- classe ordinaire
Abstract
Following social cognitive theory (Bandura, 1986), this study examined the links between the quality of classroom interactions as perceived by students and their self-efficacy beliefs regarding schoolwork by considering the moderating role played by their behavioural characteristics. The data was collected from 574 Quebec elementary school students evolving in mainstream classrooms. The t-test analysis results indicate that self-efficacy beliefs are lower for students who exhibit externalized behavioural difficulties than regular students. Multiple linear regressions showed that classroom organization and instructional support explain a part of the variances in students’ self-efficacy beliefs. Finally, the students' behavioural characteristics play a moderating role in the three relationships between the domains of classroom interactions (emotional support, classroom organization, instructional support) and their self-efficacy beliefs. These results highlight that classroom interactions do not influence self-efficacy beliefs in the same way for all students.
Keywords:
- self-efficacy beliefs,
- classroom interactions,
- behavioural difficulties,
- elementary students,
- mainstream classrooms
Resumen
De acuerdo con la teoría social cognitiva (Bandura, 1986), nuestro estudio examinó las relaciones entre las interacciones en clase percibidas por los alumnos y su sentimiento de eficacia personal con respecto al trabajo escolar, considerando el papel moderador de sus características comportamentales. Los datos fueron tomados con 574 alumnos de primaria, en clase regular, en Quebec. Los análisis de comparación de la media indican que el sentimiento de eficacia personal es más débil en los alumnos que manifiestan dificultades comportamentales exteriorizadas, en comparación con la muestra global. Según una regresión lineal múltiple, la organización de la clase y el apoyo al aprendizaje explican una parte de la variancia del sentimiento de eficacia personal de los alumnos. Además, las características comportamentales juegan un papel moderador en las relaciones entre los campos de interacciones en clase (apoyo emocional, organización de la case, apoyo al aprendizaje) y el sentimiento de eficacia personal de los alumnos. Así, las interacciones en clase no influyen en el sentimiento de eficacia personal de todos los alumnos de la misma manera.
Palabras clave:
- sentimiento de eficacia personal,
- interacciones en clase,
- dificultades comportamentales,
- alumnos de primaria,
- clase regular
Appendices
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