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Acadians from the South-East region of New Brunswick are confronted with assimilation pressures from Anglophones and the demands of a French standard. The rejection-identification model (Branscombe, Schmitt, and Harvey, 1999) and the self concept model (Taylor, 1997, 2002) are tested in order to examine how adolescents of Acadian heritage respond to social disadvantage. Overall, 36 Acadian adolescents from the South-East region of New Brunswick participated in a semi-structured interview. Participants expressed a burden of inferiority next to Francophones from Québec. Different views were expressed concerning attitudes towards Anglophones that resulted in six identity profiles. Results supported the influence of majority out-groups on the collective identity trajectory of Acadian youth. In addition, the analysis revealed that youth who have reported a bilingualwith anEnglish orientation profile were more likely to experience difficulties with their psychological well-being.

Keywords: profils identitaires collectifs, bien-être psychologique, adolescents d'origine acadienne, collective identity profiles, psychological well-being, adolescents of Acadian origin

AbstractThis study describes the results of a study which compared the educational and identity experiences of teenage students of Haitian origin in Montreal who belonged to the first or second immigrant generation. Half of the students, who had recently immigrated, were born in Haiti and had completed their first years of schooling there. The others, whose parents were immigrants, were born and raised in Quebec. By studying these two groups of youths it is possible to examine the similarities and differences in their adaptation to the school system as well as their cultural identity regarding their home country and country of residence. Compared to their peers who were born and socialized in Quebec, do the adolescents born in Haiti turn more towards their culture of origin and feel less close to the receiving community? Individual and group interviews revealed that the youths from both generations who participated in the study are very concerned about obstacles linked to their race and their status as immigrants. Most of the time, they manage to combine values from both Haitian and Quebec cultures in constructing their self-identities. Nonetheless, they feel a certain distance from the majority group, who is perceived as being responsible for the stigmatized collective image of their community. Finally, this study leads to a better understanding of the social interactions of teenagers of Haitian origin within the school and the challenges arising from identity development in a multicultural environment.

Keywords: élèves, immigration, origine haïtienne, identité, interactions sociales, students, immigration, Haitian origins, identity, social interactions

In the context of the Marian effervescence of the 1950s, Adèle Levasseur, a grey nun of Regina, proposes a new devotion dedicated to Mary, Queen of Nurses. The emotional communities associated with the network of institutions of the congregation have allowed a rapid dissemination of the devotion through different communication strategies, the development of a devout iconography and the promotion of a precise vocabulary of emotions. Nevertheless, the changing context of the time and the premature death of sister Levasseur will limit the effects.

This longitudinal study aims to compare the effect of three covariates, perceived support of parents, perceived support of peers and vocational identity, measured in the first year of college on adaptation, to compare the effect of depressive and anxiety symptoms measured during the last year of high school and in the first year of college on adaptation and to examine the moderating effects of the three covariates in the links between depressive and anxious symptoms and college students' adaptation. A sample of 247 students enrolled in the first year of a college completed self-administered questionnaires during the first semester. The results indicate that the vocational identity stands out in relation to perceived support of parents and peers for its positive effect on all areas of adaptation. The presence of internalized symptoms remains a determining factor on adaptation of new college students. Moreover, in comparison, depressive symptoms are more strongly related to college adaptation than anxiety symptoms.

Keywords: symptômes dépressifs, symptômes anxieux, soutien social, identité vocationnelle, adaptation collégiale, depressive symptoms, anxious symptoms, collegial adaptation, social support, vocational identity, síntomas depresivos, síntomas de ansiedad, apoyo social, identidad vocacional, adaptación al bachillerato

This article is a methodological exemplification of the LMS method (Latent Moderated Structural Equations) available in Mplus. Data collected to study teenagers' motivation (n = 434) in physical education will serve to introduce a methodology to assess the interaction of latent variables in structural equation models. The following article focuses on the general understanding of the reader relative to the application of this method as well as on the presentation and interpretation of results. In closing, the benefits of the LMS method are put forward and new methodological exemplification is proposed.

Keywords: interaction, variable latente, méthodologie, modèle d'équations structurelles, éducation physique, interaction, latent variable, methodology, structural equation models, physical education, interacción, variable latente, metodología, modelo de ecuaciones estructurales, educación física

Drawing on data from a sample of some 300 self-employed workers in Québec, gathered through an Internet-based survey, this exploratory study presents another essential dimension of the heterogeneity of self-employed workers, and of what explains the longevity of their experience. This more subjective dimension is based on the diversity of the respondents' appreciation of their experience, not only in the degree of satisfaction reported, but also in its interpretation. An analysis of the content of the answers to an open question reveals five different profiles of self-employed workers in terms of the appreciation of their experience and of whether or not they wish to continue. These specific appreciations arising out of the intrinsic advantages of self-employment are mainly related to aspirations and motivations specific to each profile.

SummaryThe article presents the results of a research on the trajectories of immigrant students' academic success in Montreal and Sherbrooke. The majority of these students attended a welcoming class. Using interviews as the chosen research method, case studies were conducted to analyze the point of view of the student, parent, and teacher on a student's school experiences. Thus, twenty-four cases emphasized various levels of mobilization contributing to each trajectory of academic success. Furthermore, a typology of success situations according to family profiles was modeled in three categories : success-continuity, success-promotion, family success. Transversal aspects of the typology are presented.

Keywords: immigration, réussite solaire, mobilisation, famille, trajectoire, immigration, academic success, mobilization, family, trajectory, inmigración, éxito escolar, movilización, familia, trayectoria

This article aims to document the evolution of metalinguistic skills of students related to the use of the relative pronoun following a didactic sequence. Anchored in a syntactic approach (Chartrand, Aubin, Blain et Simard, 1999) and designed to elicit verbal interactions in cooperative groups (Johnson and Johnson, 2009), the sequence was experimented in three 3rd-year groups in secondary school. 17 students participated in metagraphic interviews during the pretest and posttest. The analysis of the interviews showed that the students explain the use of the relative pronoun by relying more on syntactic criteria in the posttest, and not only on their judgment. Also, the analysis of the use of metalanguage in the explanations indicates improvements in metalinguistic skills. With the significant results previously observed and noting success of relative pronoun use in the written production (Arseneau, Foucambert et Lefrançois, 2018), these results highlight the importance of continuing to integrate cooperative approaches to the teaching of grammar and writing.

Keywords: pronom relatif, interactions verbales, habiletés métalinguistiques, entretiens métagraphiques, élèves du secondaire, relative pronoun, verbal interactions, metalinguistic abilities, metagraphic interviews, secondary school students, pronombre relativo, interacciones verbales, habilidades metalingüísticas, entrevistas metagráficas, alumnos de secundaria

This article highlights the challenges of integration and academic success of international students in the Saguenay–Lac-Saint-Jean CEGEPs, a region with low ethnocultural density. This region has been welcoming these students for over a decade. Although present, there is scarce information on the internationalization of education phenomenon in the CEGEPs of the region. The objective of this research is to gain a better understanding of the challenges related to the integration and academic success of international students. To do so, individual interviews were conducted with 21 international students. Results show that students generally have a positive image of the CEGEPs and their teachers. Also, the migratory experience is marked by differences between the country of origin and the country of migration for studies. According to these students, integration is not “a long calm river”; they must persevere to succeed during their academic progress. This article provides pedagogical and social contributions by highlighting the importance of the role of teachers, CEGEPs, and the collegiate and civil communities in the integration and academic success of international students.

Keywords: étudiants internationaux, cégeps, intégration, réussite scolaire, Saguenay–Lac-Saint-Jean, international students, CEGEPs, integration, academic success, Saguenay–Lac-Saint-Jean, estudiantes internacionales, cégeps, integración, éxito escolar, Saguenay–Lac-Saint-Jean

The article examines the various instances at which Simmel's work confronts the necessity to reformulate the liberal conception of obligation. If — as the emergence of social rights suggests — responsibility for action is no longer imputable to individuals alone and if the rationality of the law is not determinable through positive law or the abstractions of natural law, a sociological revision of the modern conception of freedom is indispensable. Beyond the naturalist, positivist, and historicist framework of the 19th century, this revision must necessarily include a critical analysis of the close link that the Moderns posited between universalism and legal-economic formalism. In this perspective, Simmel's thought at once represents an acceptance of the historical dimension of this phenomenon, but also seeks to transcend it through an ethico-political reflection that allows for the emergence of a new type of universalism, which is immanent in modern formalism.

Keywords: obligation, libéralisme, individualisme, liberté, loi, autonomie, universalisme, obligation, liberalism, individualism, freedom, universalism, law, autonomy, obligación, liberalismo, individualismo, libertad, ley, autonomía, universalismo