Résumés
Résumé
Cette étude vise à valider des échelles en langue française destinées à mesurer les perceptions qu’ont les élèves de 5e secondaire (16 ans) du climat de soutien dans leur classe de mathématiques. Se basant sur la théorie de l’autodétermination (Deci et Ryan, 2000a, 2000b) et, plus spécifiquement, sur la satisfaction des trois besoins fondamentaux, les échelles utilisées étayent le troisième pilier du modèle tridimensionnel d’un enseignement de qualité de Klieme et ses collaborateurs (2006). Les résultats d’analyses factorielles exploratoires et confirmatoires ont abouti à quatre échelles dont les qualités psychométriques sont satisfaisantes. La présente recherche examine également les différences de perceptions du climat de soutien en mathématiques en fonction du genre. Si aucune différence n’est trouvée pour trois échelles, les analyses indiquent que, de manière significative, les filles perçoivent davantage l’implication de leur enseignant que les garçons, et ce, même sous contrôle du niveau socioéconomique et des performances en mathématiques.
Mots-clés :
- climat de soutien,
- mathématiques,
- perceptions par les élèves,
- genre,
- validation d’échelles
Abstract
This study aims at validating a French version of scales designed to measure students’ perceptions of supportive climate in mathematics in grade 11 (16 years old). Based on Self-Determination Theory (Deci & Ryan, 2000a, 2000b), and more precisely on the fulfillment of the three psychological basic needs, the scales focus one of the three basic dimensions of Klieme et al.’s model of instructional quality (Klieme et al., 2006). Results from exploratory and confirmatory factor analyses showed that the four scales present good psychometric properties. The current study also investigates gender differences in students’ perceptions of supportive climate in mathematics. If no gender differences are found for three scales, results show that girls perceive more significantly teacher social and academic support than boys, even under control of their socioeconomic status and their math abilities.
Keywords:
- supportive climate,
- mathematics,
- students’ perceptions,
- gender,
- scales validation
Resumo
O objetivo deste estudo é validar as escalas em língua francesa destinadas a medir as perceções dos alunos do 5.º secundário (16 anos de idade) sobre o clima de apoio nas aulas de matemática. Com base na teoria da autodeterminação (Deci & Ryan, 2000a, 2000b) e, mais especificamente, na satisfação das três necessidades fundamentais, as escalas utilizadas suportam o terceiro pilar do modelo tridimensional de um ensino de qualidade de Klieme e dos seus colaboradores (2006). Os resultados das análises fatoriais exploratórias e confirmatórias geraram quatro escalas cujas qualidades psicométricas são satisfatórias. A presente investigação também examina as diferenças de perceções do clima de apoio em matemática em função do género. Embora não haja diferença para três escalas, as análises indicam que, significativamente, as meninas percebem o envolvimento do professor mais do que os meninos, mesmo sob o controlo do nível socioeconómico e dos desempenhos em matemática.
Palavras chaves:
- clima de apoio,
- matemática,
- perceções dos estudantes,
- género,
- validação de escalas
Parties annexes
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