Résumés
Résumé
Cette étude transversale vise à mieux comprendre le lien entre la qualité de la relation élève-enseignant, le risque de décrochage scolaire et le genre des élèves. À l’aide d’un devis descriptif-corrélationnel, nous avons examiné la perception de 756 élèves de deuxième secondaire. Les résultats indiquent que les élèves à risque perçoivent plus négativement la relation avec leur enseignant que les élèves non à risque. De plus, les filles manifestent des attitudes plus positives envers leur enseignant et considèrent que les règlements sont plus clairs que leurs pairs masculins. Cette étude contribue à l’avancement des connaissances en précisant que les différentes dimensions de la relation élève-enseignant (implication émotionnelle et soutien de l’enseignant, encadrement) sont toutes associées au risque de décrochage scolaire.
Mots-clés :
- relation élève-enseignant,
- élève à risque,
- décrochage scolaire,
- facteurs de risque scolaires,
- différences de genre
Abstract
This cross-sectional study is aimed at shedding light on the link between the quality of the student-teacher relationship, school dropout risk, and student gender. Using a descriptive-correlational research design, we examined the perceptions of 756 second-year high school students.
The results indicate that at-risk students perceive relationships with their teachers more negatively than non-at-risk students do. In addition, girls exhibit more positive attitudes toward their teachers and consider that the rules are clearer than their male peers. This study contributes to the advancement of knowledge by noting that the various dimensions of the student-teacher relationship (teacher emotional involvement, support and supervision are all associated with dropout risk.
Keywords:
- student-teacher relationship,
- at-risk students,
- school dropout,
- school risk factors,
- gender difference
Resumen
Este estudio transversal tiene por propósito entender mejor el vínculo entre la calidad de la relación alumno-docente, el riesgo de abandono escolar y el género de los alumnos. Por medio de un diseño de investigación descriptivo-correlacional, examinamos la percepción de 756 alumnos de segundo año de la secundaria. Los resultados indican que les alumnos de riesgo perciben de manera más negativa la relación con su maestro en comparación con los alumnos que no se encuentran en riesgo de abandono escolar. Además, las niñas manifiestan actitudes más positivas con su docente y consideran más claros los reglamentos que sus pares masculinos. Este estudio contribuye al avance de los conocimientos precisando que todas las distintas dimensiones de la relación alumno-docente (implicación emocional y apoyo al docente, supervisión) están asociadas con el riesgo de abandono escolar.
Palabras clave:
- relación alumno-docente,
- alumnos de riesgo,
- abandono escolar,
- factores de riesgo escolar,
- diferencia de género
Parties annexes
Bibliographie
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