Mode explicatif et résultats scolaires chez des enfants préadolescents (notice n° 347753)
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| fixed length control field | 02288cam a2200229 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250118024146.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Martin-Krumm, Charles |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Mode explicatif et résultats scolaires chez des enfants préadolescents |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2008.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 73 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Le mode explicatif reflète la manière relativement stable qu’aurait chaque individu d’expliquer les événements positifs ou négatifs susceptibles de lui arriver. Si ses effets sur les résultats scolaires ont pu être démontrés chez les adolescents (p.e., Martin-Krumm, Sarrazin & Peterson, 2005), on ne recense aucuns travaux traitant de son impact sur ceux d’enfants plus jeunes. Par ailleurs, alors qu’il a longtemps été considéré comme une variable de personnalité générale (p.e., Peterson & Steen, 2002), il semble qu’il vaille mieux en envisager un niveau de généralité relatif. L’objectif de cet article est de présenter la théorie des modes explicatifs et de répondre aux interrogations que suscitent les remarques faîtes précédemment. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Explanatory style and school results among preadolescent pupils. The explanatory style reflects a relative stable manner by which a person explains the positive or negative events likely to happen to her. If its effects on school performances have been demonstrated among adolescents (i.e., Martin-Krumm, Sarrazin & Peterson, 2005), studies dealing with its impact on performances at school of younger pupils haven’t been drawn of. In addition, it seems to be better to consider it as to have a relative generality level while it has been considered as to be a general personality variable (i.e., Peterson & Steen, 2002). The aim of this article is to develop the explanatory styles theory and to answer the questions giving rise to these remarks. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Résultats insuffisants |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Résultats de l'éducation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Education results |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Underachievement |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Salama-Younes, Marei |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Carrefours de l'éducation | 25 | 1 | 2008-06-16 | p. 103-114 | 1262-3490 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-carrefours-de-l-education-2008-1-page-103?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-carrefours-de-l-education-2008-1-page-103?lang=fr&redirect-ssocas=7080</a> |
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