Bien-être et motivation avant et pendant la crise de la covid-19 chez les collégiens (notice n° 386238)
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| fixed length control field | 03138cam a2200301 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250119025829.0 |
| 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 | Masson, Julien |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Bien-être et motivation avant et pendant la crise de la covid-19 chez les collégiens |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2023.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 20 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | L’objet de cet article est d’examiner les interactions entre le bien-être et la motivation des élèves de collège pendant le confinement que la crise sanitaire de la covid19 a provoqué. Ces deux concepts étant théoriquement liés et dépendants du contexte, nous avons fait l’hypothèse que cette situation particulière de confinement a potentiellement bouleversé les interactions entre motivation et bien-être. Pour vérifier cela, nous avons utilisés deux échelles de motivation (sentiment d’efficacité personnelle et intérêt) et une échelle de bien-être administrées à 377 élèves de collèges (âge moyen = 12.8 ans). Après traitement statistique, nous avons pu constater que leur bien-être ressenti à l’école, avant la crise de la covid-19 a eu un effet protecteur sur le bien-être général et la motivation pendant les 55 jours de confinement. Le bien-être étant un élément constitutif de la santé, cette recherche permet de réaffirmer l’extrême importance de son développement à l’école puisque les élèves semblent capitaliser le bien-être pour en bénéficier même en dehors de l’école et lors de situations anxiogènes comme cet épisode de confinement. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This paper purports to examine the interactions between well-being and motivation among middle school students during the lock-down provoked by the covid-19 health crisis. These two concepts are linked theoretically and dependant on context, so that our hypothesis was that the unprecedented lock-down situation might have shaken up the relationship between well-being and motivation. We administered 377 middle school students (average age 12.8 years) with two motivation measuring scales (the feeling of personal efficacy and that if motivation) and one well-being scale. Feeling good at school before the covid-19 crisis had a protective effect on the general well-being and on the motivation of these students during the 55 days of lock-down. Well-being is a factor of health, so this research enables us to reaffirm the importance of the development of this factor at school since students seem to capitalise well-being in order to benefit from it even when out of school and during anxiety producing episodes such as a lock-down. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | efficacité scolaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | bien-être |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | école |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | motivation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | intérêt |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | well-being |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | motivation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school efficacy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | interest |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Darlington, Emily |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Carrefours de l'éducation | 55 | 1 | 2023-06-15 | p. 109-122 | 1262-3490 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-carrefours-de-l-education-2023-1-page-109?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-carrefours-de-l-education-2023-1-page-109?lang=fr&redirect-ssocas=7080</a> |
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