Relation entre sentiment d’efficacité personnelle et résultats scolaires à l’école primaire : Construction et validation d’une échelle (notice n° 606801)
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| fixed length control field | 03405cam a2200277 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121160401.0 |
| 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 | Relation entre sentiment d’efficacité personnelle et résultats scolaires à l’école primaire : Construction et validation d’une échelle |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2013.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 64 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | RésuméLes deux études présentées dans cet article concernent le développement et la validation d’une échelle de mesure du Sentiment d’efficacité personnelle (SEP) chez les élèves d’école primaire aussi bien au niveau général qu’au niveau des mathématiques et du français. Les résultats des analyses factorielles exploratoires indiquent une structure en trois dimensions indiquant une discrimination nette entre le SEP scolaire, le SEP en mathématiques et le SEP en français. La modélisation structurale indique une structure en quatre facteurs avec un facteur de deuxième ordre et trois facteurs de premier ordre. La validité pronostique de ces dimensions du SEP est d’autre part confirmée par les corrélations entre les différentes dimensions (scolaires, mathématiques et françaises) et les notes obtenues par les élèves aux évaluations nationales de mathématiques et de français. Cependant cette recherche montre que ce n’est pas le SEP scolaire qui explique le mieux l’ensemble des résultats mais le SEP en français. L’hypothèse de la place du français dans l’enseignement primaire est avancée comme explication de cette place prépondérante du SEP français. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Self efficacy and academic results at the primary school: development and validation of a scaleThe two studies presented in this article concern the development and validation of a scale measuring self-efficacy among primary school children both in general and at the domain-specific levels of Mathematics and French literacy. The results of exploratory factor analysis indicate a three-dimensional structure clearly distinguishing between general self-efficacy as a learner, self-efficacy in learning Mathematics and self-efficacy in learning French literacy. Structural modeling points to a four factor structure with one second-order factor and three first-order factors. The prognostic validity of these dimensions of self-efficacy is further confirmed by correlations between the various dimensions (General, Mathematics and French literacy) and the grades obtained by students in nationwide examinations in Mathematics and French literacy. However, results show that it is not General self-efficacy that best explains the overall results, but self-efficacy in French literacy. The importance given to French literacy in primary French education is suggested to explain the preeminence of academic results in French literacy on the evaluation of self-efficacy by primary school children. |
| 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 | résultats scolaires |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | école primaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | sentiment d’efficacité personnelle |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | School achievement |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Primary school |
| 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 | Self-efficacy |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Fenouillet, Fabien |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Enfance | 4 | 4 | 2013-12-01 | p. 374-392 | 0013-7545 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-enfance2-2013-4-page-374?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-enfance2-2013-4-page-374?lang=fr&redirect-ssocas=7080</a> |
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