Relation perçue entre l’utilisation de technologies d’aide et la perception de soi, le sentiment d’efficacité personnelle et l’anxiété aux évaluations en situation d’écriture (notice n° 765988)
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| fixed length control field | 03458cam a2200361 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123104101.0 |
| 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 | Dumont, Michelle |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Relation perçue entre l’utilisation de technologies d’aide et la perception de soi, le sentiment d’efficacité personnelle et l’anxiété aux évaluations en situation d’écriture |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2020.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 7 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Nombre d’élèves éprouvent d’importantes difficultés en production écrite. Parmi les facteurs aggravants, notons la dyslexie/dysorthographie. L’utilisation des Technologies d’aide (Td’A) comme mesure d’adaptation au développement des compétences rédactionnelles chez ces élèves est alors fortement recommandée. Cette recherche longitudinale examine les apports et les limites des Td’A en écriture sur la perception de soi, le sentiment d’efficacité personnelle et l’anxiété aux évaluations d’élèves dyslexiques/dysorthographiques (N = 27) âgés de 12 à 13 ans. Tant au début qu’à la fin de l’année scolaire, les résultats indiquent que les élèves ayant la possibilité d’utiliser une Td’A en situation d’écriture manifestent une perception de soi et un sentiment d’efficacité personnelle significativement plus élevés que lorsqu’ils en sont privés. De plus, son utilisation s’avère prometteuse puisqu’elle est associée à moins d’anxiété aux évaluations aux deux temps de mesure. Les résultats obtenus sont discutés en lien avec des actions à encourager dans les écoles. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Many students experience significant difficulties in writing. Aggravating factors include learning disabilities in reading and spelling, including dyslexia/dysorthography. The use of Assistive Technologies (AT) as a measure of adaptation to the development of writing skills is then strongly recommanded. This longitudinal research aims to better understand AT’s contributions and limitations in writing on self-perception, self-efficacy, and test anxiety of dyslexia/dysorthographic (N = 27) students aged 12 to 13 years. Whether at the beginning or at the end of the school year, the results indicate that student who have the opportunity to use AT in writing demonstrate scores of self-perception and self-efficacy significantly higher than when they don’t have access to it. The use of AT is promising since it is associated with an overall score of test anxiety lower at two measurement times. The results obtained are discussed in connection with actions to be encouraged in schools. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Perception de soi |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Dyslexie/dysorthographie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Écriture |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Technologie d’aide |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Anxiété aux évaluations |
| 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 | Dyslexia/dysorthography |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Test anxiety |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Writing |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Assistive technology |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Feeling of self-efficacy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Self-perception |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Rousseau, Nadia |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Paquin, Stacey |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Boyer, Priscilla |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Stanké, Brigitte |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | La nouvelle revue - Éducation et société inclusives | 87 | 3 | 2020-01-17 | p. 75-91 | 2609-5211 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-la-nouvelle-revue-education-et-societe-inclusives-2019-3-page-75?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-nouvelle-revue-education-et-societe-inclusives-2019-3-page-75?lang=fr&redirect-ssocas=7080</a> |
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