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This article proposes to get a better understanding of the way the relationship to voting develops during adolescence in order to be able, possibly, to identify the means to ease the entry into voting age. Using data collected in 2002 amongst school children aged 13 to 14 in Isere, we will try – among other things – to assess the respective contributions of various socialising groups such as parents, school or peer groups while studying the place held by voting within young people’s global civic and political values.