This article presents a summary of results from a Swiss nationwide empirical study of the determi... more This article presents a summary of results from a Swiss nationwide empirical study of the determinants of grade retention, its effects on learning, and its social and emotional consequences. Results show that the decision for grade retention does not rest only on ...
This article presents a summary of results from a Swiss nationwide empirical study of the determi... more This article presents a summary of results from a Swiss nationwide empirical study of the determinants of grade retention, its effects on learning, and its social and emotional consequences. Results show that the decision for grade retention does not rest only on the pupil's actual academic performance but also on the teacher's attitudes and evaluations. With regard to improvement in learning, the study yields contrasting shortand medium-term results: They are positive in the case of same-grade comparisons and negative when same-age comparisons are applied. However, globally, the effectiveness of grade retention is rather unsatisfactory, particularly when one considers its long-term consequences, although there is no evidence of negative social or emotional consequences. It is nevertheless suggested that grade retention should be avoided at the primary school level.
This article presents a study of grade retention as it 'naturally' occurs, focusing on teachers' ... more This article presents a study of grade retention as it 'naturally' occurs, focusing on teachers' role in the process leading to retention or promotion for comparable peers. Achievement and IQ were measured prior to the retention decision. A total of 4248 second grade students initially participated in the study, of which 2.3% were retained. Eighty-three retained students were involved in the study, and matched with 83 low-achieving peers. Measures at the teacher's level included attitude towards the efficiency of retention, towards criteria that ought to be taken into account in the decision and general attribution of children's difficulties in school. Teacher decision-making shows internal consistency but seems biased when objective criteria are examined. The probability of a child being retained was substantially influenced by teachers' attitude towards the efficiency of retention as well as by their evaluations of developmental maturity, intellectual potential and their achievement expectancies in language.
Background: Even though muscularity dissatisfaction has important health and psychological implic... more Background: Even though muscularity dissatisfaction has important health and psychological implications, the co-occurrence of body dissatisfaction and muscularity dissatisfaction in men's body image disturbances and disordered eating is not well established. Furthermore, men's body image disturbances are associated with depression and low levels of self-esteem. The aim of the present study is to identify a typology of young men based on levels of muscularity dissatisfaction, body dissatisfaction, and self-esteem, and to explore differences between cluster groups according to levels of depression and media influences. Methods: Participants completed a figure-rating scale to assess dissatisfaction with muscularity and self-report questionnaires assessing body dissatisfaction, self-esteem, depressive symptoms, media influences, and disordered eating. All variable values were centered. Results: The sample consisted of 328 normal-weight French men (mean age 21.9; SD = 2.4). Cluster analyses yielded three groups characterized by high levels of muscularity dissatisfaction and intermediate levels of body dissatisfaction and self-esteem for Cluster 1 by low levels of muscularity dissatisfaction and body dissatisfaction and high levels of self-esteem for Cluster 2, and by high levels of muscularity dissatisfaction and body dissatisfaction and low levels of self-esteem for Cluster 3. Cluster 3 had the highest levels of depressive symptoms and a significant rate of disordered eating. Conclusion: Dissatisfaction with muscle mass and body dissatisfaction may co-occur in a significant minority of young men, and this association can lead to a greater risk for depression and disordered eating. These results may have implications in the understanding and prevention of men's body image disturbances, knowing that normal-weight men are usually considered a low-risk group for body image disturbances.
This paper presents a study of the relationship between emotions and autobiographical narratives ... more This paper presents a study of the relationship between emotions and autobiographical narratives by preschoolers (aged 3 to 5 years). The children (N = 39) actively participate in a short scenario (the Geneva Emotion-Eliciting Scenario, GEES), whose central theme is the separation of two friends. The children were then asked to narrate this event. The emotions experienced by the child throughout the scenario were analyzed by means of facial expression coding (KIDIES). Coding of childrens' narratives was based on a content analysis.
Dans le contexte de l'intégration scolaire, la gestion de la classe et des comportements des élèv... more Dans le contexte de l'intégration scolaire, la gestion de la classe et des comportements des élèves représente un défi de taille. Notre étude décrit les perceptions qu'ont de futurs enseignants suisses et québécois de leur capacité à appliquer des stratégies efficaces de prévention et de gestion des comportements difficiles en classe. Les résultats mettent en évidence des différences liées à la nationalité des participants, et confirment parti-ellement les résultats de recherches antérieures montrant que les enseignants estiment manquer de cours portant sur la gestion de classe lors de leur formation, et se sentent peu compétents dans ce domaine. Enfin, les enseignants attribuent leurs compétences actuelles plutôt à leurs expériences pratiques qu'à leur formation théorique.
Professeur, Haute école pédagogique, Lausanne L' entrée à l'école est un moment crucial dans la v... more Professeur, Haute école pédagogique, Lausanne L' entrée à l'école est un moment crucial dans la vie d'un enfant et de sa famille, en particulier lorsque des besoins éducatifs particuliers (BEP) ont été identifiés en amont. Cette situation particulière peut rendre complexe cette première rencontre formelle et obligatoire entre l'enfant et l'institution publique chargée de sa formation en tant que futur·e citoyen·ne. Dans cet article, je décris les enjeux relevant du clash entre les normes du développement psycho-logique et de l'école ainsi que les pistes permettant de faciliter les transactions entre milieu familial et milieu scolaire lors de cette transition essentielle et de celles qui suivent. 1. Diverses diversités Si l'on étudie de manière longi-tudinale une cohorte d'enfants du même âge (strictement) à partir d'un moment donné (t 1) et que l'on mesure sur plusieurs temps de mesure (de t 2 à t n) une quelconque série d'habiletés, plusieurs formes de diversités vont se manifester dans les résultats de l'échantillon, qui peuvent être décrites sur les plans suivants : (1) Interpersonnel : pour chaque domaine évaluable de façon quantitative (par un quotient de développement, par exemple), on va se retrouver, par définition, avec une variabilité interpersonnelle. Cette variabilité manifeste certai-nement pour une part la diversité qui caractérise notre espèce, mais il faut ajouter qu'elle est également tributaire de la méthode d'éva-luation utilisée. On ne mesure en effet pas ce qui ne varie pas. Ainsi, si tout un chacun disposait d'une caractéristique psychologique, d'une connaissance, d'une qualité morale ou d'une aptitude qui serait répartie de façon égale dans la population, celle-ci ne serait pas incluse dans la description statis-tique de cette même population. Les normes de développement et les divers seuils utilisés reposent entièrement pour leur dévelop-pement sur la variance statistique des mesures qui la composent. Cette problématique est présente dès l'adoption des premières lois d'obligation scolaire : d'emblée
This article presents a summary of results from a Swiss nationwide empirical study of the determi... more This article presents a summary of results from a Swiss nationwide empirical study of the determinants of grade retention, its effects on learning, and its social and emotional consequences. Results show that the decision for grade retention does not rest only on ...
This article presents a summary of results from a Swiss nationwide empirical study of the determi... more This article presents a summary of results from a Swiss nationwide empirical study of the determinants of grade retention, its effects on learning, and its social and emotional consequences. Results show that the decision for grade retention does not rest only on the pupil's actual academic performance but also on the teacher's attitudes and evaluations. With regard to improvement in learning, the study yields contrasting shortand medium-term results: They are positive in the case of same-grade comparisons and negative when same-age comparisons are applied. However, globally, the effectiveness of grade retention is rather unsatisfactory, particularly when one considers its long-term consequences, although there is no evidence of negative social or emotional consequences. It is nevertheless suggested that grade retention should be avoided at the primary school level.
This article presents a study of grade retention as it 'naturally' occurs, focusing on teachers' ... more This article presents a study of grade retention as it 'naturally' occurs, focusing on teachers' role in the process leading to retention or promotion for comparable peers. Achievement and IQ were measured prior to the retention decision. A total of 4248 second grade students initially participated in the study, of which 2.3% were retained. Eighty-three retained students were involved in the study, and matched with 83 low-achieving peers. Measures at the teacher's level included attitude towards the efficiency of retention, towards criteria that ought to be taken into account in the decision and general attribution of children's difficulties in school. Teacher decision-making shows internal consistency but seems biased when objective criteria are examined. The probability of a child being retained was substantially influenced by teachers' attitude towards the efficiency of retention as well as by their evaluations of developmental maturity, intellectual potential and their achievement expectancies in language.
Background: Even though muscularity dissatisfaction has important health and psychological implic... more Background: Even though muscularity dissatisfaction has important health and psychological implications, the co-occurrence of body dissatisfaction and muscularity dissatisfaction in men's body image disturbances and disordered eating is not well established. Furthermore, men's body image disturbances are associated with depression and low levels of self-esteem. The aim of the present study is to identify a typology of young men based on levels of muscularity dissatisfaction, body dissatisfaction, and self-esteem, and to explore differences between cluster groups according to levels of depression and media influences. Methods: Participants completed a figure-rating scale to assess dissatisfaction with muscularity and self-report questionnaires assessing body dissatisfaction, self-esteem, depressive symptoms, media influences, and disordered eating. All variable values were centered. Results: The sample consisted of 328 normal-weight French men (mean age 21.9; SD = 2.4). Cluster analyses yielded three groups characterized by high levels of muscularity dissatisfaction and intermediate levels of body dissatisfaction and self-esteem for Cluster 1 by low levels of muscularity dissatisfaction and body dissatisfaction and high levels of self-esteem for Cluster 2, and by high levels of muscularity dissatisfaction and body dissatisfaction and low levels of self-esteem for Cluster 3. Cluster 3 had the highest levels of depressive symptoms and a significant rate of disordered eating. Conclusion: Dissatisfaction with muscle mass and body dissatisfaction may co-occur in a significant minority of young men, and this association can lead to a greater risk for depression and disordered eating. These results may have implications in the understanding and prevention of men's body image disturbances, knowing that normal-weight men are usually considered a low-risk group for body image disturbances.
This paper presents a study of the relationship between emotions and autobiographical narratives ... more This paper presents a study of the relationship between emotions and autobiographical narratives by preschoolers (aged 3 to 5 years). The children (N = 39) actively participate in a short scenario (the Geneva Emotion-Eliciting Scenario, GEES), whose central theme is the separation of two friends. The children were then asked to narrate this event. The emotions experienced by the child throughout the scenario were analyzed by means of facial expression coding (KIDIES). Coding of childrens' narratives was based on a content analysis.
Dans le contexte de l'intégration scolaire, la gestion de la classe et des comportements des élèv... more Dans le contexte de l'intégration scolaire, la gestion de la classe et des comportements des élèves représente un défi de taille. Notre étude décrit les perceptions qu'ont de futurs enseignants suisses et québécois de leur capacité à appliquer des stratégies efficaces de prévention et de gestion des comportements difficiles en classe. Les résultats mettent en évidence des différences liées à la nationalité des participants, et confirment parti-ellement les résultats de recherches antérieures montrant que les enseignants estiment manquer de cours portant sur la gestion de classe lors de leur formation, et se sentent peu compétents dans ce domaine. Enfin, les enseignants attribuent leurs compétences actuelles plutôt à leurs expériences pratiques qu'à leur formation théorique.
Professeur, Haute école pédagogique, Lausanne L' entrée à l'école est un moment crucial dans la v... more Professeur, Haute école pédagogique, Lausanne L' entrée à l'école est un moment crucial dans la vie d'un enfant et de sa famille, en particulier lorsque des besoins éducatifs particuliers (BEP) ont été identifiés en amont. Cette situation particulière peut rendre complexe cette première rencontre formelle et obligatoire entre l'enfant et l'institution publique chargée de sa formation en tant que futur·e citoyen·ne. Dans cet article, je décris les enjeux relevant du clash entre les normes du développement psycho-logique et de l'école ainsi que les pistes permettant de faciliter les transactions entre milieu familial et milieu scolaire lors de cette transition essentielle et de celles qui suivent. 1. Diverses diversités Si l'on étudie de manière longi-tudinale une cohorte d'enfants du même âge (strictement) à partir d'un moment donné (t 1) et que l'on mesure sur plusieurs temps de mesure (de t 2 à t n) une quelconque série d'habiletés, plusieurs formes de diversités vont se manifester dans les résultats de l'échantillon, qui peuvent être décrites sur les plans suivants : (1) Interpersonnel : pour chaque domaine évaluable de façon quantitative (par un quotient de développement, par exemple), on va se retrouver, par définition, avec une variabilité interpersonnelle. Cette variabilité manifeste certai-nement pour une part la diversité qui caractérise notre espèce, mais il faut ajouter qu'elle est également tributaire de la méthode d'éva-luation utilisée. On ne mesure en effet pas ce qui ne varie pas. Ainsi, si tout un chacun disposait d'une caractéristique psychologique, d'une connaissance, d'une qualité morale ou d'une aptitude qui serait répartie de façon égale dans la population, celle-ci ne serait pas incluse dans la description statis-tique de cette même population. Les normes de développement et les divers seuils utilisés reposent entièrement pour leur dévelop-pement sur la variance statistique des mesures qui la composent. Cette problématique est présente dès l'adoption des premières lois d'obligation scolaire : d'emblée
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