La prédiction du décrochage scolaire d'élèves du secondaire à partir de leurs perceptions de facteurs du milieu familial et du climat de classe

Sandy Nadeau; Anne Lessard; Rollande Deslandes

Authors

Sandy Nadeau Université de Sherbrooke
Anne Lessard Université de Sherbrooke
Rollande Deslandes Université du Québec à Trois-Rivières

Keywords:

school dropout, parenting style, parental involvement in school monitoring, classroom environment, socioeconomically disadvantaged background

Abstract

This predictive correlational study focuses on the contribution of students’ perceptions of parenting style, parental involvement in school monitoring, and the classroom’s environment on the risk of dropping out of school. The perceptions of junior high school students (n=92) living in a socioeconomically disadvantaged neighborhood were collected through surveys. Hierarchical regression analyses show that their perceptions of parental guidance and involvement, parent-adolescent interactions, and classroom environment predicted the risk of dropping out of school. The results also suggest that students’ perceptions of parent-adolescent interactions and classroom environment jointly contribute to predicting the risk of dropping out of school.

Author Biographies

Sandy Nadeau, Université de Sherbrooke

is a professor in the Department of Preschool and Elementary Education at the Université de Sherbrooke in the field of children’s social, family, and school relationships. She is interested in the adaptation of students in socially vulnerable situations, based on interactions between family, school, and social environments. Her work focuses on the practices of players in and around the classroom (e.g., family, school, or community players) who encourage the involvement of students or their parents. From a social justice perspective, families from disadvantaged backgrounds are at the heart of her research interests. Sandy.Nadeau2@USherbrooke.ca

Anne Lessard, Université de Sherbrooke

is dean of the Faculty of Education at the Université de Sherbrooke. Since 2004, she has been a professor in the Department of Social and Academic Adjustment Studies. For over 10 years, she held the CSRS Research Chair in Student Engagement, Integration, and Success, which focused on dropout prevention using promising pedagogical practices and community initiatives in support of student retention. Students with learning and social difficulties, school dropout and its prevention, the role that non-school players can play in these initiatives, and the important role played by teachers are at the heart of her research. Anne.Lessard@USherbrooke.ca

Rollande Deslandes, Université du Québec à Trois-Rivières

holds a Ph.D. in educational psychology and is an Emeritus and Associate Professor in the Department of Educational Sciences at the Université du Québec à Trois-Rivières. Since 1997, she has been a researcher at the Centre de recherche et d’intervention sur la réussite scolaire (CRIRES). Initially a regular and special education teacher, over the past 25 years she has developed national and international expertise in school-family-community collaboration and the influence of the family environment on the educational success of young people. She has also been involved in pre-service and in-service teacher training in school-family-community relations. Rollande.Deslandes@uqtr.ca

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Prediction of high school dropout based on students’ perceptions of their home and classroom environments

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Keywords:

Abstract

Author Biographies

Sandy Nadeau, Université de Sherbrooke

Anne Lessard, Université de Sherbrooke

Rollande Deslandes, Université du Québec à Trois-Rivières

References

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