Amélie Courtinat-Camps

Typology of Self-Concept of Adolescents in France: A Comparison of Gifted and Nongifted French High School Students

This study sought comprehension of several specifics concerning the self-concept of gifted high school students in France. Eighty-four gifted high school students (IQ ≥ 130) between the ages of 13 and 18 were matched with 84 nongifted high school students possessing the same gender, family background, and academic characteristics. Each of these adolescents completed the GPS technique (Genèse des Perceptions de Soi [Genesis of the Self-Concept]), the Self-Description Questionnaire II (SDQII), and the self-evaluation questionnaire concerning the perception of self and of giftedness. Clusters of adolescents were formed on the basis of data provided by these three tools. Using a descending hierarchical classification, results suggested a distinct four-cluster solution, as well as differences between clusters depending on IQ score, gender, socioeconomic background, and academic performance.

Alternance et orientation : vers de nouvelles formes d’adhésion à l’apprentissage salarié de niveau V

Resume L’objectif de cet article vise a analyser les specificites du sens que des apprentis inscrits en premiere annee de Certificat d’Aptitudes Professionnelles (niveau V) accordent a leur orientation. L’enquete par questionnaires menee aupres de 353 jeunes, a permis d’isoler, a partir d’une analyse multi-variee (Classification Hierarchique Descendante) quatre formes d’adhesion a l’apprentissage qui ne doivent pas etre systematiquement mises en lien avec l’origine socio-familiale et les difficultes du parcours scolaire anterieur. L’orientation vers l’apprentissage ne peut etre uniquement expliquee a partir du desamour pour la forme scolaire. Elle suscite aussi des formes de mobilisation positive qui temoignent de la maniere dont ces jeunes tentent de s’appuyer sur ce dispositif de formation pour donner un sens a leur existence.

The Heterogeneity of Self-Portraits of Gifted Students in France

The objective of this research is to understand the diversity of gifted students’ self-representations through self-portrait analysis. Two hundred twenty-seven French gifted students (intelligence quotient ≥ 130; 45 girls, 182 boys), aged from 9 to 15 years completed the GPS instrument (Genèse des Perceptions de Soi [Genesis of the Self-Concept]). The authors analyzed data with ALCESTE content analysis software (Reinert, 2003). Using a descending hierarchical classification, results suggested a distinct six-class solution, as well as differences between classes depending on degree of academic achievement, age, type of schooling, and gender. These results do not support the notion that gifted students represent a homogeneous population in regard to their self-perceptions.