Pierre Potvin

Typology of students at risk of dropping out of school: Description by personal, family and school factors

The purpose of this study was to identify the different subgroups of students at risk of dropping out of school. The typology was developed based on the three main contexts associated with school dropout risk, namely, the personal, family and school contexts. On the basis of these factors, the clustering results enabled us to categorize at-risk students into four subgroups: (1) the Anti-Social Covert behavior type, (2) the Uninterested in school type, (3) the School and Social Adjustment Difficulties type, and (4) the Depressive type. Moreover, considering all the contexts involved in school dropout, the clustering technique confirms the importance of behavior problems and learning difficulties, while emphasizing the significance of both depression and the family and classroom environments in the development of dropout risk. Students at risk of dropping out of school report many family organisational problems and that they obtain little emotional support from their parents. They also perceive little order or organisation in the classroom.RésuméLe but de cette étude est d’identifier les différents sous-groupes d’élèves à risque de décrochage scolaire. La typologie développée se base sur les trois principaux contextes associés au risque de décrochage scolaire: le contexte personnel, familial et scolaire. Les analyses nous permettent de classer les élèves à risque de décrochage scolaire selon quatre sous-groupes: (1) le type comportements antisociaux cachés, (2) le type peu intéressé par l’école, (3) le type présentant des difficultés d’adaptation sociales et scolaires et (4) le type dépressif. En considérant tous les contextes impliqués dans le risque de décrochage scolaire, la typologie souligne non seulement l’importance des troubles du comportement et des difficultés d’apprentissage dans le risque de décrochage scolaire mais identifie aussi la contribution importante d’une part de la dépression des élèves et, d’autre part, du contexte familial et scolaire. En effet, ces élèves rapportent qu’ils ont peu de support émotif de leurs parents et qu’ils vivent plusieurs problèmes d’organisation familiale. Enfin, ils perçoivent peu d’ordre et d’organisation dans la classe.

Croyances d’enseignants de la maternelle et du primaire à l’égard du redoublement

Des enseignants ( N = 230) ont repondu a un questionnaire sur leurs croyances au sujet des effets du redoublement. L’analyse des donnees revele que ces enseignants attribuent de nombreux avantages au redoublement. L’analyse de la variance fait ressortir des differences significatives entre les croyances exprimees. Les repondants n’ayant pas pris connaissance des resultats de la recherche croient davantage aux bons effets du redoublement, de meme que ceux dont le diplome est un brevet plutot qu’un baccalaureat ou une maitrise. Two hundred and thirty teachers responded to a questionnaire on their beliefs about the effects of repeating a grade. An analysis of the data showed that these teachers see many advantages in repeating. Variance analysis brought out sig- nificant differences in the beliefs expressed. Respondents who were not aware of the research in this field were more likely to believe in the benefits of repeating, as did those with a teaching certificate rather than a bachelor’s or master’s degree.

Behaviour Disorders, Social Competence and the Practice of Physical Activities among Adolescents.

Abstract Behaviour disorders represent a major concern in todays schools. One widely used method to address these problems has been social skills training. To date, the efficiency of this training is modest with respect to the transfer, maintenance and generalization of the newly learned skills. The goal of this study is to compare the profiles of behaviourally disordered (BD) students with non-behaviourally disordered (non-BD) students with respect to variables associated with social skills, psychosocial adjustment, physical activity and certain health habits. This correlational study uses a sample of 12-14-year-old students from the region of Que´bec City, which includes identified BD students as well students not identified as BD. Analysis of the results reveals that the BD students show lower levels of social skills, cooperation, self-esteem and self-efficacy. In addition, the results show that non-BD students participate in more organized sports activities than do their equally active BD peers, who tend to practice non-organized sports activities. In conclusion, the authors propose different intervention approaches for use in social skills training programmes for students with behavioural disorders.

Comparison of Quebec and British teachers' beliefs about, training in and experience with attention deficit hyperactivity disorder

Abstract This study compares belief patterns of teachers from Quebec and Britain about attention deficit hyperactivity disorder (ADHD). It also compares teacher training in ADHD in both countries, as well as their experience with students who have this disorder. The results indicate that: (1) teacher belief patterns about ADHD in Quebec and Britain are different, although teachers from both countries have predominant beliefs about ADHD that are of an allopathic medical nature; (2) British teachers have received less information on ADHD in their initial training than Quebec teachers; and (3) British teachers are contacted more often than Quebec teachers by doctors when they have a youngster using medication to treat ADHD in their classroom. Results are discussed from a sociological and an educational perspective.