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RESEARCH PRODUCT

Les déterminants personnels du bien-être de l’écolier, de ses satisfactions en classe et de sa performance scolaire

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This work focuses on the study of personal determinants of pupils' achievement and reactions toward class (well-being; satisfaction with teacher, learning and class). A theoretical model is tested by commonality analysis and refined by causal paths analysis. The results show that external and cognitive prior characteristics (age, gender, socio-occupational background, academic record) have direct effects on criteria variables, and indirectly via the attitudes toward school (negative feelings; scholastic interest; aspirations for future studies; "scholastic anxiety, worry and stress"; fun school). Using two structural models, we explained 39 % of the variance in academic achievement, and from 19 to 39 % in the reactions toward class. This study shows that academic performance determines well-being and satisfaction with teacher, but it is not subject to any influence from the pupils' reactions. This study provides a profile of the pupil who gets good academic achievement and shows positive reactions toward class.