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RESEARCH PRODUCT

The socio-ecological and personal determinants of school performance and motivation of high school students

subject

description

For decades, and with the work of Moos (1979) and Walberg (1969), educational research has consistently demonstrated the importance of the personal characteristics of students and the socio-ecological characteristics of the classroom in determining the affective and cognitive development of students.Unfortunately, no research on this subject has been done in France with high school students. This is why we set ourselves the objective of studying the environmental and personal determinants of high school students' academic performance and motivation. Using the L.E.I (Walberg, 1969) and EMMAS (Ntamakiliro et al., 2000) measurement scales, as well as data collection from 405 students enrolled in 2nd, 1st and 10th grades, this research proposes, first, to study the effects of contextual and organizational characteristics and of the social climate of the classroom on school performance and motivation. Secondly, it analyzes the effects of personal characteristics and individual perception of the classroom climate on achievement and motivation for learning.The results of the analyses show that individual perceptions of the classroom climate are determined in particular by gender, parents' socio-professional category, school history and level of education. The social climate of the classroom, on the other hand, depends on organizational and contextual characteristics. It also appears that the dimensions relating to the social climate of the classroom have an explanatory power for success and motivational drive in our sample. In the same way that individual perception of the classroom social climate is a direct and mediating predictor of academic achievement and motivation.