The main purpose of this study is determining the correlations between personality traits, academic mental skills and educational outcomes using a quantitative methodology, based on a non-experimental, correlational study. In addition, the following variables are taken into consideration: gender, grade averages and school cycle. The sample is composed of 695 students: these are two institutions (middle and high school) under the provincial direction of Mediouna. In order to gather the information, participants were asked to complete the 16pf 5 questionnaire and scale measuring academic mental skills. Note that the results obtained are processed by the IBM SPSS 23 software. The results demonstrate that the 16 personality scales of the Cattell 16PF5 test and the 9 school grades have significant correlations: 77.77% of all correlations, with essentially the following factors: abstractedness, tension, emotional stability, dominance, social-boldness, vigilance and apprehension maintain (8/9) significant and positive relationships with 38.88% and low intensity (r = 0.031 to 0.0465). Additionally, mental skills (affective, cognitive and metacognitive strategies) and grades have significant correlations with 70.37% of all calculated correlations, with low, average and/or positive, negative intensities, according to each strategy with each grade of school subjects. In the end, it is necessary to make considerable efforts to better understanding the multidimensionality of school success and to ensure an effective and relevant pedagogical intervention.

Introduction. Today, the act of teaching has become increasingly intricate. Multiple fields of science now aid in comprehending this complexity, enabling instructors to support learners through-out their educational journey.Aim. The main aim of this study is to determine cognitive and metacognitive thinking process of students and their teachers during a problem-solving situation.Research methodology and methods. The authors used think-aloud protocol (TAP) in which students (12 participants at the same level) were asked to verbalise their thoughts during a learning activity (math exercise and written production). Similarly, during a pedagogical intervention, nine participants with varying levels of professional experience were required to articulate their professional practices as educators. It should be noted that our approach is purely qualitative following Ericsson and Simon’s approach, from data collection step to coding system and processing of these data.Results and scientific novelty. The results showed that half of the students solved well what was asked in the problem-solving situation, contrary to the other participants who found particular difficulties in each type of situation proposed (in math and in written production). For the teachers, their verbalisations tend towards three aspects with a degree of dominance for each teacher. The authors consider hat their research is a first step towards a new approach of evaluation of the teaching-learning act that includes both the teacher and the learners simultaneously.Practical significance. The results obtained can be used by pedagogical practitioners to better understand how their learners think on the one hand and develop their professional practices on the other.

The main objective of this study is to determine the effect of socio-familial characteristics, gender, class repetition, and extracurricular activities on school results using a quantitative methodology, based on a non-experimental and correlational study. The sample was composed of 695 students from two schools (middle and high school) in the provincial administration of Mediouna. In order to collect the information, the participants were asked to fill in a questionnaire on their personal and socio-family data. The results obtained were processed by IBM SPSS 26 software. The results showed that the effect of socio-familial characteristics had a partially significant relationship with school grades with a weak effect. Same for class repetition, revision aid and extracurricular activities contribute significantly to school grades variation. Some have highly significant and significant effects for others with a weak partial square condition, on several school subject scores, namely, revision help on the physical education and sports score, extracurricular activities on the physics and chemistry score, etc. In short, considerable effort is needed to better understand the multidimensionality of school success and to ensure effective and relevant educational intervention.