Bien-être perçu, performances scolaires et qualité de vie des enfants à l’école et au collège : étude longitudinale

Abstract

Cette étude vise à décrire différents profils de bien-être à l’école et au collège et à déterminer si ces profils sont associés aux performances académiques, à la satisfaction scolaire et à la qualité de vie globale des élèves évaluées un an plus tard. Pour cela, 557 élèves scolarisés à l’école primaire (N = 253) et au collège (N = 354) ont été suivis pendant deux années scolaires. Les analyses réalisées ont permis de distinguer 3 profils de bien-être à partir des scores obtenus aux différentes dimensions du questionnaire BE-Scol (Guimard et al ., 2015) lors de la première année : les enfants Satisfaits et sereins (SS), Peu satisfaits mais sereins (PSS) et Peu satisfaits et inquiets (PSI). Par ailleurs, ces profils apparaissent liés aux performances académiques, à la satisfaction scolaire et à la satisfaction de vie des élèves évaluées la deuxième année. Ces résultats confirment l’intérêt d’une évaluation multidimensionnelle du bien-être à l’école et son rôle dans la réussite scolaire et la qualité de vie des enfants.

Children’s explicit and implicit school satisfactions

“…As expected, I found that schools' SES does not have a significant impact on children's overall positive explicit perception of school. This result is coherent with previous works showing that self-reported, explicit school satisfaction is unrelated or at best modestly related to children's SES or to the average SES of their school (Bacro et al, 2017;Baker and Maupin, 2009;Elmore and Huebner, 2010). To the contrary, using a specifically designed Implicit Association Test, I did find a significant effect of schools' SES on children's implicit school satisfaction.…”

“…Moreover, the fact that children attending medium-SES schools are more positively disposed toward school than those attending low-SES schools corroborates Bourdieu and Passeron's hypothesis (1964;1970) according to which habitus of students from medium-and high-SES backgrounds are more favorable to school success than those of low-SES students. Previous studies have indeed established a link between positive perception of school and high academic performance (e.g., Bacro et al, 2017;Fenouillet et al, 2014;Suldo et al, 2006).…”

“…Such an acculturation process is potentially destabilizing and stressful for these children, which could lead them to develop a less positive perception of school than higher-SES children. This would contribute to explaining why medium-and high-SES children obtain better academic results, since several studies conducted in France and in other countries have found a positive link between students' school satisfaction and academic performance (e.g., Bacro, Guimard, Florin, Ferrière & Gaudonville, 2017;Fenouillet, Heutte, Martin-Krumm and Boniwell, 2014;Suldo, Riley and Shaffer, 2006).…”

“…Quite surprisingly, however, empirical data do not seem to support this prediction. As summarized by Elmore and Huebner (2010, p.526), "school satisfaction has been found to be unrelated or related modestly at best to demographic variables, such as gender, age, and socioeconomic status" (see also Baker and Maupin, 2009;Bacro et al, 2017) 2 . In this study, I hypothesize that previous works failed to observe a link between school satisfaction and students' SES or schools' SES because of the methodology used.…”