Aspirer à une carrière mathématique
Quel rôle jouent le soutien et les attentes de l’enseignant chez les filles et les garçons
Bibliographic Data
| ID | 14779237 |
|---|---|
| Authors | Doriane Jaegers (0009-0000-6437-0420), Danielle Lafontaine (0000-0003-1497-4634), Dominique Lafontaine |
| Year | 2020 |
| Volume | 208 |
| Pages | 31-47 |
| Publication date | 2020-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revue française de pédagogie (JOURNAL) |
| Journal identifiers | ISSN: 0556-7807 • E-ISSN: 2105-2913 |
| Publisher | OpenEdition (PUBLISHER) |
| DOI | 10.4000/rfp.9451 |
| OpenAlex | W3123035434 |
| Language | FR |
| References cited | 42 |
Cette étude vise à expliquer les aspirations aux carrières à forte composante mathématique des filles et des garçons en interrogeant d’une part des variables motivationnelles telles que le sentiment d’auto-efficacité, le concept de soi, l’utilité et l’intérêt en mathématiques et d’autre part la perception qu’ont les élèves du soutien social, du soutien académique et des attentes de l’enseignant. Menée en Fédération Wallonie-Bruxelles sur un échantillon de 1 091 élèves de 5e secondaire, cette recherche souligne l’influence importante, tant chez les filles que chez les garçons, de la perception des attentes de l’enseignant et de l’utilité des mathématiques. Chez les filles, le sentiment d’auto-efficacité s’avère également une variable déterminante pour leurs aspirations à des carrières mathématiques
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| Highly cited | No |
|---|