L’engagement scolaire des jeunes à hauts potentiels : rôle de la relation avec les enseignants et les pairs

Cuche, Catherine;Genicot, Anne-Sophie;Goldschmidt, Isabelle;Van de Moortele, Gaëlle
(2010) Enfance — Vol. 2010, n° 01, p. 111 (2010)

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Authors
  • Cuche, CatherineUCLouvain
    Author
  • Genicot, Anne-SophieUCLouvain
    Author
  • Goldschmidt, Isabelle
    Author
  • Van de Moortele, GaëlleUCLouvain
    Author
Abstract
(en) This study examined the links between school commitment of gifted children and their relationship with peers and teachers. In the general population, the impact of these variables on several indexes of school commitment, as school achievement, school attendance or learning motivation, was emphasized. The study was conducted on the data of an outpatient sample including 393 gifted children from 4 to 18. The analyses took school grades into account. The results indicated that the relationship with teachers was significantly correlated with the school commitment of gifted children, assessed through their attitude about learning and their school achievement. On the other hand the relationship with peers was uncorrelated with school commitment.
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Cuche, C., Genicot, A.-S., Goldschmidt, I., & Van de Moortele, G. (2010). L’engagement scolaire des jeunes à hauts potentiels : rôle de la relation avec les enseignants et les pairs. Enfance, 2010(01), 111. https://doi.org/10.4074/S0013754510001102 (Original work published 2010)