Ressources personnelles et détresse psychologique en lien avec le rendement scolaire et le stress chez des élèves de quatrième secondaire.

The goal of this study is to predict school performance and psychological distress from three indicators of distress, two personal resources, gender and, from an exploratory variable entitled "anxiety before exams". Data was collected from 374 French Canadian speaking (grade 10) teenagers. They completed questionnaires on psychological stress, depression, loneliness, feelings of self-efficacy, and self-esteem. School performance scores were obtained at the end of the first semester. Findings indicated that girls, as compared to boys, were more threatened by daily hassles, showed more psychological distress and less personal resources, but obtained a similar score of school performance even though they felt much more worried before exams. Both regression analyses showed that school performance (7% of the variance obtained) and psychological stress (58% of the variance obtained) are significantly associated with the variables introduced in this study. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Les liens entre I'autonomie de I'adolescent, la collaboration parentale et la réussite scolaire.

Examined differences in adolescents' levels of autonomy as a function of parenting and parental involvement practices and yearend averages. The construct of autonomy addresses the adolescents' psychosocial maturity. Using data from 872 adolescents living in Quebec, the authors found that: (a) adolescents' autonomy and, more specifically, work orientation followed by self-reliance and identity, individually contributed to the prediction of school grades; (b) parental warmth, supervision, psychological autonomy granting and affective support show a positive relationship with work orientation; parent-adolescent interactions on daily school matters are negatively related to autonomy, work orientation and identity; (c) autonomy, and mainly, work orientation and self-reliance act as mediators between parenting, parental involvement and school grades. Thus, adolescents who perceive their parents as expressing warmth and affective support, as monitoring adequately, and as encouraging them to express individuality within the family are more likely to work harder, to experience satisfaction in well-done work, to show initiative, and to succeed better than their peers. Longitudinal studies are needed to examine the possible reciprocal relation between adolescents' autonomy and parenting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)