Fréquenter des pairs très performants n'a pas que des vertus: impact de l'école ou de la classe fréquentée sur le concept de soi scolaire (Le BFLPE)

Dupont, Virginie; Lafontaine, Dominique

doi:10.4000/rfp.5037

Article (Scientific journals)

Fréquenter des pairs très performants n'a pas que des vertus: impact de l'école ou de la classe fréquentée sur le concept de soi scolaire (Le BFLPE)

Dupont, Virginie; Lafontaine, Dominique

2016 • In Revue Française de Pédagogie, 195, p. 63-86

Peer reviewed

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https://hdl.handle.net/2268/216694

DOI
10.4000/rfp.5037

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Keywords :

Self-concept; School; Environment; Confiance en soi; école; classe; environnement; système éducatif

Abstract :

[fr] Cette note de synthèse porte sur un phénomène connu sous le nom de « Big-Fish-Little-Pond effect » (BFLPE; l’effet « gros poisson dans le petit étang »). Les études consacrées à cet effet montrent que la fréquentation d’une école ou d’une classe aux performances moyennes élevées peut ne pas être favorable sur le plan socio-affectif. Plus précisément, il apparait qu’à performances individuelles équivalentes, fréquenter une école ou une classe aux performances élevées est associé à un concept de soi académique plus faible. Cet effet dû aux comparaisons sociales réalisées avec le groupe de référence que constitue l’école ou la classe est par ailleurs présent dans une large majorité de pays et touche l’ensemble des élèves quels que soient leurs caractéristiques.

Disciplines :

Education & instruction

Author, co-author :

Dupont, Virginie ; Université de Liège - ULiège > Département des Sciences de l'éducation > Analyse des systèmes et pratiques d'enseignement

Lafontaine, Dominique ; Université de Liège - ULiège > Département des Sciences de l'éducation > Analyse des systèmes et pratiques d'enseignement

Language :

French

Title :

Fréquenter des pairs très performants n'a pas que des vertus: impact de l'école ou de la classe fréquentée sur le concept de soi scolaire (Le BFLPE)

Alternative titles :

[en] Being assigned to highly performing groups is not always beneficial: impact of the class or school attended on academic self-concept

Publication date :

2016

Journal title :

Revue Française de Pédagogie

ISSN :

0556-7807

Publisher :

Institut national de recherche pédagogique, Paris, France

Volume :

195

Pages :

63-86

Peer reviewed :

Peer reviewed

Available on ORBi :

since 06 December 2017

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