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Aspirer à une carrière mathématique : quel rôle jouent le soutien et les attentes de l'enseignant chez les filles et les garçons ?

Jaegers, Doriane; Lafontaine, Dominique

2020 • In Revue Française de Pédagogie, 208

Peer reviewed

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https://hdl.handle.net/2268/252474

DOI
10.4000/rfp.9451

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Keywords :

genre; mathématiques; orientation

Abstract :

[fr] 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.

Disciplines :

Education & instruction

Author, co-author :

Jaegers, Doriane ; 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 :

Aspirer à une carrière mathématique : quel rôle jouent le soutien et les attentes de l'enseignant chez les filles et les garçons ?

Alternative titles :

[en] The gender gap in math-related career aspirations: how do teachers' support and expectations matter?

Publication date :

December 2020

Journal title :

Revue Française de Pédagogie

ISSN :

0556-7807

Publisher :

Institut Pedagogique National, France

Volume :

208

Peer reviewed :

Peer reviewed

Funders :

F.R.S.-FNRS - Fonds de la Recherche Scientifique

Available on ORBi :

since 12 November 2020

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