Les liens entre les expériences relationnelles vécues au secondaire, l'estime de soi et la détressse psychologique des apprenants 16-24 ans au sein des centres d'éducation des adultes
Bibliographic record
Abstract
La rdaction de ce mmoire reprsente pour moi l'aboutissement d'un grand rve.Je remercie d'abord Mme Julie Marcotte qui occupe une place importante dans mon cheminement scolaire.Mme Marcotte a su me faire confiance ds le dbut de mes tudes en me permettant de me joindre ces travaux sur la russite et la persvrance scolaires des jeunes adultes.Je tiens souligner la grande gnrosit de Mme Marcotte qui m ' a offert l'opportunit de dvelopper mes connaissances et mes champs d'intrts pour la recherche tout en ayant le souci de s'ajuster ma ralit professionnelle et familiale.Je remercie les directions des centres d'ducation des adultes qui ont permis que cette tude puisse se raliser.Un merci tout spcial aux lves qui se sont ports volontaires pour rpondre aux questionnaires et participer aux entrevues.Je remercie mon conjoint et notre garon pour leur patience et leur soutien.Leur prsence me permet de relever tous les dfis.Une pense toute spciale pour milie.Finalement, je dois mentionner que l'octroi d'une bourse du Conseil de recherche en sciences humaines du Canada a grandement facilit l'accomplissement de ce projet.The link between relational experiences in high school and CUITent self-esteem and psychological distress of young women aged 16 to 24 attending adult education centres Abstract Retuming dropouts in second chance schools constitute an heterogeneous group with distinct pathways, histories and needs.The present study focuses on a group of 202 women aged 16 to 24 who chose to re-enter or pursue their education in second chance schools' settings.The purpose of this study is to explore the links between the decision to drop out, relational experiences in high school, and self-esteem and psychological di stress of young women enrolled in Qubec's adult education centres.The study also highlights young women's perceptions of differences between a high school settings and adult education settings.The results show that previous relational experiences in high school play a significant role in the CUITent adjustment of young women and the decision to either pursue or retum after dropping out to second chance education.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.007 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".