REGARD PARENTAL SUR LES DEVOIRS ET LES LEÇONS EN FONCTION DES CARACTÉRISTIQUES FAMILIALES ET DU RENDEMENT DE L’ÉLÈVE
Bibliographic record
Abstract
L’étude s’intéresse à certains aspects des devoirs et des leçons par l’entremise d’analyses menées à partir de regroupements de familles en fonction de la structure familiale, de la scolarité des parents et du rendement scolaire de l’enfant. L’échantillon est composé de 465 parents d’élèves de 1re et de 4e années du primaire. Les données ont été recueillies à l’aide de questionnaires autoadministrés au cours de la première année de l’étude. Les analyses de comparaison révèlent que les familles non traditionnelles et que les familles dont l’enfant éprouve des difficultés scolaires sont plus rébarbatives aux devoirs et aux leçons. Ces mêmes familles en perçoivent moins l’utilité que les autres. Les familles moins scolarisées et les familles ayant un enfant en difficulté se sentent moins compétentes pour intervenir de manière adéquate dans les devoirs et les leçons. Il appert que les besoins et les limites de ces familles doivent être pris en considération par les enseignants dans le cadre de l’assignation des devoirs et des leçons. Mots clés : devoirs et leçons, caractéristiques familiales, participation des parents, élèves du primaire In the present study, various aspects of homework were examined in a sample of 465 parents of first and fourth grades students in relation to family structure, parent’s education and school achievement. Data were collected through self-report questionnaires during the first year of the study. Analyses show that non traditional families and families of children with learning difficulties are less willing to help with homework. Those families don’t perceive its benefits as much as other families do. Less schooling families and families of children with learning difficulties have low self-efficacy to intervene adequately in homework. Family needs and limits must be taken into consideration by teachers when assigning homework. Key words: homeworks and lessons, family characteristics, parents involvement, pupils of primary education
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
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; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
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".