Le sentiment d’appartenance à l’école : une analyse conceptuelle
Bibliographic record
Abstract
Le sentiment d’appartenance a l’ecole est considere comme un phenomene qui favorise la reussite scolaire et l’adaptation des jeunes a l’ecole. Malgre son importance, les etudes ne permettent pas d’en arriver a une representation conceptuelle exhaustive de ce concept. Cet article vise a identifier les attributs definitionnels du sentiment d’appartenance a l’ecole dans le but de favoriser sa comprehension. La methode conceptuelle privilegiee est celle de Walker et Avant (2011) qui comporte huit etapes distinctes permettant de mener un tel examen. La revue de la documentation a ete menee par le biais de moteurs de recherche generalistes (p. ex. : Google, Google Scholar) et specialises (p. ex. : PsyInfo, Eric, Francis) en considerant les definitions en langues anglaise et francaise. En se basant sur l’analyse conceptuelle ayant ete menee, quatre attributs definitionnels sont suggeres. L’eleve doit : (1) ressentir une emotion positive a l’egard du milieu scolaire ; (2) entretenir des relations sociales positives avec les membres du milieu scolaire ; (3) s’impliquer activement dans les activites de la classe ou celles de l’ecole ; (4) percevoir une certaine synergie (harmonisation), voire une similarite, avec les membres de son groupe. En plus d’etre abordes dans la perspective des principaux modeles theoriques en sciences de l’education qui tiennent compte du sentiment d’appartenance a l’ecole, ces attributs ont donne lieu a l’elaboration d’une nouvelle definition que nous presentons dans le present article.
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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 | 0.005 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.003 | 0.007 |
| Scholarly communication | 0.008 | 0.008 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 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; 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".