ROLE MEDIATEUR DE LA COMPETENCE DE L'ENFANT A L'ENTREE A L'ECOLE DANS LA RELATION ENTRE LES CARACTERISTIQUES FAMILIALES ET SON ADAPTATION SCOLAIRE
Bibliographic record
Abstract
Cette etude verifie le role mediateur des competences de l ʹ enfant a l ʹ entree a l ʹ ecole, dans la relation entre les caracteristiques familiales (environnement et soutien) et l ʹ adaptation scolaire (rendement scolaire et competence sociale). Les 315 familles ont ete evaluees au debut de la maternelle et a la fin de la premiere annee. Les analyses d ʹ equations structurelles montrent que seul le lien entre soutien familial et adaptation scolaire est mediatise par les competences de l ʹ enfant a l ʹ entree a l ʹ ecole. Neanmoins les caracteristiques de l’environnement familial sont liees directement a la qualite de l’adaptation scolaire de l’enfant. Les considerations theoriques et cliniques de ces resultats sont discutees dans le cadre de la prevention des problemes d ʹ adaptation scolaire. Mots cle: adaptation scolaire; environnement familial; soutien familial; competences individuelles; mediateur; prevention This study examines the mediating role of a child’s skill set at school entry in the relationship between family characteristics (environment and support) and school adjustment (academic performance and social skills). Three hundred and fifteen families were evaluated at the beginning of kindergarten and the end of the first year. An analysis of the structural equations suggests that a child’s skill set at school entry mediates only the link between family support and school adjustment. However, family environment characteristics are directly linked to the quality of a child’s school adjustment. The theoretical and clinical considerations of these results are discussed in the context of preventing school adjustment problems. Key words: school adjustment, family environment, family support, individual skills, mediating, prevention
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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 | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".