La dimension affective du rapport à l'écrit d'élèves québécois
Bibliographic record
Abstract
Comprendre le rapport a l’ecrit des eleves est essentiel pour agir sur le developpement de leurs capacites langagieres, cle de voute du developpement intellectuel, de la reussite sco‐ laire et de l’epanouissement personnel et social. La recherche Scriptura sur les activites de lecture et d’ecriture menees dans les classes d’histoire et de science du secondaire au Que‐ bec a explore le rapport a l’ecrit des eleves. Les reponses de 1 150 eleves a un questionnaire et d’entretiens avec sept eleves de 4e secondaire permet de decrire, du moins en partie, une des dimensions de ce rapport a multiples facettes, la dimension affective. Il ressort une nette difference entre le rapport a l’ecrit des filles et celui des garcons, du moins dans sa dimension affective. Par ailleurs, le manque d’interet de tous les eleves pour la lecture et l’ecriture en histoire et sciences est manifeste. Mots cles : adolescence, affectivite, competences langagieres, enseignement secondaire literacie, rapport a l’ecrit Understanding students’ relationship to writing and reading is essential to the develop‐ ment of their language abilities, the keystone of their intellectual growth and academic success, as well as their social and personal well‐being. The Scriptura research project on reading and writing, which was conducted in secondary history and science classes in Quebec, studied students’ relationship to writing and reading. Results from 1150 question‐ naire responses, and in‐depth interviews with seven tenth‐grade students, allow a partial description of one of the many facets of this relationship, the affective dimension. Our study shows a significant difference between boys’ and girls’ relationships to writing and reading, at least in the affective aspects. Furthermore, all students show a marked lack of interest in writing and reading in history and science classes. Key words: adolescence, affectivity, language skills, literacy, relationship to writing and reading, secondary 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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.012 | 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".