Types de Famille, Styles Educatifs des Parents et Niveau d’Addiction aux Jeux de Hasard et d’Argent chez des Adolescents a Abidjan: Cas du Sport Cash
Bibliographic record
Abstract
Cette étude examine la relation entre le type de famille, le style éducatif parental et le niveau d’addiction aux jeux de hasard et d’argent chez des adolescents à Abidjan. Dans cette optique, un échantillon de quatre-vingt-dix (90) joueurs du jeu Sportcash âgés de 18 à 20 ans a été constitué dans la commune de Yopougon (Côte d’Ivoire). Les instruments utilisés sont un questionnaire d’identification, le Parental Autority Questionnaire (PAQ) de Leman (2005), l’Indice Canadien du Jeu Excessif (ICJE) adapté et une grille d’entretien. L’analyse du Khi-deux réalisée sur les données recueillies suggère une relation distincte et interactive entre le type de famille polygame, le style éducatif rigide et la pratique excessive des JHA chez des adolescents à Abidjan comparativement à la famille monogame et au style éducatif souple. Ces résultats s’inscrivent dans la perspective des théories des classes sociales de Lautrey (1980), de l’attachement de Bowlby (1991) et de l’addiction rationnelle de Becker (1988). Ces conclusions pourraient contribuer à mettre sur place des centres d’écoute pour les jeunes dont la pratique des jeux de hasard et d’argent se montre problématique. Elles pourraient aussi contribuer à sensibiliser les parents à l’usage de pratiques éducatives stimulantes pour le développement optimal de leurs enfants et ainsi les éloigner des pratiques susceptibles de leur causer des dommages. 
 
 This study examines the relationship between family type, parental educational style and the level of gambling addiction among adolescents in Abidjan. With this in mind, a sample of ninety (90) Sportcash game players aged between 18 and 20 was drawn up in the commune of Yopougon (Côte d’Ivoire). The instruments used are an identification questionnaire, the Parental Autority Questionnaire (PAQ) of Leman (2005) and the Canadian Index of Excessive Gambling Idex (CIEG) that we have adapted and an interview grid. The Chi-square analysis carried out on the collected data suggests a distinct and interactive relationship between the type of polygamous family, the rigid educational style and the excessive practice of gambling among adolescents in Abidjan compared to the monogamous family and flexible educational style. These results fall within the perspective of Lautrey social class theories (1980), Bowlby attachment (1991) and Becker rational addiction (1988). These conclusions could contribute to setting up listening centers for young people whose practice gambling proves to be problematic. They could also help raise parent’s awareness of the use of stimulating educational practices for the optimal development of their children and thus steer them away from practices likely to cause them harm.
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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 | 0.006 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.005 |
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".