Les effets de l'intervention éducative en contexte de plein air sur la santé psychologique au travail des enseignantes et des enseignants
Bibliographic record
Abstract
« Le but de cette recherche est de décrire les effets de l'intervention éducative en contexte de plein air (IECPA) sur la santé psychologique au travail (SPT) des enseignantes et enseignants. Elle explore les liens plausibles entre les principales thématiques liées à l'IECPA et les composantes expérientielles de la détresse psychologique au travail (DPT) et du bien-être psychologique au travail (BEPT) développées par Gibert et al. (2011). Des entrevues semi-dirigées ont été réalisées avec 14 enseignantes et enseignants du Québec, œuvrant aux niveaux préscolaire, primaire, secondaire et collégial. Une parité relative a été maintenue dans la représentativité homme-femme et titulaire-spécialiste au niveau de l'échantillon. Les résultats issus du processus d'analyse inductive générale répertorient 20 catégories d'effets, positifs et négatifs, de l'IECPA sur la SPT des enseignantes et enseignants. Ces catégories sont regroupées en quatre thématiques et sous-thématiques, soit l'organisation et la logistique des cours, la réalisation des activités pédagogiques, l'environnement de travail et les relations sociales. Nous concluons, dans les limites d'une recherche qualitative et exploratoire, que l'IECPA opère des effets à la fois sur la DPT et sur le BEPT des enseignantes et enseignants. La nature et l'intensité de ces effets demeurent à valider, mais un potentiel accru d'effets positifs sur le BEPT semble se dégager des résultats et favorise une saine SPT. -- Mot(s) clé(s) en français : Santé psychologique au travail, détresse psychologique au travail, bien-être psychologique au travail, intervention éducative en contexte de plein air. » \n« The aim of this research is to attempt to describe the effects of outdoor education (OE) on occupational psychological health (OPH) of teachers. It explores the plausible links between the main themes related to OE and the experiential components of occupational psychological distress (OPD) and occupational psychological well-being (OPWB) developed by Gibert et al. (2011). Semi-structured interviews were conducted with 14 teachers from Quebec, working at the preschool, elementary, secondary and college levels. Relative parity was maintained in male-female and teacher-specialist representativeness at the sample level. The results from the general inductive analysis process identify twenty categories of effects, positive and negative, of the IECPA on teachers' OPH. These categories are grouped into 4 themes and sub-themes, namely the organization and logistics of the courses, the carrying out of educational activities, the work environment, and social relations. We conclude, within the limits of qualitative and exploratory research, that IECPA has effects on both OPD and teachers' OPWB. The nature and intensity of these effects remain to be validated, but an increased potential for positive effects on OPWB appears to emerge from the results and promote healthy OPH. -- Mot(s) clé(s) en anglais : Occupational Psychological Health, Occupational Psychological Distress, Occupational Psychological Well-Being, Outdoor 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 | 0.014 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.010 | 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".