1. Objectifs

Intentions :
«This study pursued two objectives. The first goal was to examine the relative contributions of the learning climate (mastery or performance-oriented classroom climate) in a math class (Grade7) and attachment security to the mother to explain changes in perceived academic competence and anxiety symptoms in the transition to middle school. A second goal was to test the moderating effect of perceived attachment security on the relationship between perceived classroom learning climate and perceived competence and anxiety symptoms.» (p. 106)

Questions/Hypothèses :
In this study, «[eight] hypotheses were formulated: (1) Mastery climate (MC) and (2) attachment to the mother were expected to be positively associated with perceived academic competence; (3) MC and (4) attachment to the mother were expected to be negatively associated with anxiety symptoms; (5) the performance climate (PC) was expected to be negatively related to perceived academic competence but (6) positively to anxiety […] (7) relationships between MC and outcome variables (academic competence and anxiety) will be stronger for youths who perceived a higher level of attachment security to the mother; and (8) PC will be more strongly associated with the outcome variables for youths who perceive a weaker level of attachment security to the mother». (p. 106)

2. Méthode

Échantillon/Matériau :
«The data for this study comes from a large-scale study on students’ academic trajectories across adolescence. Students [n=627] were selected from a random list of names generated by Quebec’s education ministry in order to build a representative sample of students in Grade 6 attending public, French-speaking elementary schools in the province of Quebec, Canada, during the 2005–2006 school year.» (p. 106)

Instruments :
Questionnaires

Type de traitement des données :
Analyse statistique

3. Résumé

In this study, the authors have «found that young adolescents’ perceived attachment security to their mother contributes to their perceived academic competence, while at the same time buffers against anxiety symptoms in the transition to middle school. This suggests that a mother who is available, accessible, responsive, warm, and open to discussion is more liable to creating the conditions that foster emotional regulation during this highly stressful time (Duchesne& Ratelle, 2014). Hence, education and social professionals work-ing with parents of children undergoing a school transition shouldencourage parents to be supportive of their children in order to helpthem manage feelings that threaten their sense of well-being. The second implication pertains to the need for teachers to beaware of their teaching practices. In light of our results, youths who are exposed to a learning environment that emphasizes competition and performance (PC) would be more liable to present anxiety symptoms in the first year of middle school if they perceive an insecure attachment relationship with their mother.» (p. 110)