1. Objectifs

Intentions :
« This longitudinal study had 2 goals. The 1st goal was to describe trajectories of academic and emotional adjustment in college science programs. The 2nd goal was to determine whether these trajectories differed as a function of students’ self-reports of the quality of their relationships with parents and teachers. » (p. 62)

2. Méthode

Échantillon/Matériau :
« The sample consisted of 498 students recruited during their last year of high school. Assessment of adjustment continued until the end of the 2nd year of college. » (p. 62)

Instruments :
- Version française du SACQ (Larose, Soucy, Bernier & Roy, 1996);
- Parental Involvement Scale;
- Individualised Classroom Environment Questionnaire (Fraser, 1990);
- Questionnaire sociodémographique.

Types de traitement des données :
Analyse statistique

3. Résumé

« This study identifies heterogeneous adjustment trajectories in a college science curriculum and the important contribution of the quality of relationships with parents as buffers. However, many questions still need to be addressed if we are to fully understand these developmental trajectories. Future research should therefore attempt to examine whether teachers’ practices (e.g., practices that support student improvement rather than social comparison), students’ characteristics (e.g., self-efficacy, achievement goals), and their possible interactions can account for college adjustment. In addition, research has demonstrated that attachment to parents has been linked to college student adjustment (Larose & Boivin, 1998; Mattanah et al., 2004; Vivona, 2000). Thus, replication of the present study could be enhanced by the inclusion of a focus on this dimension of parent– child relationships. Finally, a recent study suggested that emotional bonding with fathers may be important in the decision of young women to follow up their initial interest in science by majoring in a college science program (Scott & Mallinckrodt, 2005). Other studies should examine whether parents’ practices contribute in a different way to the quality of adjustment on the basis of the dyadic context (mother or father and son, mother or father and daughter). » (pp. 69-70)