Relation entre la composition de la classe, le rendement scolaire et le concept de soi chez les élèves de quatrième année primaire.

This study examines the possibility that the cognitive and non-cognitive classroom composition is correlated with performance and self-concept, and that this correlation varies according to the level of knowledge and self-concept that 4th grade students have at the beginning of the school year. The study is based on a sample of 4639 students spread across 80 classrooms in two cities in the Democratic Republic of Congo (DRC). Using multilevel multivariate analysis, the study shows that the cognitive and non-cognitive classroom composition effects are not significant in DRC schools. The importance of the cognitive composition effect is more significant than that of the non-cognitive composition effect. In mathematics, the cognitive classroom composition benefits weaker students more, while in reading, benefits only the stronger students. In contrast, non-cognitive composition benefits more students with low self-esteem in reading at the beginning of the year. The study recommends valuing the non-cognitive aspects of learning alongside the cognitive aspects and implementing teaching practices that use student interaction. Finally, the study suggests that research should further investigate the factors responsible for the cognitive and non-cognitive class composition effect. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
Source: Canadian Journal of Behavioural Science - Category: Psychiatry & Psychology Source Type: research