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Qu’est-ce qui motive les personnes étudiantes à utiliser des mesures de soutien aux transitions postsecondaires ? Une analyse de leurs besoins sous l’angle de l’autodétermination

Suzie Tardif, France Desjardins, Béatrice Clin and Josée Thivierge
Post-secondary education’s transition is a significant change characterized process and requires support measures tailored to the needs of students. However, these measures are sometimes underutilized. This article explores the motivations that influence their use through the lens of self-determination theory (Deci et Ryan, 1985, 2002). A qualitative analysis based on interviews and participant observation sessions with 199 college and university students in transition shows they are more likely to use a measure who supports their need to socially. The results analysis also highlights barriers such as lack of visibility, limited perception of relevance or organizational constraints that hinder their motivation. Finally, the study highlights the importance of adapting support and policies to better meet students' needs.

État des lieux sur l’inclusion en enseignement : quels constats sur la (non)représentativité de la diversité dans le corps enseignant et à la formation enseignante ?

Virginie Abat-Roy, Audrey Dupuis and Nicolas Gourde
Diversity is now understood as encompassing multiple dimensions—linguistic, cultural, social, or disability-related—rather than being limited to special needs. However, in a social and educational context that is rapidly diversifying, particularly in ethnocultural and social terms, the teaching workforce remains unrepresentative of the diversity seen in classrooms. A teaching staff that reflects this diversity would be beneficial on multiple levels, particularly in enhancing students’ sense of belonging, and would support the mandate of inclusion for all members of society. This review of scientific literature aims to identify the facilitators and barriers that have impacted the professional integration of university students in education, or those working within school systems. From an ecosystemic perspective, the barriers appear to be mainly linked to the macrosystem, such as policies and systemic obstacles, while the facilitators are associated with the micro- and mesosystem, including personal factors and social support networks. Further studies on this topic are needed, especially in the Canadian Francophone context.

Soutenir la diversité des besoins en matière de transition au collégial : résultats d’une analyse de classes latentes

David Baril, Mathias Boyer-Brosseau, Nadia Rousseau, Caroline Duranleau and Lise-Anne St-Vincent
The transition from secondary school to college represents a pivotal stage in the educational pathway in Quebec, marked by a wide diversity of student profiles and multiple support needs. Examining these needs is essential to better support college students in their educational projects and to foster persistence in their studies. The objective of this article is to identify and describe student profiles based on the needs expressed during this critical transition period. This article presents the results of a latent class analysis conducted with 851 students in their first year of transition to college-level studies in Quebec. The primary objective was to identify and describe student profiles based on the needs expressed during this critical transition period. Five specific profiles emerged: 1) an autonomous profile characterized by low expressed needs; 2) a profile exhibiting multiple needs related to orientation and adaptation; 3) an academically focused profile with career-oriented ambitions; 4) a profile marked by strong social integration and belongingness needs; and 5) a profile primarily concerned with financial issues. These profiles highlight the diversity and complexity of student experiences during the transition to college. Moreover, the multinomial logistic regression analyses reveal significant associations between certain profiles and various sociodemographic characteristics.

Pluralité, inclusion et responsabilité partagée : une analyse comparative des théories de la transition éducative

Julie Courcy
The educational journey of learners has been the subject of Canadian, American, European, and Australian research for more than 20 years. The success of each transition that punctuates this journey is recognized as a determining factor for a person’s access to and continuation of postsecondary studies. In a context that acknowledges diversity and the importance of being inclusive of learners’ diversities, what explanations provide theoretical and practical grounding for better understanding the educational transitions experienced? A scoping review identified 237 relevant documents (Courcy et Comité scientifique TrRéussies, 2022), of which 10 were selected for the purposes of this article. Based on an analytical process examining points of distinction and similarity among theoretical propositions, this article aims to: 1) present explanatory theories of the notion of transition, 2) understand the typology of categories of approaches to transitions proposed by Gale and Parker (2014), 3) offer a complementary classification of theories focused on the relationship to time, change, and the success of transitions. The conclusion offers a reflection on transversal themes emerging from the analysis, with regard to diversity, inclusion, and shared responsibility in the success of these transitions.

Anxiété et compétences socioémotionnelles des élèves québécois de la 3e à la 6e année du primaire

Andréa Mayville, Danyka Therriault, Catherine Caron-Desrochers, Eliane Saint-Pierre Mousset, Jonathan Smith, Angélique Laurent, Patrick Gosselin, Emmanuelle Jasmin, Tina Montreuil, Myriam Girouard-Gagné and Julie Lane
Despite a considerable increase in anxiety symptoms in Quebec over the last few decades, research has highlighted protective factors for reducing them, in particular well-developed socio-emotional skills. The present study aimed to determine the socio-demographic characteristics (gender, school level, index of school level disadvantage) associated with anxiety and socio-emotional skills of Quebec pupils in years 3 to 6 of primary school (N = 3170), and to examine the existing relationships between anxiety and socio-emotional skills. The results show that girls report higher levels of anxiety than boys. They also show that the level of problem-solving skills is lower in older pupils than in younger pupils. In addition, lower levels of socio-emotional skills were observed among pupils from so-called disadvantaged educational backgrounds. Finally, the results show significant negative correlations between the intensity of students' anxiety and socio-emotional skills. This study reiterates the relevance of developing socio-emotional skills to prevent anxiety in childhood.