Personne :
Larose, Simon

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Larose
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Simon
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Université Laval. Département d'études sur l'enseignement et l'apprentissage
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ncf10225361
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Résultats de recherche

Voici les éléments 1 - 10 sur 24
  • Publication
    Restreint
    Does mathematics tracking influence student motivation? Exploring the classroom experience
    (Taylor & Francis group, 2018-09-14) Larose, Simon; Duchesne, Stéphane; Lessard, Valérie
    The aim of this study was to examine how mathematics tracking in high school (i.e., the practice of grouping students into basic or advanced sequences of courses) shapes students’ perceived competence and their perception of the usefulness of their math courses. We hypothesized that the socioeducational environment of the math classroom (i.e., students’ perception of different teaching strategies) would play an important role in this process. Participants were 732 high school students (41% boys, 59% girls) who completed questionnaires on motivation and classroom environment before (Time 1: second year of high school, mean age = 13.71, SD = 0.80) and after (Time 2: fourth year of high school, mean age = 15.71, SD = 0.80) math sequence placement. Although placement in an advanced sequence was associated with reduced perceived competence, it predicted positive changes in perceived competence when it acted initially on classroom discipline (mediating effect). Moreover, teaching strategies that emphasized classroom discussion and support for investigation fostered student motivation, particularly for those placed in a basic sequence (moderating effect). These results confirm the hypothesis that the classroom environment contributes to explain the tracking effect on student motivation.
  • Publication
    Accès libre
    Distinguishing developmental from chronic career indecision : Self-efficacy, autonomy, and social support
    (Psychological Assessment Resources, Inc., 2006-05-01) Deschênes, Andrée; Larose, Simon; Guay, Frédéric; Sénécal, Caroline; Ratelle, Catherine
    Career indecision can be divided into two categories: developmental and chronic indecision. The former is generally viewed as a developmentally normal problem resulting from a lack of information on the self and on the world of work, whereas the latter is defined as a pervasive inability to make a decision about one’s career. The goals of the present study were to test the validity of this typology of career indecision and to explain these types of indecision as a function of self-efficacy, autonomy, and support from parents and friends. Based on a 3-year longitudinal design with college students (N = 325), results provided validity for this typology by revealing the presence of two indecision groups (chronically undecided and developmentally undecided) and a group of students who are decided. In addition, results indicated that self-efficacy and autonomy are important dimensions that make it possible to distinguish between these three groups.
  • Publication
    Restreint
    Academic self-concept and educational attainment level : a ten-year longitudinal study
    (Taylor & Francis, 2012-01-30) Boivin, Michel; Larose, Simon; Guay, Frédéric
    The purpose of this study was to test children's academic self-concept, family socioeconomic status, family structure (single parent vs. two parent family) and academic achievement in elementary school as predictors of children's educational attainment level in young adulthood within a ten-year longitudinal design. Participants (254 girls, 211 boys) were three cohorts of students in Grades 3, 4, and 5 from ten elementary schools. Results from structural equation modeling revealed that academic self-concept predicted educational attainment level ten years later over and above prior achievement. Moreover, this pattern of results was invariant across cohorts. In addition, regression analyses based on a restricted sample (n = 243) indicated that the academic self-concept/educational attainment level relation was still significant while controlling for family SES, family structure (single parent vs. two parent family), and academic achievement. Discussion focuses on the theoretical and practical implications of the results.
  • Publication
    Accès libre
    When insecure attachment dispositions affect mentoring relationship quality : an exploration of interactive mentoring contexts
    (2019-03-20) Boisclair Châteauvert, Geneviève; Larose, Simon; Tarabulsy, George M.; Karcher, Michael J.
    In this study, we explored the effects of mentor and mentee insecure attachment dispositions (ambivalence and avoidance) on mentoring relationship quality while considering the specific nature of the interactive mentoring context. Participants (n = 252 matches) were enrolled in the MIRES program, a one-year college-based mentoring program that matches late adolescent mentees (17-year-olds) with young adult mentors (23-year-olds) designed to facilitate the transition to college. Using data drawn from mentors’ logbooks (at 9 time points), two interactive contexts were addressed: 1) situations involving mentee academic issues and mentor proactive academic support (academically-oriented), and 2) situations involving mentee personal issues and mentor emotional support, and caring (emotionally-oriented). Linear regression results showed that both mentors’ and mentees’ avoidance uniquely predicted lower reports of mentoring relationship quality, but especially inemotionally-oriented matches and when their partners’ attachment ambivalence was high. In matches less focused on emotional support, mentors’ attachment avoidance interacted with mentees’ ambivalence to predict positive mentoring relationship quality. Theoretical, practical, and mentor training issues are discussed.
  • Publication
    Restreint
    Adjustment trajectories in college science programs : perceptions of qualities of parents' and college teachers' relationships
    (American Psychological Association., 2007-01-01) Larose, Simon; Guay, Frédéric; Ratelle, Catherine; Duchesne, Stéphane
    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. 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. For a number of students, the authors observed a significant decline in both academic and emotional adjustment. Moreover, it was possible to identify an at-risk profile characterized by poor academic and emotional adjustment. In examining the students' perceptions of their family and school environments, the authors found that poorly and well-adjusted students differed from each other on the basis of parental but not teachers' relationship quality. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
  • Publication
    Restreint
    Personal and social support factors involved in students' decision to participate in formal academic mentoring
    (Academic Press., 2008-11-13) Larose, Simon; Guay, Frédéric; Garceau, Odette; Harvey, Marylou; Deschênes, Claire.; Cyrenne, Diane
    In this study, we examined the role of personal and social support factors involved in students’ decision to participate in formal academic mentoring. Three hundred and eighteen students completing Grade 11 and planning to study sciences in college filled out a questionnaire and were then asked to participate in an academic mentoring program during their first year of college. A total of 150 students agreed to take part in this program (volunteers) and 168 declined the offer (non-volunteers). The overall findings support the hypothesis that academic mentoring is more attractive for some students than others depending on their personality, help-seeking attitudes, academic dispositions, perceived support from friends, and support available during the transition to college. These findings were discussed in light of the different mechanisms proposed by mentoring and social support literatures.
  • Publication
    Accès libre
    The number of autonomy-supportive relationships : are more relationships better for motivation, perceived competence, and achievement?
    (Academic Press, 2013-07-30) Larose, Simon; Guay, Frédéric; Ratelle, Catherine; Vallerand, Robert J.; Vitaro, Frank
    Does the perception of many close relationships as autonomy-supportive make students more motivated and competent? The goal of this study was to use latent class analysis (LCA) to compare the educational correlates of having one vs. several autonomy-supportive relationships. Participants were 1406 high school students (47% boys, 52% girls). LCA revealed three groups: Group 1 (17%) included students who perceived low autonomy support by their mother, father, and teacher; Group 2 (7%) included students who perceived low autonomy support by their father, but moderate autonomy support by their mother and teacher; and Group 3 (76%) included students who perceived all sources as moderately autonomy-supportive. Results of multiple comparisons suggest that more is not necessarily better: Students in Group 2, who perceived low autonomy support by fathers, reported equivalent autonomous (intrinsic and identified) and controlled (external and introjected) regulations and perceived competence to those of students in Group 3, who perceived all sources as moderately autonomy-supportive. One difference was that Group 3 showed better academic achievement than Group 2. Results are discussed in light of research on close relationships and self-determination theory (SDT).
  • Publication
    Accès libre
    Joint trajectories of peer cyber and traditional victimization in adolescence : a look at risk factors
    (Sage Publications, 2019-10-09) Viau, Sarah-Jeanne; Boivin, Michel; Denault, Anne-Sophie; Brendgen, Mara Rosemarie; Larose, Simon; Geoffroy, Marie-Claude; Côté, Sylvana; Dionne, Ginette; Vitaro, Frank; Tremblay, Richard Ernest
    This study aimed to identify joint trajectories of peer cyber and traditional victimization from ages 13 to 17 and individual, family, peer, and school risk factors associated with group membership. The sample was composed of 1,194 adolescents (54.2% girls). Cyber and traditional victimization were assessed at ages 13, 15, and 17. The results first revealed a low/increasing and a high/decreasing trajectories for cybervictimization and a low/decreasing and a moderate/chronic for traditional victimization. Conditional probabilities suggested that cybervictims had a high probability of being victims on school grounds, whereas traditional victims were not necessarily the target of cybervictimization. Four joint trajectory groups were also identified. With the low victimization group as the reference category, the results revealed that different sets of predictors were associated with membership in the three other joint trajectory groups. The results are discussed in relation to intervention and prevention strategies.
  • Publication
    Restreint
    Trajectories of science self-efficacy beliefs during the college transition and academic and vocational adjustment in science and technology programs
    (Swets & Zeitlinger, 2007-02-16) Larose, Simon; Guay, Frédéric; Harvey, Marylou; Sénécal, Caroline; Ratelle, Catherine
    The present study strove to better understand the associations between the development of late adolescents' self-efficacy beliefs toward science, and vocational and academic adjustment (i.e., career decidedness, scientific interests, science achievement, and persistence in science), while considering the potential moderating role of gender. Participants were 411 late adolescents, all admitted in a science-related field in college. Notable developmental heterogeneity in science self-efficacy beliefs was found across the transition to college with 50% of students reporting high stable self-efficacy beliefs, 20% of students experiencing an increase in self-efficacy beliefs, and 30% a decrease. Girls enrolled in technological programs (biology and physics) were more likely than boys to experience increasing self-efficacy beliefs toward science. Overall, students with high stable or increasing self-efficacy trajectories reported the most positive academic and vocational outcomes. Evidence for a gender moderating effect was found for career decidedness, where experiencing increasing and high stable self-efficacy beliefs toward science was associated with a gradual clarification of one's vocational choice for girls but not for boys.
  • Publication
    Accès libre
    Instrinsic, identified, and controlled types of motivation for school subjects in young elementary school children
    (British Psychological Society, 2010-12-01) Boivin, Michel; Chanal, Julien; Larose, Simon; Guay, Frédéric; Marsh, Herbert W.; Ratelle, Catherine
    Background: There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school subject differentiation). These two differential approaches have led to important discoveries and provided a better understanding of student motivational dynamics. However, little research has combined these two approaches. Aims: This study examines young elementary students' motivations across school subjects (writing, reading, and maths) from the stance of self-determination theory. First, we tested whether children self-report different levels of intrinsic, identified, and controlled motivation towards specific school subjects. Second, we verified whether children self-report differentiated types of motivation across school subjects. Sample: Participants were 425 French-Canadian children (225 girls, 200 boys) from three elementary schools. Children were in Grades 1 (N=121), 2 (N=126), and 3 (N=178). Results: Results show that, for a given school subject, young elementary students self-report different levels of intrinsic, identified, and controlled motivation. Results also indicate that children self-report different levels of motivation types across school subjects. Our findings also show that most differentiation effects increase across grades. Some gender effects were also observed. Conclusion: These results highlight the importance of distinguishing among types of school motivation towards specific school subjects in the early elementary years.