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Sébastien Dellisse

Bio: Sébastien Dellisse is an academic researcher from Université catholique de Louvain. The author has contributed to research in topics: Reading comprehension & Competence (human resources). The author has an hindex of 2, co-authored 7 publications receiving 17 citations.

Papers
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Journal ArticleDOI
TL;DR: Student classroom-aggregated perception of teacher autonomy support and structure is important to nurture behavioural engagement, however, it is found no extra benefit of combining these two dimensions of teaching practices.
Abstract: Background Different teaching practices, such as autonomy support and structure, provide students with a positive learning context supporting their engagement, which can operate through their underlying motivation, including sense of competence and task value. Aims This study aims at investigating the best configuration (unique or synergistic) between autonomy support and structure to support student behavioural engagement, including compliance, participation, and misbehaviour, and reading achievement. A second objective is to assess students' sense of competence and task value as mediators linking teaching practices to student engagement and achievement. Sample The samples included 1,666 7th-grade students and their 85 teachers. Students answered questionnaires and tests at the beginning and the end of the school year. Methods Students' perceptions of the use of autonomy support and structure by their Language Arts teacher were aggregated at the classroom level. Students rated their sense of competence and task value in Language Arts class. Twice during the school year, they also reported three facets of their behavioural engagement (compliance, participation, and misbehaviour) and answered a reading comprehension test. Multilevel path analyses using Mplus7 allowed accounting for the nested structure of data. Results Student sense of competence mediated the association of student classroom-aggregated perceptions of teacher structure and autonomy support with self-reported participation in the classroom. Task value mediated the association between both teaching practices and student misbehaviour and compliance, as reported by students. Sense of competence was directly associated with later reading achievement, but the indirect effect of teaching practices was not significant. We found no significant interaction (synergistic effect) between teacher autonomy support and structure. Conclusion Student classroom-aggregated perception of teacher autonomy support and structure is important to nurture behavioural engagement. However, we found no extra benefit of combining these two dimensions of teaching practices. The processes linking these teaching practices to the three facets of student behavioural engagement were different. As such, to support the various aspects of student engagement, the actions of teachers, as reported by their students, should tap into the mechanisms that are most strongly related to each type of behaviour.

22 citations

Journal ArticleDOI
TL;DR: In this paper, the authors present les grandes lignes de la recherche Lirecrire dans laquelle s’inscrit cette contribution, ainsi que l’outil didactique qui a ete propose aux professeurs de francais ayant collabore a ce projet.
Abstract: Cet article porte sur le processus d’appropriation d’outils didactiques proposes a des enseignants. Apres avoir expose notre modele theorique de l’appropriation d’un outil didactique et des facteurs susceptibles de l’influencer, nous presenterons les grandes lignes de la recherche Lirecrire dans laquelle s’inscrit cette contribution, ainsi que l’outil didactique qui a ete propose aux professeurs de francais ayant collabore a ce projet. En nous basant notamment sur l’analyse de focus-groupes, de seances d’accompagnement et d’entretiens semi-directifs menes aupres de 35 enseignants, nous montrons les effets induits par le recours a cet outil sur les conceptions de l’enseignement de la lecture et les pratiques pedagogiques de ces enseignants. Les resultats mettent en lumiere differents niveaux d’appropriation de l’outil Lirecrire pour apprendre par les enseignants. Il apparait egalement que certains principes didactiques ont recu un accueil plus favorable que les autres. Il s’agit en particulier du recours a des textes informatifs et de l’enseignement explicite des strategies de lecture.

6 citations

Journal ArticleDOI
01 Dec 2020
TL;DR: In this paper, the authors present an etude vise a documenter ce qui a ete mis en place par les enseignants en matiere de transmission de travail scolaire and de maintien du lien social lors de la pandemie de COVID-19 en Belgique francophone ainsi qu’a comprendre les effets sur la motivation des eleves du secondaire ne pouvant plus se rendre a l'ecole.
Abstract: Cette etude vise a documenter ce qui a ete mis en place par les enseignants en matiere de transmission de travail scolaire et de maintien du lien social lors de la pandemie de COVID-19 en Belgique francophone ainsi qu’a comprendre les effets sur la motivation des eleves du secondaire ne pouvant plus se rendre a l’ecole. Les resultats mettent en evidence l’importance du soutien des enseignants et indiquent que les eleves recevant tres frequemment du travail a realiser, mais n’ayant que peu de contacts avec les enseignants, se sentiraient moins capables de realiser leur travail scolaire.

5 citations

Journal ArticleDOI
TL;DR: This article analyzed the impact of the Lirecrire program, and related treatment integrity, on student performance and found that students benefiting from the program outperformed students in the control group, with an additional effect of intensity.
Abstract: This study focuses on conditions that improve reading comprehension at grade 7th. We analyze the impact of the Lirecrire program, and related treatment integrity, on student performance. Lirecrire program should improve students’ reading comprehension, and follow-up sessions should lead to greater instructional change, then improve learning. Nineteen schools were randomly assigned to one of two experimental conditions (with or without follow-up for teachers) or to the “control” group. Reading comprehension was measured pre- and posttest and treatment integrity through intensity and conformity. Students benefiting from the program outperformed students in the “control” group, with an additional effect of intensity.

2 citations


Cited by
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Book ChapterDOI
10 Oct 2018

79 citations

Journal ArticleDOI
TL;DR: The authors compared three hypotheses to determine the best configuration of teacher need-supporting practices (autonomy support, structure, and involvement) in terms of classroom-levels of behavioral, emotional, and cognitive engagement.

27 citations

Journal ArticleDOI
TL;DR: In this paper, the authors proposed the characterization of school engagement and explored the extent to which different profiles are associated with academic performance and self-regulation, and found that students with high engagement had the best grades and managed their time and study surroundings better, were the most strategic in seeking information, and showed less maladaptive regulatory behavior.
Abstract: School engagement occupies a place of reference in recent educational psychology research owing to its potential to address poor school results and school dropout rates. However, there is a need for a unifying theoretical framework. The study proposed the characterization of school engagement and explored the extent to which different profiles are associated with academic performance and self-regulation. With a sample of 717 5th and 6th year primary school students, this study was carried out via the latent profile analysis (LPA). Two groups of low school engaged students—one characterized by low behavioral engagement (5.02%) and the other by low emotional engagement (6.55%)—were distinguished. The majority of participants showed moderately high (31.95%) or moderate (56.48%) levels of school engagement in its three dimensions. Students with high engagement had the best grades and managed their time and study surroundings better, were the most strategic in seeking information, and showed less maladaptive regulatory behavior. The differences between students exhibiting low behavioral and emotional engagement and those exhibiting moderate levels in these dimensions may center upon the management of contextual resources and management of information and help. This research supports the need to approach the study of school engagement by observing the combination of its emotional, behavioral, and cognitive dimensions.

17 citations

Journal ArticleDOI
TL;DR: Different integrated configurations of the biopsychosocial systems for associative conditioning, intentionality, and self-awareness (differences in personality) underlie student engagement.
Abstract: Background Engagement with school is a key predictor of students' academic outcomes, yet little is known about its association with personality. No research has considered this association using Cloninger's biopsychosocial model of personality. This model may be particularly informative because it posits the structure of human personality corresponds to three systems of human learning and memory that regulate associative conditioning, intentionality, and self-awareness, all of which are relevant for understanding engagement. Aims To test for defined personality phenotypes and describe how they relate to student engagement. Sample 469 adolescents (54.2% female) attending the eighth (Mage = 13.2, SD = .57) or 11th (Mage = 16.5, SD = .84) grades. Methods Students completed self-report measures of personality and engagement. We used mixture models to identify latent classes defined by common (1) temperament profiles, (2) character profiles, and (3) joint temperament-character networks, and then tested how these classes differed in engagement. Results Latent class analysis revealed three distinct joint temperament-character networks: Emotional-Unreliable (emotionally reactive, low self-control, and low creativity), Organized-Reliable (self-control but not creative), and Creative-Reliable (highly creative and prosocial). These networks differed significantly in engagement, with the emotional-unreliable network linked to lower engagement. However, the magnitudes of these differences across engagement dimensions did not appear to be uniform. Conclusions Different integrated configurations of the biopsychosocial systems for associative conditioning, intentionality, and self-awareness (differences in personality) underlie student engagement. Our results offer a fine-grained understanding of engagement dimensions in terms of their underlying personality networks, with implications for educational policies and practices.

17 citations

Journal ArticleDOI
TL;DR: In this article, the authors investigated the effects of behavioral engagement on text comprehension as reflected in students' post-reading written reports on the topic in question, and found that the behavioral engagement components of writing time and the length of the written responses had distinctive, unique effects on comprehension performance.
Abstract: Using a path analytic approach with a sample of Norwegian undergraduate readers, we investigated the effects of behavioral engagement on text comprehension as reflected in students’ post-reading written reports on the topic in question. Results indicated that the behavioral engagement components of writing time and the length of the written responses had distinctive, unique effects on comprehension performance, and that behavioral engagement also mediated the effects of cognitive (prior knowledge, working memory) and motivational (intrinsic reading motivation) individual differences on comprehension performance. Prior knowledge about the topic affected comprehension performance directly as well as indirectly through behavioral engagement. The results highlight the importance of behavioral engagement in the context of written comprehension assessment, and both theoretical and educational implications of these results are discussed.

11 citations