Le sentiment de compétence : modérateur du lien entre le QI et le rendement scolaire en mathématiques

TLDR: In this paper, the authors investigated the relationship between students' self competence beliefs and IQ in mathematics and found that for students with high self-c competence beliefs, the predictive value of IQ is higher, but for those with low self-confidence, IQ and performance did not change significantly.

Abstract: La presente etude a pour but de verifier si le QI et le sentiment de competence intera ‐ gissent lorsque l’eleve doit performer a l’ecole et si, en l’occurrence, cette interaction est a son tour moderee par l’âge et le sexe des participants Afin de verifier ces hy ‐ potheses, les variables suivantes ont ete etudiees chez 928 eleves de souche franco ‐ canadienne frequentant des ecoles montrealaises de niveau secondaire : la moyenne en mathematiques, le QI, le sentiment de competence en mathematiques, l’âge, le sexe et le statut socioeconomique Tel que prevu, le QI et le sentiment de competence en mathematiques correlent de facon positive et significative avec la moyenne en mathematiques de l’eleve Les analyses montrent egalement une interaction significa ‐ tive entre le QI et le sentiment de competence Une fois decomposee, cette interaction indique que chez les eleves qui ont un sentiment de competence eleve, la valeur predictive du QI est plus elevee, alors que la relation entre le QI et la performance ne change pas de facon significative chez les eleves qui presentent un faible sentiment de competence Enfin, ni l’âge ni le sexe de l’eleve n’influencent l’interaction entre le QI et le rendement scolaire, pas plus qu’ils ne sont correles avec le rendement scolaire Les implications cliniques de cette recherche sont discutees Mots ‐ cles : rendement scolaire en mathematiques, QI, sentiment de competence, interaction, moderateur, âge, sexe The purpose of the present study was to establish whether students’ self competence beliefs and IQ interact when they need to perform at school and if so, whether this interaction is moderated by age and/or sex The mean grade in mathematics, self ‐ competence beliefs in mathematics, IQ, age, sex and socioeconomic status of 928 French Canadian students from Montreal high schools were analyzed As predicted, the students’ IQ and self ‐ competence beliefs in mathematics correlated in a positive and significant way with their average grade in mathematics Analyses also con ‐ firmed a significant correlation between the IQ and students’ self ‐ competence beliefs When broken down, this interaction shows that for students with high self ‐ competence beliefs, the predictive value of IQ is higher, but for students with low self ‐ competence beliefs, the relationship between IQ and performance does not change significantly Finally, age and sex do not influence the interaction between the IQ and students’ self ‐ competence beliefs, nor are they correlated with academic performance Clinical implications are discussed Key words: academic achievement in mathematics, IQ, student’s self ‐ competence beliefs, moderator, age, sex