• 作者：L. Hernandez ; ^{lhernand@univ-tlse2.fr} ; N. Oubrayrie-Roussel ^{oubrayri@univ-tlse2.fr} ; Y. Prê ; teur ^{ypreteur@univ-tlse2.fr}
• 关键词：Adolescence ; (D&eacute ; s)investissement scolaire ; Statut social ; Pairs ; &Eacute ; ducation prioritaire ; Valeur accord&eacute ; e à ; l&rsquo ; &eacute ; cole
• 刊名：Neuropsychiatrie de l'enfance et de l'adolescence
• 出版年：2012
• 期刊代码：303_02229617
• 类别：med
• 出版时间：March, 2012
• 卷：60
• 期：2
• 页码：87-93
• 文件大小：287 K

lass="h4">Objective

This paper emphasizes the variety of peer relationships and their impact on the psychological and social-emotional development of adolescents of their attachment to school. In greater detail, this study analyzes the impact of social status on school commitment/disengagement within suburban schools (socially disadvantaged areas). We define social status as the social position of a person in a group: popular, rejected, lonely profile, etc. We study it based on the integration of an adolescent to a peer group, on the acknowledgment than he gets back, on the quality of his relationships with the other members of the group and on the fact he is/is not able to curb the peer pressure.

lass="h4">Methods and population

We asked 186 adolescents, pupils of a suburban school (58%of them are girls and 42%are boys). Most families live on low (or medium) incomes with a low educational attainment. A Decreasing Hierarchical Classification (DHC, Alceste, a method which consists of providing clusters by bringing them together according to their similarity) was used to identify five adolescents鈥?profiles: 鈥渇ollowers/aggressive鈥? 鈥減opular鈥? 鈥渞ejected鈥? 鈥渓onely鈥?and 鈥渆stimates鈥? This approach allowed us to set up typical adolescent profiles based on their social status and illustrated with their school disengagement.

lass="h4">Results

It was revealed that adolescents with 鈥渆xtreme鈥?relationships (profiles: famous, aggressive or rejected) are those experiencing more difficulties at school. Their relationships are based either on power, on research for conformity or on strong emotional dependence. This leads them to bad school behaviors (practicing other activities at school, inattention, or being passive during class) because of their values too far from school requirements. Adolescents who have balanced and satisfying relationships succeed better. The support and the security from peers make them more cognitively available during class. The adolescents who do not belong to any group are also good performers: this way, they avoid social pressure so that they can concentrate on school activities.

lass="h4">Conclusion

After all, these results underlie that the social status of a adolescents in his group of peers can generate individual problems affecting his personality, his self-esteem, his sociability, his values and, as a consequence, his whole school journey.