The International Observatory on Academic Achievement - Documentary search

File number :
CS-DSC-09e

Bibliographic reference :
Fallu, J.S., & Janosz, M. (2003). La qualité des relations élève-enseignants à l’adolescence : un facteur de protection de l’échec scolaire. Revue de psychoéducation, 32(1), 7-29.

Abstract :

Theoretical Context/Research Hypothesis
Taking into consideration the many concerns regarding school dropout in North America and the main consequences related to this problem, the authors of this Quebec study explain that many longitudinal studies have sought to identify the main risk factors tied to dropping out of school. They claim that during adolescence, school related personal factors (performance, motivation, lack of discipline) is to be the most accurate predictors of school dropout. They identify three major relational spheres affecting school experience: family relationships, relationships with peers, and relationships with teachers.

In this study, the authors look into how student-teacher relationships contribute to the dropout process. They try to demonstrate that these relationships have a moderating effect on dropout risk. More precisely, the authors want to know if the quality of student-teacher relationships (warm or conflictual) significantly affects students who are likely or unlikely to drop out. By “protective factor”, the authors mean a factor that reduces the likelihood of failure of groups at risk, but has little effect on groups that are not at risk.

Methodology
The 134 subjects (60% male students) who participated in this study came from five different secondary schools in the Montréal area (Canada). They were between 12 and 18 years of age. The sample was divided into two groups, those who were at risk of dropping out and those who were not. The data mainly came from self-reported information (student questionnaires) and official school transcripts. The information was gathered on two separate occasions, in September 1998 and February 1999.

Results
Results have shown that warm relationships between students and teachers represent a protective factor against school failure. More precisely, this type of relationship seems to be much more protective for students who are at risk than for those who are not. Furthermore, conflictual relationships between students and teachers are considered an important risk factor for all students, whether or not they are at risk.

Key Words :
Risk Factors, School Failure, At-risk Students, Relationships with Teachers, Quality of Interpersonal Relationships, Attachment, Age, Socioeconomic Status, Intellectual Ability, Longitudinal Study, Quantitative Analysis, Secondary/High School

Monitored Countries :
Quebec (Canada)