Дисертації з теми "Étudiants marocains – Aspect social"
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Al, Attaf Abdellatif Douieb. "Etude de la perspective de retour, non-retour chez les étudiants maghrebins (retours, non-retours des étudiants marocains) : le cas de Lille." Lille 1, 1989. http://www.theses.fr/1989LIL12009.
At present, numerous north african students (from algeria, tunisia, morocco) study in french universities. Once these students finish school, they are confronted with the decision of returning or not returning to their native countries. The purpose of this research is to study the variables which play a part in the decision to return or not to return among moroccan students studying in lille. In order to carry out the research, it was first necessary to consider the variables responsable for the original departure to france. It is difficult, maybe even impossible to understand the decision to return or not to return without first having analyzed the circumstances involved in this departure. We are limiting ourselves to moroccan students with whom we are most familiar although we believe that a comparative study of the three populations would be more precise with regard to the educational policies of the three countries involved
Marchandise, Sabrina. "Territoires éphémères : les réseaux sociaux des étudiants marocains en mobilité internationale." Thesis, Montpellier 3, 2013. http://www.theses.fr/2013MON30079.
This thesis analyzes the social networks and spatial mobility of Moroccan students in France. The main focus is on the socio-spatial practices and patterns generated by the students’ networks, and on the various spatialities and connected places they produce. The thesis provides insights into a particular type of short-term migration, and outlines how this form of migration leads to the appropriation of places and a relational, multi-nodal presence that situates students in a continuum between here (France) and there (Morocco). The research approach combines quantitative methods (statistical analysis) and qualitative methods (interviews, participant-observation) and introduces innovative techniques for analyzing online social networks (including the use of graphs to visualize Facebook networks). Analysis of mobility trajectories, relational networks and sociability, along with the daily practices of migrant actors, reveals a flexible spatial usage whichallows for the delineation of relational spaces, and leads to an understanding of the interconnections formed through online social networks. Moroccan students’ spatial patterns thus have relational, temporary and dynamic properties. The social web is an integral element of students’ mobility and multi-nodal spatial usage, and by linking a diversity of places and practices leads to a form of ‘plural presence’. At the same time, the online social networking practices of Moroccan students in France allows for a re-examination of the possible spatial imaginations (or, imaginaries) of migration
Schotté, Manuel. "Destins singuliers : la domination des coureurs marocains dans l'athlétisme français." Paris 10, 2005. http://www.theses.fr/2005PA100134.
This study probes the social construction of the international sport's success with specific reference to the achievement of Moroccan runners in French athletics. It shows that this success must be understood in the relation of the colonial development of an athletic elite in Morocco and of the advent of a professional market in France caracterized by a high level of insecurity. Then, rather than the simple consequence of a supposedly innate talent or than the automatic product of what is called globalization, this sporting success results from a dissymetrical relation of power between Morocco and France, and between migrant runners and local organizers ; from a set of concurrences (which exceed the time of the single competition) ; and from a long and unconscious process of physical and symbolic transformation immanent to athletic field in the end of which the runner who succeed perceives himself as a good runner and becomes able to conduct perfectly his career in all its aspects
Hafidi, Alaoui Moulay Smail. "Analyse de l’usage d’internet et des réseaux sociaux chez les étudiants marocains et français : Vers de nouvelles pratiques pédagogiques universitaires ?" Thesis, Cergy-Pontoise, 2016. http://www.theses.fr/2016CERG0809.
Internet and social networks stand up more and more as interesting structures for building learning communities. Due to the increasing number of students who come to their courses with their laptops usually accompanied by a 4G flash drive (internet connection) or their smartphone, it seems vital to wonder on the ways to keep their concentration on their courses and to question about the possibility of integrating the internet and the social networks as didactic supports in school curricula.A study is carried out in this regard through questionnaire, interview and focus group on a size of 4330 Higher Schools of Technology EST Moroccan students and French students of University Institutes of Technology IUP
Chekour-Bengéloune, Ahlam. "Représentations de la maladie et de la guérison chez les saisonniers agricoles marocains du pays d'Arles." Aix-Marseille 2, 2003. http://www.theses.fr/2003AIX20677.
Suarez, Fabio. "Comment l'amitié influence-t-elle la collaboration des étudiants dans la réalisation d'un article sur Wikipédia." Master's thesis, Université Laval, 2014. http://hdl.handle.net/20.500.11794/25233.
Tounsi, Abdeljalil. "Les attitudes et les pratiques linguistiques des Juifs et des musulmans marocains à Marrakech." Paris 5, 1993. http://www.theses.fr/1993PA05H016.
Moslims and Jews in Marrakech can be distinguished by linguistic and extra linguistic boundaries. On the extra-linguistic level, religion is one of the overriding factors of ethnic differentiation. Linguistically, the repercussions off ethnic distinction are to be found in language attitudes and practices of these groups; the frequent use of French, its favoritism by a certain number of Jews and the inclination of these to speak Moroccan Arabic differently are some of the identity markers of Jewish respondents. As for Muslims, distinction should be made between arabophones and berberophones. Here too, ethnic identification can be made on the basis of berberophones' tendency to mark ethnolinguistically Moroccan Arabic, and, for some of them, to have the only positive attitudes towards tashelhit. Finally, these different approaches to Moroccan Arabic awaken in the mind of decoders different perception, which are based on the sum of stereotypes and prejudices which characterize each intergroup relationship
Nahmed, Zineb. "Mobilité internationale des étudiants et le déclassement des migrants dans les pays d’accueil : Trois études empiriques." Thesis, Paris Est, 2014. http://www.theses.fr/2014PEST0017.
For a long time, it is known that immigrants have significant difficulties on the labor market in developed countries. This thesis tries, to a certain degree, to clarify theses difficulties, using three different databases. The analysis relies, mainly on econometric models. It is articulated on three questions:(1)Which factors determine the international mobility of students?(2)Is the fact of obtaining a degree in host country has an impact on the probability of Moroccans living abroad to be overeducated in the European labor market?(3)What is the incidence of the overeducation situation on wages of natives versus immigrants in European Union labour market?The research conducted here leads to three main results:• The quality of higher education and the network of immigrants in OECD countries have a positive impact on international mobility of student.• Moroccans residing abroad who have at least secondary level in the host country, have more opportunities to not be overeducated, and their professional insertion is easier• Immigrants overeducated are paid less than native overeducated in the European labour market
Amri, Mahdi. "Culture technologique : les dimensions sémio-anthropologiques du téléphone mobile chez les étudiants étrangers de Bordeaux." Bordeaux 3, 2009. http://www.theses.fr/2009BOR30025.
This research studied the semio-anthropological dimensions of the mobile telephone of the foreign students in Bordeaux. Hypotheses put forward in this research implied that a cell phone is not only a technological instrument used for purely communication purposes (emitting calls and sending text messages), a cell phone represents rather a strong symbolic and anthropological object: it reflects norms and values of the postmodern society, it is abundant in values while it represents the personality of its owner, his or her taste, tendencies, the extent and complexity of the relational network of a cell phone owner. In this thesis we have carried out clarification work on multiple issues: uses, representations, the intimate relations, practical and aesthetic aspects of the device, not forgetting the semiotics of the mobile phone in the social and domestic spheres. A cell phone is like a vast world of significances contained inside a small box. The polyvalency and the extensibility of functions of the mobile telephone, the diversity of situations and behaviors that this device produces on the social stage, demonstrate that the whole world can be transported in a device. Thus, in the memory of the mobile one finds the relational network, photos, saved SMS -souvenirs, the important information, ringtones and music reflecting the personality of the cell phone user, briefly, a universe of signs and information that retraces the person's biography. This is the reason why this magic instrument became both for its owner and for the community of the intimate circle of the cell phone owner an authentic reservoir of the personality and an identification card. While we try to conceive the cell phones as a tool non limited to its instrumental functions, we discover that this device perfectly reflects the values of hypercommunicating society of today: permanent connectivity, mobility, conceptual and real scrambling between public and private, self-representation and intergenerational ties meditated by the technology
Tran, Van Lua. "La question de la face en classe de langue à travers les actes de langage des étudiants de français à l'université Cantho." Rouen, 2005. http://www.theses.fr/2005ROUEL502.
During a learning process, and especially in foreign languages, it will be difficult for students to avoid mistakes when trying to express themselves. Indeed, if they want to gain a certain ability, sudents will have to face a risk : express something uncorrect or not fully satisfactory. So, in the process, a “gain” could mean a “loss”. A large number of vietnamese students learning french as a foreign language fear “to loose face” in public, particularly when potential mistakes are related to linguistics and sociolinguistics aspects. “How to talk without making too many mistakes”, they think. This special problem often leads students to build strategies to avoid “loosing face” as a priority. To achieve this goal, they tend to minimise, as much as they can, risks of mistake through communication or speeches. Our research focuses on those strategies and their consequences. We review first theories and previous studies on this topic and we try, in conclusion, to link reality and didactics in the case of asian vietnamese students
Youssef, Natalia. "Propositions pour l'enseignement du subjonctif aux adultes arabophones : Application aux étudiants des universités syriennes." Phd thesis, Université de Cergy Pontoise, 2012. http://tel.archives-ouvertes.fr/tel-00839941.
Dias, Miranda Beatriz. "Étude comparative de la représentation sociale des immigrants et des réfugiés chez les étudiants universitaires." Thesis, Université Laval, 2008. http://www.theses.ulaval.ca/2008/25280/25280.pdf.
Orange, Sophie. "L'autre supérieur : aspirations et sens des limites des étudiants de BTS." Poitiers, 2011. http://www.theses.fr/2011POIT5016.
The aim of this thesis is to analize the different social frameworks which are the background of the studying experience in french higher technical sections (Sections de Technicien Supérieur - STS). These vocationnal trainings are the preferred or even the exclusive pathways to the higher education levels, chosen by many vocational and technical "baccalauréat" graduates, thus contributing to the growth of a demand for education in low-income families. The monitoring of a group of students from their entry in STS until their graduation highlight the effects of the institution on school and job ambitions. It appears that the high integration potentential of these training courses and eventually the consecration of the students as a local elite in rural secondary schools allow increasing aspirations of weaker students. Thus, STS play a role of social promotion. However, curricula specificities and internal diversities of pedagogical configurations lead students to moderate their professionnal expectations. Furthermore, the isolation of STS in the french higher education system, a consequence of the LMD reform, has reduced the possibilities for the students to move towards long cycles. Consequently, these training courses are not able to completely guarantee the academic vocations they gave rise to
Abdoun, Maha. "Modalités de choix du conjoint des petits-enfants de migrants marocains." Thesis, Strasbourg, 2012. http://www.theses.fr/2012STRAG022.
This thesis analyzes how Moroccan migrant’s grandchildren choose their spouse. My aim was to understand how this population chooses their future spouse and how this choice differ or break with parents and grandparents matrimonial patterns. On the field, I used semi-directive interviews: the goal was to understand the frame of respondents references in regards of matrimonial choices. Starting with the two future spouses meeting, I collected all elements that have contributed to favoring one matrimonial choice over another. The interest of this approach relies on the fact that the targeted population has been socialized in two different normative frameworks in regards of the choice of spouse
De, Villers Grandchamps Johanna. "Analyse des processus différentiels d'identification et des stratégies identitaires à l'oeuvre chez les descendants d'immigrés marocains en Belgique." Doctoral thesis, Universite Libre de Bruxelles, 2004. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211075.
Burdèse, Anne-Marie. "Quand l'université lilloise s'installe dans les quartiers populaires : proximité spatiale, distance sociale." Nantes, 1996. http://www.theses.fr/1996NANT3015.
The setting of universities in working-class districts (fives in lille and central roubaix) reveals itself as an opportunity to renew the city analysis and to have a better understanding of the change in traditional industrial cities. Nowadays, these cities are manifold actually : lille has always been able to blend university with industry whereas roubaix is witnessing the growing importance of its university. The study shows that the interfering of public authorities aims at promoting the university as a partner liable to solve the crisis in traditional districts : the university is thus expected to work as an economic and social agent giving a new proficiency to the district. Neverthelless , the work shows the existence of a discrepancy between the political will of institutional performers and strategies and the image of the university and district performers. It's on the grounds of a performer's sociology considering the relations and the interrelations that an original combination can be settled : combination of types of performer, types of practices and process leading to a meaningful pattern
Zouali, Ouafaa. "Les usages langagiers, les attitudes langagières et l'expression identitaire de Marocains vivant en milieu minoritaire ou en milieu majoritaire." Thesis, Université Laval, 2004. http://www.theses.ulaval.ca/2004/22238/22238.pdf.
Paradis, Jonathan. "L'indigénisation de la subjectivité néolibérale chez les étudiants de la Royal University of Phnom Penh au Cambodge." Master's thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/33289.
These last decades, Cambodia experienced profound transformations at such a pace that their impacts on individuals have not entirely been looked into yet. In this ever changing context, neoliberalism has gained a prominent role which I explore in this thesis, with particular attention to young Cambodians attending the Royal University of Phnom Penh. The aim is to shed light on how these students welcome this new influence, encouraging them to adopt the homo oeconomicus’ subjectivity and the particular rationality coming with it. This in turn supports an important redefinition of education and its role. To make theirs these new ideas, university students put forth their agency to ensure that they stay harmonized with their sociocultural environment. Ethnographic fieldwork was conducted in 2015-2016 to clarify the indigenisation process at play. The results highlight, first, the impact of neoliberalism on students and, second, the limitations to the adoption of these new ideas in the face of geography, economic situation, parental pressure and gender. Ultimately, through fieldwork, my research helps highlight the definition of education favored by the students, the rationality that drives them them through university, and a few elements of accessibility to university education in Cambodia.
Yaou, Abdelkarim. "Représentation sociale de la réussite de la mobilité internationale : le cas des jeunes diplômés marocains formés à l’étranger." Thesis, Corte, 2013. http://www.theses.fr/2013CORT0011.
The magnitude of the return of young Moroccan graduates trained and scarce scientific contributions remain the main catalyst to adventurer in this research process. In this perspective, we opted for a study focusing on the success of the international mobility of young Moroccan graduates trained through social representations. Its challenge to enrich advanced research on international mobility and to provide practical and tangible answers to the many questions that arise in the business world.Our initial question consists of two main components. The first is interested in understanding the content of the social representation of the success of the international mobility of our study population. The second proposes to determine the variables that explain this success. To address the issue of such research, we divided the study into two parts. The first illuminates the theories and concepts inspired from various disciplines. It deals later, the formulation of hypotheses and the presentation of the research model. The second part highlights the empirical knowledge through two field studies. First, we conducted a qualitative study of thirty-two companies and consultants working in the business world leaders in Morocco. Second, we conducted a quantitative study for young Moroccan graduates trained. Ultimately, we got two hundred ninety-six responses to our questionnaire.The results of our research provide various managerial implications, especially in terms of understanding the essence of successful graduates trained and determination of the most significant factors behind this success
Eisele-Henderson, Alice. "La Lecture de textes en anglais langue étrangère chez des étudiants en sociologie : implications didactiques d'une perspective socio-cognitive." Chambéry, 2001. http://www.theses.fr/2001CHAML006.
Xia, Min. "Attractivité, territoires et langues étrangères en Chine : le cas du français. Enquête auprès des étudiants de Shanghai et de Hefei (Anhui)." Besançon, 2010. http://www.theses.fr/2010BESA1021.
Combes-Joncheray, Marie-Françoise. "Les différences entre input et output chez les étudiants en anglais commercial des classes de BTS Commerce International : analyse critique." Compiègne, 1999. http://www.theses.fr/1999COMP1247.
The research work started from a personal question and an intuition : there muet be some process at work to account for the discrepancy between input and output in the production of learners of EFL. The question arising from a parctical problem led to theoretical investigations and to the elaboration of tools for the analysis of data, which enabled the researcher to interpret, and therefore understand, the situation. It is feasible to replicate the process and apply it through action-research so as to contribute to the professional and personal development of teachers. Two metaphors were used on the study : the input / output metaphor, and the BICS ans CALP metaphor. They were used as a basis for the theoretical framework of the research which eventually highlighted the impact of students ans institutional representations on input processing. It showed how the discrepancy existing between learners's representations and the institution's expectations could partially explain the differences between input and output. It also stressed the social part played by research in didactics
Fidolini, Vulca. "Les constructions de l'hétéronormativité : sexualité, masculinités et transition vers l'âge adulte chez de jeunes marocains en France et en Italie." Thesis, Strasbourg, 2015. http://www.theses.fr/2015STRAG025/document.
This thesis investigates representations of sexuality and constructions of masculinity among young Moroccan Muslim men (aged between 20 and 30) who migrated to France (Alsace) and Italy (Tuscany). Sexual accounts and gender identification processes are the main fields to study heteronormativity and to show how its hegemonic power is interwoven with other social relations which define the transition to adulthood of these young men. By exploring the outcomes of a qualitative research – based on ethnographic observation and interviews – this study demonstrates that heteronormativity, far from being a monolithic power, is a plural norm which produces not only social constructions of sexuality and masculinity among young Moroccans, but also shapes intra- and intergenerational relationships, relations among minority groups, and between migrants and the majority population
Pourquier-Jacquin, Stéphanie. "Le temps des possibles : consolidation et affranchissement des sociabilités cinéphiles à l'université : le cas avignonnais." Thesis, Avignon, 2015. http://www.theses.fr/2015AVIG1153/document.
This research in communication and information sciences area, discusses the students’ film practices with a communicational and sociological approach. This case study is focusing on the students of the University of Avignon. While going to the movies is the first cultural practice of students, the first part of this work aims the universities position in the cultural practices. It discusses the construction the student’s cultural and cinematographic identity. Based on observations conducted at the University of Avignon, one quantitative survey and many directed interviews with students, our study discusses the articulations between cinema as a “going out” to the theater on one hand and the extension of this movie trip thanks to the digital technologies on the other hand. The second part of this thesis considers the movement from the movie theater to a portable film practice. Nowadays, multiple ways to understand the cinema are possible and it helps in the construction of a student film culture. Through this work, we approach the multiple receptions’ modes to explain how these receptions, which are using digital tools, include themselves in the film practice while making the student a multifaceted spectator
Álvarez, de Benavides Antonio Nicolás. "Processus intergénérationnels d’intégration/marginalisation et de (re)articulation de l’identité collective : application au cas de l’immigration marocaine à Madrid." Paris, EHESS, 2012. http://www.theses.fr/2012EHES0035.
The main objective of this thesis has been to study how the Moroccan collective identity is formed; from inside and from outside, and how actors re-build their identity after the migration process, and how the host society takes part in this identity establishment. I analyse the living together and the interpersonal and intergroup contact, and also the juridical and political instruments. The immigration process involve the (re)adaptation of primary and secondary socialization in a new and unknown context, in which there is a dominant culture and a variety of lifestyles different to the immigrants natives ones. Their practices, their daily lives, have to be adapted to a new social environment and raise the characteristic difficulties of immigration. The aim of migrants is to find their place in the new society and to achieve the objectives of their immigration project. I can affirm that the last objective of Moroccans is to be integrated in the Spanish society. Nevertheless this is a hard trip because there are lots of elements implicated in this process. Host society has a lot to say. If I have talk about identity, specifically collective identity, I have to talk about otherness too. We can’t think about the identity reconstruction, the integration, if we don’t have any place, any laws, any political or social practices that bring their the possibility to get into society sharing the same rights and the same success possibility
Casta, Aurélien. "Le financement des étudiants en France et en Angleterre de 1945 à 2011 : le student finance, l'award et le salaire étudiant et leur hégémonie." Thesis, Paris 10, 2012. http://www.theses.fr/2012PA100086/document.
The thesis deals with student funding policies in France and England and the debates that they raised since the post-war years. It answers two main questions. By using the approach of the social policies sociology, it compares the systems of proposals and policies – the student finance, the award and the salaire étudiant – which have shaped higher education since 1945 in both countries. By using the concept of hegemony that Antonio Gramsci thought it at the beginning of the 20th century, the thesis shows the decision-making process that lead to these proposals and policies. Our materials are composed of the available statistical data, the student union archives, the governmental reports and the documents diffused by the groups involved in the sector. The thesis deals with four periods – two in each country – and describe the debates, the conflicts and the policy which took place. It shows that those funding systems are founded on different measures: tuition fees, loans and grants for the student finance; the public funding of maintenance and fees for the award; free higher education and wage for the salaire étudiant. It also shows that they are supported by specific representations of students and the value of their work and specific types of funding and decision-making process. It shows finally that the spreading of these ideas in the public debate and the development of these institutions inside the sector make possible the shaping of their policies and of their hegemony
Gargano, Virginie. "L'intervention en contexte de nature et d'aventure : une analyse sous l'angle des facteurs d'aide." Doctoral thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/31844.
Since the early twentieth century, natural outdoor and adventure settings have been used in education and psychosocial intervention (Gass, Gillis, & Russell, 2012; Miles & Priest, 1999; Russell & Hendee, 2000; Tucker & Norton, 2013). Predominantly utilized by groups with educational and therapeutic aims, some effects on individuals taking part in those programs with personal and interpersonal plans have been reported, notably on selfperception (Whittington, 2006), self-efficacy (Ronalds & Allen-Craig, 2008; Török, Kökönyei, Károlyi, Ittzés, & Tomcsányi, 2006), social skills and leadership (Sibthorp, 2003; Stott & Hall, 2003). These effects demonstrate the relevance of this type of intervention. Certain underlying elements of reported effects have been identified, such as the importance of the group in the experience of participants (Deane & Harré, 2014; Scheinfeld, Rochlen, & Buser, 2011), but there is much left to be understood about the group’s place in natural outdoor and adventure experiences. Considered to allow in-depth examination of operating processes in groups, the Helping Factors model developed by Yalom et Leszcz (2005) provides a conceptual framework that is open to possibility. Defining the processes acting within a group as underlying the individual benefits taken away by members, this conceptual framework permits an understanding of what participants encounter in experiences in natural outdoor and adventure settings. Conducted with 23 college students, this qualitative research aims to identify the active Helping Factors in an educational program that takes place in natural outdoor and adventure settings. This general objective can be broken down into two specific objectives: 1) To identify which Helping Factors emerge in group interventions in experiences in natural outdoor and adventure settings; and (2) to determine their relative importance, according to the perspectives of the participants. The results obtained demonstrate a strong presence of the majority of the Helping Factors proposed by Yalom and Leszcz (2005). Interpersonal Learning, Development of Socializing Techniques and Cohesiveness are found to be among the most important. Secondarily, Altruism, Imitative Behavior and Imparting Information are found. Of lesser importance are Corrective Recapitulation of the Primary Family Group, Catharsis, Hope and Existential Factors. The relative importance of different Helping Factors could be attributable to the educational nature of the group and the absence of problems experienced by the participants. The results equally indicate that the fact of being in nature, of carrying out activities that require personal coping strategies and experimenting with challenge and success through risk-taking have a catalytic effect on the occurrence of Helping Factors. These results resonate with elements that are already recognized in programs implemented in the context of natural outdoor and adventure settings, such as experimenting with challenge and success through risk-taking, adaptive dissonance and the relationships between stakeholders and members of the group (McKenzie, 2003; Panicucci, 2007; Priest, 1999a; Russell & Phillips-Miller, 2002). The choice of Helping Factors as an analytical framework brings new light to the central position that the group occupies in interventions in natural outdoor and adventure settings. In this sense, the results of this thesis are breaking new ground. Within the literature, few links have been made between Helping Factors and interventions in natural outdoor and adventure settings (Gass et al., 2012; Williams, 2000). Furthermore, studies on Helping Factors have been predominantly carried out in traditional intervention environments and with clinical and adult populations (Shechtman, 2003; Shechtman, Bar-el, & Hadar, 1997; Yalom & Leszcz, 2005), whereas this doctoral study focuses on young adults in natural outdoor and adventure settings. This thesis demonstrates that Helping Factors can occur within different conditions, pointing to possible future avenues of research in social work.
Delaval, Marine. "Améliorer la réussite en statistiques des étudiants en psychologie : influence du feedback de comparaison sociale ou temporelle délivré dans un environnement numérique." Thesis, Rennes 2, 2014. http://www.theses.fr/2014REN20035/document.
The aim of this thesis is to find ways of improving psychology students’ statistics performance, by examining the influence of social or temporal comparison feedback delivered in a web-based training environment. This aim is based on three observations. Firstly, immediate feedback has been shown as a central characteristic of web-based learning environments for statistics, but studies rarely interrogate which kind of feedback is delivered. Secondly, studies generally focus on taskoriented feedback rather than on psychosocial processes such as social and temporalcomparison. Thirdly, these two comparisons have rarely been examined at the same time, a fortiori in web-based training environments. The research program is divided in two sets of studies. The first three studies examine theinfluence of social or temporal comparison feedback on statistics performance. In the last two studies, interventions in class were implemented to encourage students to use the web-based training environments. Overall, results do not show a robust effect of comparison feedbacks but confirm the crucial influence of procrastination and initial knowledge on students’ performance. The implications are discussed considering thenaturalistic nature of this research
Wiederkehr, Virginie. "L'idéologie méritocratique dans le système éducatif : un élément de reproduction sociale ?" Thesis, Clermont-Ferrand 2, 2015. http://www.theses.fr/2015CLF20015/document.
Despite the policies of equal opportunities, children’ social environment strongly influences their level of education (Observatory of Inequalities, 2011). The equality principle implies a meritocratic logic according to which each student has the same chances to succeed in school. However, meritocratic beliefs may have negative consequences for members of disadvantaged groups including self-assessment or self-concepts (Shannon & Major, 2006; Jost & Hunyady, 2005; Midgley, Feldlaufer, Eccles, 1989; Marsh, Köller, Baumert, 2001). However, members of disadvantaged groups need to believe in meritocratic ideology to preserve their self-image and/or their group (Jost et al., 2004; Kay & Friesen, 2011; Kay et al., 2009; Van Der Toorn et al., 2011). This work studied, how the belief in school meritocratic ideology may explain, in part, social inequalities in academic achievement and, secondly, the determinants of this belief, especially among disadvantaged students. The first three studies were carried out on primary school pupils. A first study (see study 1) highlights the existence of a mediation process between students’ socioeconomic status and their academic performances through their self-efficacy. The following three studies highlight how the belief in school meritocratic ideology can increase social achievement and self-efficacy gaps, predominantly in the field of mathematics among primary school pupils (see studies 2 and 3) while it reverses social self-competence gap typically observed among university students (see study 4). Results from a fifth study determined that in a context such as selective university, students of non-social science field believe stronger in school meritocratic ideology than students in the social sciences field. This effect is not observed for the students who perceive themselves as members of low socioeconomic status (see study 5). The last study presented in this work (see study 6) underlines that the students who perceive themselves as members of low socioeconomic status presented stronger belief in school meritocratic ideology in a salient selection process condition (vs. “Success for all” condition). This effect is reversed for the students who perceive themselves as members of high socioeconomic status groups. These results are discussed in relation to the definitions of the meritocratic ideology and the multiple meanings of the word “merit”. We also discussed the impact of these characteristics on the reproduction of inequalities in the education system, where the selection process is salient
Kiely, Siobhán, and Siobhán Kiely. "Sociolinguistic attitudes, ethnolinguistic identity, and L2 proficiency : the Quebec context." Master's thesis, Université Laval, 2013. http://hdl.handle.net/20.500.11794/24522.
Tableau d’honneur de la Faculté des études supérieures et postdoctorales, 2013-2014.
Portant sur les relations intergroupes francophones-anglophones au Québec, cette étude est consacrée au rôle du contexte social dans l’apprentissage d’une langue seconde (L2) en milieu scolaire. L’étude a porté sur la relation entre les attitudes envers la L2, la communauté de la L2 et la politique linguistique, d’une part, et la compétence en L2, d’autre part. Le rôle du rapport entretenu avec la L1 et la communauté de la L1 dans la construction de ces attitudes a également été étudié. Au total, 121 élèves francophones et anglophones fréquentant l’école secondaire ont répondu à un questionnaire, et leurs données ont été analysées par rapport aux résultats obtenus aux tests de L2. Des relations significatives entre les attitudes envers la politique linguistique, la L2 et la compétence en L2 ont été confirmées, ainsi que le rôle de l’identité ethnolinguistique dans la construction de ces attitudes. Ces résultats diffèrent selon le groupe linguistique.
Portant sur les relations intergroupes francophones-anglophones au Québec, cette étude est consacrée au rôle du contexte social dans l’apprentissage d’une langue seconde (L2) en milieu scolaire. L’étude a porté sur la relation entre les attitudes envers la L2, la communauté de la L2 et la politique linguistique, d’une part, et la compétence en L2, d’autre part. Le rôle du rapport entretenu avec la L1 et la communauté de la L1 dans la construction de ces attitudes a également été étudié. Au total, 121 élèves francophones et anglophones fréquentant l’école secondaire ont répondu à un questionnaire, et leurs données ont été analysées par rapport aux résultats obtenus aux tests de L2. Des relations significatives entre les attitudes envers la politique linguistique, la L2 et la compétence en L2 ont été confirmées, ainsi que le rôle de l’identité ethnolinguistique dans la construction de ces attitudes. Ces résultats diffèrent selon le groupe linguistique.
Focussing on the case of Francophone-Anglophone intergroup relations in Quebec (Canada), this quantitative study examined the role of social context in second language (L2) classroom learning. Specifically, the relationships between attitudes toward the L2, the L2 community, and language policy and planning on the one hand and L2 proficiency on the other were investigated. As a secondary objective, the role played by students’ relationship with their first language (L1) and L1 community (i.e., ethnolinguistic identity) in the construction of these attitudes was also studied. In total, 121 Francophone and Anglophone high school students responded to a multi-part questionnaire, and their data was analyzed with respect to their scores on provincial L2 tests. Significant relationships between attitudes toward language policy and planning, attitudes toward the L2, and proficiency were confirmed as was the role of ethnolinguistic identity in the construction of these attitudes. However, these findings varied across linguistic groups.
Focussing on the case of Francophone-Anglophone intergroup relations in Quebec (Canada), this quantitative study examined the role of social context in second language (L2) classroom learning. Specifically, the relationships between attitudes toward the L2, the L2 community, and language policy and planning on the one hand and L2 proficiency on the other were investigated. As a secondary objective, the role played by students’ relationship with their first language (L1) and L1 community (i.e., ethnolinguistic identity) in the construction of these attitudes was also studied. In total, 121 Francophone and Anglophone high school students responded to a multi-part questionnaire, and their data was analyzed with respect to their scores on provincial L2 tests. Significant relationships between attitudes toward language policy and planning, attitudes toward the L2, and proficiency were confirmed as was the role of ethnolinguistic identity in the construction of these attitudes. However, these findings varied across linguistic groups.
Ross, Jocelyn. "L'enseignement et l'évaluation d'une attitude favorable à la communication en techniques policières." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26006/26006.pdf.
Eiammongkhonsakun, Sunporn. "La lecture en langue étrangère : compréhension, interprétation et reformulation. Étude de cas : des lycéens et des étudiants thaïlandais face à la lecture en Français Langue Étrangère." Phd thesis, Université de Franche-Comté, 2011. http://tel.archives-ouvertes.fr/tel-00973873.
Strenna, Laetitia. "Etude des tracas quotidiens des étudiants de Grandes Ecoles : liens avec la santé perçue, la qualité de vie et importance de la prise en compte de l'influence des traits de personnalité et de l'estime de soi." Phd thesis, Université de Bourgogne, 2011. http://tel.archives-ouvertes.fr/tel-00836471.
Pinto, Baleisan Carolina. "Mobilité sociale et mobilité internationale d’étudiants étrangers : trajectoires de jeunes professionnels chiliens et colombiens à Paris, New York et Boston." Thesis, Paris Est, 2013. http://www.theses.fr/2013PEST1057.
Student's migration stands at the heart of the extension of migratory flows. Mainly analyzed in geopolitical terms (brain drain, economic relations ...), this issue responds primarily to individual choices and paths related to social and professional expectations. From this observation, this research deals with the pursuit of post-graduate studies abroad as a strategy for social mobility. The aim is to explore the experiences of young adults during the studies away from their country in order to understand the decisions at the end of this experience. Finally, the interest relates to the internal transformation of the migrants accentuated by the physical and social distance vis-à-vis the society of origin. The study population is students from Chile or Colombia enrolled in graduate programmes, master 2 or PhD, not having the nationality of the country of residence. They live and continue their studies in the cities of Paris, New York or Boston. Using a comprehensive and biographical approach, this research is mainly based on 63 in-depth interviews conducted between 2008 and 2011
Pape, Elise. "Transmissions intergénérationnelles dans des familles d'origine marocaine en France et en Allemagne : "la fierté d'être soi"." Thesis, Strasbourg, 2012. http://www.theses.fr/2012STRAG042.
This PhD treats the question of transmission processes in families with migrant background. Departing from a socio-anthropological research, the study aims at depicting the impact of different national frameworks on these transmissions, but also to grasp the transnational dynamics at work, as the group of migrants concerned is particularly widespread in Europe. The analysis reveals different forms of transmission, going from the transmission of gender relations to the transmission of languages, transnational practices, religion or the positioning towards modernity and “Othering”. Independently from the social origin of the encountered families, these transmissions show to be motivated by the “strategy of transmitting self-esteem”, through which the families develop an active resistance to the impact of postcolonialism. A particularly powerful tool here by consists of the transmission of family memory, through which the encountered persons develop an intense reflection on the relationship between history, memory and the construction of contemporary societies, aiming at letting the “here” and the “there” get closer to one another
Caquel, Marie. "Transferts culturels et gastronomie : les relations entre la France et le Maroc de la fin du XIXe siècle jusqu’à nos jours." Thesis, Université de Lorraine, 2018. http://www.theses.fr/2018LORR0306/document.
At a time when political debates are crystallizing around multiculturalism, fear of globalization and furthermore the recent arrival of migrants in a Europe which is developing a withdrawal into itself, it seems important to restore some historical depth to the exchanges between the various shores of the Mediterranean area. Food as an object of analysis shows how different countries have so much culturally influenced one another that it is difficult today to determine exactly from where does a recipe comes. However, there is still resistance to certain cultural traits of “the Other” and this is reflected in one’s eating habits. This research studies the gastronomic relations between France and Morocco using the cultural transfer paradigm that shows how recipes could or couldn’t cross borders (in the cultural and geographical meaning) and why. Three context typologies have been defined. Colonization causes one of the great "meetings" that have marked the two societies until today given that in a colonial context food is in the center of power relations. The second factor of the "encounter" between those two societies is the the context of international migration. Migrants and immigrants have a role in cultural gastronomic transfers between their origin country and France, especially because it is chosen by many Moroccan migrants to settle in France by opening restaurants. The migrant has a role of innovator in gastronomic matters while we also see evolving the French and European companies practices towards this migration. Briefly, through eating practices, notions of integration, assimilation and acculturation are re-examined. Finally, the research concludes with an overall vision of globalization and Morocco's political will to use its gastronomic resources to position itself on the international stage
Al, Zubia Salem. "La mobilité d'étudiants libyens en France : relever le défi de l'altérité - un pari impossible ? une approche quantitative et exploratoire." Thesis, Besançon, 2015. http://www.theses.fr/2015BESA1020.
Our research deals with the Libyan students’ mobility, but this study differs from the usual student studies due to the nature of its sample and the objectives of this mobility. Indeed, our sample is composed of professors (in different areas) who have resumed studies, a growing number of non-specialists in French who have never studied this language before, and finally the very nature of this mobility is intriguing because these professors have moved with their families. We are talking about the specificities of the Libyan students’ mobility. Through a thorough study, the work focuses on the journey of these students 'special needs'. Indeed this work is to measure the extent of the culture shock experienced by these very students. The analysis shed light on the dynamics of their representations. The encounter with other students revealed our own students many realities about themselves during their time at universities. Our students who also have developed strong resistance home about Western identities nourished by an omnipresent identity shield face challenges and have to debunk some misinterpretations. Although the factors influencing on the social background are important, we were able to identify the most important ones for our respondents. The study also emphasizes on the flaws of the Libyan education system, and the Libyan educational policies in general, characterized by a lack of global vision and partial decision making. The result of this study can contribute to better preparation for Libyan students who want to study abroad and also to suggest that more intercultural awareness must be taken into consideration when it comes to students’ mobility
Récappé, Bénédicte. "Raison, émotion, institution : comprendre les mobilisations étudiantes face à des régimes autoritaires : Hongrie 1956, Mexique 1968." Phd thesis, Université Montesquieu - Bordeaux IV, 2008. http://tel.archives-ouvertes.fr/tel-00344672.
Ouali, Nouria. "Migration et accès au marché du: les effets émancipateurs sur la condition des femmes issues de l'immigration." Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210479.
L'étude tente d'abord de mettre en lumière le rôle des femmes immigrées dans l'histoire de la Belgique en le ré-articulant à l'histoire sociale, l'histoire des femmes et l'histoire de l'immigration. Ensuite, elle montre que l'approche dominante des travaux sur les migrations ne prend pas en compte la dimension du genre, ce qui a pour conséquence de masquer la différenciation des expériences migratoires selon le sexe. Enfin, elle replace l'analyse du statut des femmes immigrées et de leurs descendantes dans la complexité des rapports sociaux de sexe, de race et de classe afin de mieux rendre compte des réalités concrètes et de sortir du simplisme des approches culturalistes.
La thèse développe une analyse des politiques d'intégration (politiques éducative, de l'emploi et de lutte contre les discriminations) visant l'émancipation des immigrées et en évalue l'impact sur les filles de migrant-es d'origine marocaine. Elle présente enfin les trajectoires individuelles des filles de migrant.es marocain.es et examine les facteurs individuels et collectifs favorisant leur émancipation.
Doctorat en sciences sociales, Orientation sociologie
info:eu-repo/semantics/nonPublished
Fortier, Marie-Eve. "L'importance des liens transnationaux dans la démarche migratoire des étudiants internationaux marocains à Montréal." Thèse, 2007. http://hdl.handle.net/1866/18120.