L’influence des pratiques éducatives sur le sens donné à l’école : étude auprès de lycéens français

Abstract

There are many studies exploring the link between meaning and learning. However, none of it examines the link between parental educational practices and the meaning of schooling. Based on a review of the literature, the objective of this article is to test the hypothesis of a link between the educational practices that high school students benefit from and the meanings that they attribute to school. Thus, we assume that educational practices play a predictive role in different processes of elaboration of the meaning of education by high school students (GH). The analysis of the results collected with the help of a measurement instrument consisting of two variables: the PEP – measuring parental educational practices – and the meaning of education (MOE) – measuring the meaning of education – questioning 390 French high school students, confirm our general hypotheses. Furthermore, it appears that a flexible educational practice is associated with a high level of meaning attributed to the school; conversely, a rigid educational practice is associated with a low level of meaning attributed to the school; and finally, a weak educational practice is not associated with an absence of meaning attributed to the school.