Le soutien social perçu comme facteur protecteur du bien-être en contexte scolaire : son influence sur la mobilisation scolaire d’adolescents scolarisés en classe de troisième

Abstract

ObjectiveThe main objective consisted to explore links between perceived social support and school engagement to identify explanatory sources of adolescents’ school engagement schooled in ninth grade. Another objective, methodological, consisted to test the French version of Child and Adolescent Social Support Scale of adolescents in French school context following the validation of CASSS-f of French-Swiss adolescents. Population and methodsThe survey have been conducted collectively with 307 adolescents’ schooled in ninth grade. They have individually completed the CASSS-f and the school engagement/disengagement scale. ResultsMain results highlight complementary function of parents and teachers as principal sources of perceived social support explanatory of adolescent's school engagement. Classmates also contribute to adolescents’ school engagement, notably regarding to interest for personal work and achievement. Close friend does not appear to be a source of support appropriate for explain adolescents’ school engagement. ConclusionFindings of the importance of perceived social support, parents’ interest towards adolescents schooling but also the recognition of them potential by teachers are maintained and also reaffirm the importance of school-family link. Lastly, this study highlight CASSS-f's psychometric qualities and interest to evaluate simultaneously perceived social support of several sources of support in adolescence.