La présente thèse s’est penchée sur les liens entre l’attachement parental, le climat d’apprentissage de la classe, l’orientation des buts d’accomplissement, les perceptions de compétence scolaire et la symptomatologie anxieuse chez les élèves qui transitent vers le
secondaire. Le devis prospectif qui a été utilisé comportait des mesures avant et après la transition avec inclusion de covariables susceptibles d’atténuer le pouvoir prédictif des variables indépendantes sur les variables dépendantes propres à chacune des études.
En dépit de ses forces, la thèse renferme certaines limites à prendre en compte dans l’interprétation des résultats. D’abord, la méthodologie repose sur un devis de type corrélationnel limitant l’interprétation d’un lien de causalité entre les différentes variables mesurées. Un tel devis ne permet pas de savoir si c’est le climat de performance qui favorise l’anxiété ou, à l'inverse, si c’est l’anxiété qui amène les élèves à percevoir un climat de performance. Deuxièmement, toutes les informations recueillies proviennent d’une seule et même source, soit l’adolescent, ce qui augmente la possibilité que les effets observés soient attribuables à la méthode de variance partagée. D'éventuelles recherches devraient considérer l'utilisation de sources d'informations supplémentaires, comme les enseignants ou les parents, pour évaluer les dimensions cognitives (compétence, anxiété) et familiales. Troisièmement, les perceptions du climat d’apprentissage ont été mesurées dans le contexte de l’enseignement des mathématiques. Les résultats ne peuvent donc être généralisés à l’ensemble des disciplines scolaires auxquelles les élèves sont exposés en première secondaire. Quatrièmement, la sécurité d’attachement au père n’a pas été considérée dans cette recherche. Des études suggèrent que la sécurité ressentie avec le père peut aussi avoir des conséquences positives sur la motivation et l’expérience scolaire des enfants et des adolescents. Ces recherches ont par exemple démontré que les enfants ayant un attachement sécurisant dans la relation avec le père sont plus confiants (Cox et al., 2003 ; Grossmann et al. 2002 ; Lamb et Lewis, 2004), actifs dans l’exploration du jeu (Grossman et al., 2002), engagés (National Institute Child and Human Development (NICHD), 2004 ; Nord, Brimhall et West, 1997) et performants à l’école (Wagner et Phillips, 1992). D'autres recherches sont nécessaires afin d’explorer la contribution du père dans l’orientation des buts d’accomplissement. Enfin, la présente thèse a considéré les buts de maîtrise et les buts d’évitement de la performance, sans mesurer ceux d’approche de la performance. Les fortes corrélations entre les buts d’approche de la performance et les buts
CONCLUSION
En conclusion, cette thèse poursuivait l’objectif général d’étudier les liens entre l’attachement parental, le climat d’apprentissage de la classe, les buts d’accomplissement, les perceptions de compétence scolaire et la symptomatologie anxieuse chez les élèves qui transitent vers le secondaire. Deux articles empiriques découlent de cet objectif. Les résultats du premier article montrent que la sécurité perçue dans la relation avec la mère participe à la poursuite des buts d’approche de la maîtrise en première secondaire et que cette relation peut être expliquée par les perceptions de l’élève d’être capable de gérer efficacement les demandes scolaires. Parallèlement, la sécurité d’attachement peut protéger les élèves contre l’expression de symptômes d’anxiété, lesquels peuvent favoriser des buts d’évitement de la performance. L’ensemble de ces liens est indépendant du genre de l’adolescent et des buts poursuivis en 6e année.
Quant aux résultats du deuxième article, ceux-ci indiquent que la sécurité perçue dans la relation d’attachement avec la mère à la fin du primaire prédit positivement les perceptions de la compétence scolaire en 1re secondaire. La sécurité d’attachement semble également protéger les
élèves contre l’expression de symptômes d’anxiété lorsque ceux-ci perçoivent que l’enseignant met en place des stratégies d’enseignement valorisant la compétition et la comparaison sociale. L’ensemble de ces liens est indépendant du genre de l’adolescent et des caractéristiques personnelles (compétence scolaire, anxiété) en sixième année. Pris dans leur ensemble, les résultats de cette thèse plaident en faveur du rôle important de la sécurité d’attachement à la mère dans l’expérience scolaire des jeunes pendant la transition primaire-secondaire.
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