CLIMAT SCOLAIRE ET PERFORMANCES ACADÉMIQUES CHEZ L'ÉLÈVE SCOLARISÉ EN SITUATION DE SÉPARATION PARENTALE
SCHOOL CLIMATE AND ACADEMIC PERFORMANCE IN SCHOOL CHILDREN IN SITUATION OF PARENTAL SEPARATION

Summary/Abstract: The separation of the parental couple can be intentional or suffered, but in either case, this situation causes intense psychological suffering with potentially harmful consequences for the development of the student. However, the effects of separation appear to be nuanced depending on the children and this finding raises questions about the factors associated with the pupil's school adaptation to parental separation. As such, the school environment appears to be one of the variables receiving the most empirical support in the literature. This article assesses the relative contribution of different types of school climate to the explanation of academic performance in students in a situation of parental separation. The results of the hierarchical linear regression analyzes carried out on a sample of 67 students show a significant contribution of the educational climate, the relational climate and the climate of belonging in explaining performance in French and mathematics. On the other hand, no effect is observed concerning the climate of justice and security.

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