Resumo

RIARD, Emile-Henri. Vécu des situations scolaires, estime de soi et Développement: du jugement moral a la période de la latence. Educ. Teoria Prática [online]. 2011, vol.21, n.36, pp.23-44. ISSN 1981-8106.

According to an approach of clinical social psychology, the point of view adopted in this article is triple: 1- to consider the "common" school situations as potentially generators of difficulties; 2-join upstream to the adolescence to improve the understanding of this last one; 3 - to consider the lived of the pupils. The research led in France (children, 6 to 11 years old), by questionnaire (48 situations raising from the schooling: class, school playground, route place of residence / school, and place of residence were proposed); test of self-respect (Coopersmith); moral development (Kohlberg). Variables: age, sex, mode of housing environment, school position, classification, department....The results (variance’ analysis) demonstrate a functioning "altogether" of the level of lived on difficulty. As significant variables, in ascending order lessening: the sex (the boys feel more the difficulties than the girls); the age (the level of lived difficulty decreases with the age but concerns especially the school playground); the mode of housing environment (collective). The class is the most carrier space of differences of lived on difficulties independently of variables. The level of autonomy and the self-respect are proportionned in broad outline conversely at the level of difficulty lived. The conclusion emphasizes the importance of the effects interactive and of accumulation of the situations.

Palavras-chave : Lived School Situations; Latency Period; Accumulation of Deficits.

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