fenouillet et al is 8
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An urgent call for change: Flow, motivation and well-being in French School students
Fabien Fenouillet*, Charles Martin-Krumm**, Jean Heutte*** & Maud Besançon*, 03 July 2014 *CHArt (EA 4004) Paris Ouest Nanterre La Défense ; ** CREAD (EA 3875) Rennes 2 ; ***CIREL (EA 4354) Lille1
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Why study well-being at school ? • UNICEF report of 2007 on subjective well-being states that
France is in third last position in the ranking
• This research's main objective is to study well-being in French schools.
• A further objective is to study the relationship between well-being and motivation as well as school evaluation
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Sample
• Different groups from several years of studies • 1.662 students (52% girls and 48% boys) • Mage = 14.73 (SD = 2.6; Min = 8; Max = 21) • Schools from several French ciIes and regions: Paris, Lille,
Bordeaux, Normandie, Dordogne.
CM2 6ème 3ème 2nde 1ère Terminal 5th grade US (Y6 UK)
6th grade US (Y7 UK)
9th grade US (Y10 UK)
10th grade US (Y11 UK)
11th grade US Y12 (UK)
12th grade US (Y13 UK)
201 238 471 228 142 382
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Wellbeing
From Randolph, Kangas & Ruokamo (2009)
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Wellbeing scales: life saIsfacIon • SaIsfacIon With Life Scale (SWLS -‐ Diener & al., 1985; Blais &
al., 1989): 1 dimension (5 items) • Students Life SaIsfacIon Scale (SLSS -‐ Huebner, 1991): 1
dimension (7 items) • Life SaIsfacIon Scale for Children (LSSFC -‐ Huebner, 1994;
Fenouillet & al., in press): 4 dimensions (40 items) ; Self, School, Living Environment , Friends, Family.
• The Children’s Overall SaIsfacIon with Schooling Scale (COSSS; Randolph & al., 2010): 1 dimension (6 items)
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Wellbeing scales: affects • Scale of PosiIve and NegaIve Experience (SPANE – Diener & al., 2010): 2 dimensions (12 items) ; posiIve –negaIve
• Center for Epidemiologic Studies Depression Scale (CES-‐D – Radloff, 1977; Moullec & al., 2010): 4 dimensions (20 items); Depressed affect, PosiIve affect, SomaIc complaints, Disturbed interpersonal relaIonships
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MoIvaIon • EduflowScale (Heuce & al., under soumission): 4 dimensions (12 items); cogniIve absorpIon, Ime transformaIon, loss of self-‐consciousness, well-‐being (D4)
• Academic Interest (Fenouillet & al., under soumission): 3 dimensions (15 items); french, mathemaIcs, school.
• Academic self-‐efficacy (Masson & al., 2013): 3 dimensions (11 items); french, mathemaIcs, school.
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DescripIve StaIsIcs N Minimum Maximum Mean Std. Deviation
LSSFC family 1019 1.00 7.00 5.36 1.34 school 1019 1.00 7.00 3.92 1.23
friends 1019 1.00 7.00 6.17 .93
living 1018 1.00 7.00 4.83 1.62
self 1018 1.00 7.00 5.06 1.11
Global 1019 1.00 7.00 5.07 .76
CESD Global 1097 1.00 4.00 1.97 .56 SC 1097 1.00 4.00 2.06 .61
PA 1097 1.00 4.00 2.71 .53
DA 1096 1.00 4.00 1.88 .74
IP 1092 1.00 4.00 1.70 .78
SWLS 1657 1.00 7.00 4.87 1.32 COSSS 438 1.00 5.00 3.10 .93 SLSS 273 2.00 6.00 3.99 .60
SPANE Positif 435 1.00 5.00 3.63 .80 Négatif 432 1.00 5.00 2.51 .86
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F[5, 1651]=27.87, p<.001, η2=.06
SWLS
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F[2, 435]=2.34, p<.001, η2=.04
COSSS
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F[1, 271]=2.50, ns
SLSS
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F[2, 432]=1.60, ns F[2, 432]=9.78, p<.001, η2=.04
PosiIve NegaIve SPANE
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F[4, 1287]=26.79, p<.001, η2=.07
Interest
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F[5, 1652]=48.51, p<.001, η2=.13
Flow
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F[5, 1453]=25.52, p<.001, η2=.07
SEP
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Latent profiles Analysis (LPA) CESD, eduflow, interest, self efficacy, SWLS and LSSFC
n=907 2 3 4 5 6
AIC 40711 40150 39614 39196 39011
BIC 40919 40429 39965 39619 39507
Sample Size Adjusted BIC 40782 40245 39733 39340 39180
Entropy .81 .82 .82 .84 .85
Vuong Lo, Mendell, Rubin Test p<.001 p<.10 p<.05 p<.05 ns
Lo-‐Mendell-‐Rubin adjusted LRT p<.001 p<.10 p<.05 p<.05 ns
bootstrapped parametric likelihood raFo test
p<.001 p<.001 p<.001 p<.001 p<.001
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Profile 1: Depressive • N=81 (9%) • CDESD strongest and weakest SWLS • Scores LSSFC (family, friends, living, self) is the lowest of all profiles • School Flow lowest profile comparable to profile 2 • academic interest Higher than that of the profile 2, but less than
that of the other profile • self efficacy in the mean Depressive students with general existenIal difficulIes which have an impact on school percepIon
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Profile 2: DemoIvated • N=160 (18%) • CDESD, SWLS and LSSFC for family, friends, self equal to profiles
3 and 4 • Self-‐efficacy, school interest, school LSSFC are lowest profiles
Students demoIvated and suffering in the school system. Outside school, these students are fairly happy in their lives.
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Profile 3: Only demoIvated in mathemaIcs
• N=209 (23%) • CDESD, SWLS, LSSFC, EduFlow, school interest in the mean • in french both strong self-‐efficacy and strong interest • in mathemaIcs both low self-‐efficacy and low interest
Student who enjoys school for literature but on the other hand hates math
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Profile 4: Only demoIvated in french
• N=279 (31%) • CDESD, SWLS, LSSFC, EduFlow, school interest in the mean • in mathemaIcs both strong self-‐efficacy and strong interest • in french both low self-‐efficacy and low interest
Student who enjoys school for math but on the other hand hates french
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Profile 5: I am ok
• N=178 (20%) • All scores are top in comparison with all other scales
Student who feels good in school and outside and is moIvated by all school subjects.
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Profiles M SD n 1-depressive 1.67 1.17 24 2 -demotivated 1.35 0.95 40 3-only demotivated in mathematics 2.11 1.10 61 4-only demotivated in french 2.14 1.15 87 5-I am ok 2.68 1.12 28 Total 2.02 1.16 240
RelaIonship between profiles and learning outcomes
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RelaIonship between profiles and learning outcomes
• The assessments focus on results in naIonal examinaIons (Brevet and Baccalauréat): 0 (refused) to 4 (excellent average grade)
• (Profile1= Profile2)<(Profile3= Profile4)< Profile5
• 27%<54%<20%
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Conclusion • 1/3 of students (27%) of our sample are suffering in the French school system
• For ½ of the students (54%) moIvaIon for some subjects but lack of moIvaIon for others.
• Less than a quarter of students (20%) feel perfectly well in school, are moIvated in all subjects and succeed.
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General Conclusion • A drasIc reducIon in well-‐being and moIvaIon seems to happen in middle school. We should further examine the roots of this phenomenon
• Analysis profiles indicate that only 20% of students feel posiIve in the French school system, while 27% are suffering.
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Thank you!
Fabien Fenouillet*, Charles Martin-Krumm**, Jean Heutte*** & Maud Besançon*
*CHArt (EA 4004) Paris Ouest Nanterre La Défense ; ** CREAD (EA 3875) Rennes 2 ; ***CIREL (EA 4354) Lille1