Recherchemedicale.com
Phénomènes psychologiques
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Sous-performance
Sous-performance : Questions médicales fréquentes
Diagnostic
5
Évaluation des performances
Sous-performance
Tests psychométriques
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Psychologie
Éducation spécialisée
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Difficultés d'apprentissage
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Symptômes
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Performance scolaire
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Isolement social
Relations interpersonnelles
Développement de l'enfant
Adolescence
Prévention
5
Prévention
Soutien émotionnel
Éducation précoce
Qualité éducative
Activités parascolaires
Compétences sociales
Soutien psychologique
Gestion du stress
Engagement parental
Éducation
Traitements
5
Thérapie cognitive-comportementale
Tutorat
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Engagement
Programmes scolaires
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Soutien entre pairs
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Carrière
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Troubles mentaux
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Antécédents familiaux
Stress
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Instabilité
Santé physique
Santé mentale
Ressources éducatives
Éducation
Troubles émotionnels
Anxiété
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"position": 12,
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"name": "Les activités parascolaires sont-elles utiles ?",
"position": 13,
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"name": "Le soutien psychologique est-il important ?",
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"name": "Les parents peuvent-ils jouer un rôle ?",
"position": 15,
"acceptedAnswer": {
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"position": 16,
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"text": "Les traitements incluent la thérapie cognitive-comportementale et le tutorat."
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"position": 17,
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"name": "Comment le soutien parental aide-t-il ?",
"position": 18,
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"name": "Les programmes scolaires peuvent-ils aider ?",
"position": 19,
"acceptedAnswer": {
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"name": "La thérapie de groupe est-elle bénéfique ?",
"position": 20,
"acceptedAnswer": {
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"text": "Oui, elle peut offrir un espace de partage et de soutien entre pairs."
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"name": "Quelles complications peuvent survenir ?",
"position": 21,
"acceptedAnswer": {
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{
"@type": "Question",
"name": "La sous-performance peut-elle affecter la carrière ?",
"position": 22,
"acceptedAnswer": {
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{
"@type": "Question",
"name": "Y a-t-il des impacts sur la santé mentale ?",
"position": 23,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, la sous-performance peut entraîner des troubles de santé mentale à long terme."
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{
"@type": "Question",
"name": "Les relations personnelles sont-elles affectées ?",
"position": 24,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, des difficultés relationnelles peuvent survenir en raison de la sous-performance."
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{
"@type": "Question",
"name": "La sous-performance peut-elle mener à l'abandon scolaire ?",
"position": 25,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, elle augmente le risque d'abandon scolaire chez les jeunes."
}
},
{
"@type": "Question",
"name": "Quels sont les facteurs de risque de sous-performance ?",
"position": 26,
"acceptedAnswer": {
"@type": "Answer",
"text": "Les facteurs incluent des antécédents familiaux de troubles d'apprentissage et le stress."
}
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{
"@type": "Question",
"name": "L'environnement familial influence-t-il la performance ?",
"position": 27,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, un environnement familial instable peut augmenter le risque de sous-performance."
}
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{
"@type": "Question",
"name": "Les problèmes de santé affectent-ils la performance ?",
"position": 28,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, des problèmes de santé physique ou mentale peuvent nuire aux performances."
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{
"@type": "Question",
"name": "Le manque de ressources éducatives est-il un risque ?",
"position": 29,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, l'absence de ressources éducatives adéquates peut contribuer à la sous-performance."
}
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{
"@type": "Question",
"name": "Les troubles émotionnels sont-ils un facteur ?",
"position": 30,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, les troubles émotionnels comme l'anxiété peuvent aggraver la sous-performance."
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Expert en Médecine, Optimisation des Parcours de Soins et Révision Médicale
Validation scientifique effectuée le 27/10/2024
Contenu vérifié selon les dernières recommandations médicales
1 publication dans cette catégorie
Affiliations :
Department of Developmental Psychology and Didactics, University of Alicante, San Vicente del Raspeig, Spain.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
Department of Developmental Psychology and Didactics, University of Alicante, San Vicente del Raspeig, Spain.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
Department of Developmental Psychology and Didactics, University of Alicante, San Vicente del Raspeig, Spain.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
Department of Developmental Psychology and Didactics, University of Alicante, San Vicente del Raspeig, Spain.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK. kaito.kawakami@kcl.ac.uk.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Department of Psychology, Royal Holloway, University of London, London, UK.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
School of Biological and Behavioural Sciences, Queen Mary University of London, London, UK.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
Department of Education, University of York, York, UK.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
Department of Education, University of York, York, UK.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
School of Education, The University of New South Wales, Sydney, New South Wales, Australia.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
School of Education, The University of New South Wales, Sydney, New South Wales, Australia.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
Institute of Work, Employment and Society, University of Professional Studies, Accra, Ghana.
Regional Institute for Population Studies, University of Ghana, Accra, Ghana.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
Regional Institute for Population Studies, University of Ghana, Accra, Ghana.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
Regional Institute for Population Studies, University of Ghana, Accra, Ghana.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
Master of Counseling in Yazd Science and Research Branch of The Islamic Azad University, Yazd, Iran.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
Department of Children with Special Needs, University of Isfahan, Isfahan, Iran.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
Department of Psychology, Shahid Beheshti University, Tehran, Iran.
Publications dans "Sous-performance" :
1 publication dans cette catégorie
Affiliations :
Department of Psychology, Shahid Beheshti University, Tehran, Iran.
Publications dans "Sous-performance" :
Children in out-of-home care (OOHC) are generally at increased risk of health and social adversities compared to their peers. However, the experiences of children in OOHC are not uniform and their ass...
To examine associations between a range of characteristics of OOHC placements and child protection contact (e.g., number, type, and age of placement) with educational underachievement, mental disorder...
Participants were Australian children drawn from the New South Wales Child Development Study cohort who had been placed in OOHC at least once between the ages of 0-13 years (n = 2082)....
Logistic regression was used to examine prospective associations of OOHC placement and child protection contact characteristics (type of carer, placement instability, duration and frequency of maltrea...
Placements with foster carers, greater placement instability, longer and more frequent exposure to maltreatment, and longer time spent in care were each associated with greater likelihood of consequen...
Children with certain placement characteristics are at higher risk of adverse consequences and should be prioritised for support services. The magnitude of relationships was not uniform across differe...
Much confusion exists about the underachievement of gifted students due to significant variations in how the phenomenon has been identified. From a review of the literature, five methods were found to...
The purpose of the study was to assess the equivalence of the commonly used methods to identify gifted underachievement, and to determine which of these methods may be optimal....
Data were collected from a school in Sydney, Australia....
Three measures of convergence (i.e., difference in proportions, phi association, and kappa agreement) were used to assess the equivalence of the identification methods, while latent class analysis was...
The convergence evidence suggested that the commonly used identification methods may not be considered convergent, while the criterion evidence indicated that one of the five identification methods ma...
A conclusion was reached that the simple difference method may be the most valid method to identify gifted underachievement....
Based on a person-centered approach, the aim ofthis study is to identify different profiles of students based on the time they spend on homew he differences between them in the amount of homework done...
With a sample of 968 students of Primary Education analysis of latent profiles (LPA) and ANOVA were carried out. Once the student profiles were identified, a MANOVA was conducted to analyze the differ...
We differentiated four profiles of students that differentially combine the time they dedicate to their homework and the use they make of that time....
Of the profiles identified, two can be considered more effective (those that manage time better), and two can be classified as less effective (those that manage time worse). The two profiles that best...
Students' academic achievement depends on their personal, family and sociocultural characteristics. This study aims to identify the personal and family factors of European students who do not perform ...
The sample was composed of 117,539 fourth grade students who completed the Progress in International Reading Literacy Study (PIRLS) test, from 23 European Union countries. Academic performance was eva...
Significant differences were found between European countries in terms of the proportion of resilient and low performing students. The two variables with the most predictive power were student confide...
Students' personal characteristics and family conditions are instrumental in students being considered resilient or low performers....
The aim of the present study was to investigate the quality of life of children with poor school performance and its association with behavioral aspects and hearing abilities....
This cross-sectional observational study, developed in a town in the state of Minas Gerais, Brazil, investigated a random sample of public school children, aged 7-12 years old, who performed poorly in...
A statistically significant association was found between impaired quality of life, altered pro-social behavior, and the absence of parental complaints about the children's written language developmen...
Quality of life is impaired in children with poor school performance. The lack of parental complaints about written language and changes in social behavior increased the likelihood of a child having a...
Academic underachievement refers to school performance which falls below expectations. Focusing on the pivotal first stage of education, we explored a quantitative measure of underachievement using ge...
To investigate whether child mental health problems prospectively associate with IQ-achievement discrepancy (i.e., academic under- and over-achievement) in emerging adolescence. The secondary aims wer...
This study included 1,577 children from the population-based birth cohort the Generation R Study. Child mental health problems at age 6 were assessed by mothers and teachers using the Child Behavior C...
Mental health problems at age 6 were associated with IQ-achievement discrepancy at age 12, with more problems associating with greater academic underachievement. When examining specific mental health ...
Mental health problems during the transition from kindergarten to elementary school associate with academic underachievement at the end of elementary school. These associations were primarily driven b...
In recent years, there has been a substantial research and numerous reviews on the subject of gifted students. The current systematic review is dedicated to explore the underachieving in gifted studen...
The Pathways to Underachievement model (PUM; Snyder & Linnenbrink-Garcia, 2013) is a person-oriented framework identifying two distinct patterns of self- and value beliefs that help explain underachie...
The present study aimed to test the PUM by investigating (a) whether the predicted motivational profiles are evident among a sample of high-ability students (IQ ≥ 120) beginning secondary school in Fl...
Latent profile analysis identified four profiles, each involving a distinct patterns of motivational variables. Two of the profiles exhibited maladaptive variable patterns consistent with the distinct...
This study found distinct maladaptive motivational profiles that were each linked to the outcomes hypothesized by the PUM. These findings establish empirically that there are qualitatively different t...
Introduction Traditional classroom teaching involves a process where knowledge is disseminated to students by the teachers through a one-way process. Such a learning environment makes students passive...