Psychosocial adjustment difficulties and intellectual skills in students at risk of school failure
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Abstract
This study aims to determine the difficulties of psychosocial adaptation, identify the intellectual abilities among students at risk of school failure, and scrutinize discriminatory variables among psychosocial adjustment factors. The sample is some high school students who were at risk of school failure. We used six subtests of the NV7 Battery. At the end of a set of analyses, we have found that the majority of students at risk of school failure have average intellectual abilities which differ by gender and grade level. They have psychosocial difficulties on the level of the emotional competence, the will to learn using French, the benefits to be gained, the educational climate and self-esteem. The will to learn, the emotional competence in French and mathematics, and the attraction to school influence their adaptation.
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