Réussite scolaire en mathématiques et physique, en passage en 1re S : Quelles relations du point de vue des élèves et des enseignants ? Etude différentielle suivant le sexe des élèves

摘要

This article evaluates the relations which exist, for « French second grade » students, between various evaluations of Mathematics and Physics (self evaluation by students and evaluation by their teachers) and prospects for progression to scientific sixth form. Findings include the emergence of significant differences between boys and girls, in terms of their wishes to enter « 1 st S », among students considering themselves to be only average, and to the advantage of boys. A similar trend was seen regarding teachers, who were more likely to suggest progression to « 1 st S » for boys whom they considered to be only average than they were for girls who had achieved the same degree of success. The longitudinal approach adopted also enhances the signifiant impact of the spontaneous whishes expressed by students concerning their subsequent acceptance for « 1 st S ».