Mobilisation et réussite des étudiants tutorés en Licence de psychologie

• Main Authors: Christine Cannard, Frédéric Entenmann, Sophie Paris, Florian Delmas, Christian Graff
• Format: Article
• Language: fra
• Published: Association Internationale de Pédagogie Universitaire 2012-11-01
• Series: Revue Internationale de Pédagogie de l’Enseignement Supérieur
• Subjects: academic success; mentorship; metacognition; on-site tutoring; student academic support; student dropout
• Online Access: http://journals.openedition.org/ripes/631

The aim of this exploratory study is to analyse how mentoring affects academic success and dropout rates amongst first year students in psychology. 29.8 % of volunteer students attended at least one monthly group tutoring session out of six. Even though the findings should be interpreted with great care, the study shows that the students who attended these tutoring sessions were more likely to succeed (43 %) and less likely to drop out (40 %) than those who did not participate in the mentorship program (25 % and 59 % respectively). When questioned, learners pinpointed various motivational and academic success factors that are inherent to these tutoring sessions, such as cohesion and support amongst peers, advice offered by the tutors, extreme motivation and encouragement amongst the learners and tutors, revision study groups, and sharing lecture notes. However, it is regrettable that the number of attendees varied session after session.