Le rapport au savoir : une piste pour aborder l’échec et la réussite des étudiant·e·s primo-inscrit·e·s à l’université ?

Dorothée Baillet


Few studies have focused on students relation to knowledge in higher education. In this paper, we propose to consider that relation to knowledge and to learn can be a pathway likely to explain freshman’s difficulties. Through the analysis of 201 “bilans de savoir”, this paper show that various components of the relation to knowledge seem rather favorable or not to learn academics knowledge.


Relation to knowledge, freshman’s, psychology, higher education, academic achievement

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DOI: https://doi.org/10.26220/aca.3264

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