NATURE DU TEST, MOMENT DE LA JOURNEE ET PERFORMANCES INTELLECTUELLES CHEZ DES ELEVES DE CHRONOTYPES DIFFERENTS / NATURE OF THE TEST, TIME OF DAY AND INTELLECTUAL PERFORMANCE AT STUDENTS WITH DIFFERENT CHRONOTYPES
Abstract
L’étude a pour objectif d’examiner l’influence de la nature du test et son moment de passation sur les performances intellectuelles chez des élèves de chronotypes différents. Les élèves concernés, au nombre de 120, sont soumis à la session d’épreuves de raisonnement inductif reposant sur un support familier (MGM) et non familier (B53-T) ainsi qu’à l’échelle de matinalité/vesperalité pour enfants et adolescents de Caci et al. (2005), en début de matinée et en fin d’après-midi. Les résultats obtenus montrent que le chronotype des élèves a un réel impact sur les performances intellectuelles des élèves tout test confondu (familier et non familier). Ils indiquent également que les performances intellectuelles des élèves matinaux soumis à un support familier en début de matinée sont plus élevées que les performances intellectuelles des vespéraux soumis à un support non familier en fin d’après-midi. Ces informations pourraient être exploitées par les conseillers d’orientation psychologues dans l’évaluation psychologique des élèves par les tests d’intelligence.
The objective of the study is to examine the influence of the nature of the test and the timing of the test on intellectual performance in students of different chronotypes. The 120 students concerned are submitted to the inductive reasoning tests session based on familiar (MGM) and unfamiliar (B53-T) media as well as to the Caci morning and afternoon scale for children and adolescents. The results obtained show that the student’s chronotype has a real impact on the intellectual performance of the students in all tests (familiar and unfamiliar). They also indicate that the intellectual performance of early morning students with familiar support in the early morning is higher than the intellectual performance of late afternoon vesperals with unfamiliar support. This information could be used by psychologist guidance counsellors in the psychological assessment of students through intelligence tests.
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DOI: http://dx.doi.org/10.46827/ejsss.v5i3.842
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