摘要：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.
其他摘要：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.
关键词：Rapport au savoir; étudiants primo-inscrits; psychologie; université; échec.
其他关键词：Relation to knowledge; freshman’s; psychology; higher education; academic achievement
