Anxiété et compétences socioémotionnelles des élèves québécois de la 3 e à la 6 e année du primaire

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Reference

Mayville A, Therriault D, Caron-Desrochers C, *Saint-Pierre Mousset E, Smith J, Laurent A, Gosselin P, Jasmin E, Montreuil T, Girouard-Gagné M, Lane J. (2026). Anxiété et compétences socioémotionnelles des élèves québécois de la 3 e à la 6 e année du primaire. Revue éducation inclusive. 12.

Abstract

Despite a considerable increase in anxiety symptoms in Quebec over the last few decades, research has highlighted protective factors for reducing them, in particular well-developed socio-emotional skills. The present study aimed to determine the socio-demographic characteristics (gender, school level, index of school level disadvantage) associated with anxiety and socio-emotional skills of Quebec pupils in years 3 to 6 of primary school (N = 3170), and to examine the existing relationships between anxiety and socio-emotional skills. The results show that girls report higher levels of anxiety than boys. They also show that the level of problem-solving skills is lower in older pupils than in younger pupils. In addition, lower levels of socio-emotional skills were observed among pupils from so-called disadvantaged educational backgrounds. Finally, the results show significant negative correlations between the intensity of students’ anxiety and socio-emotional skills. This study reiterates the relevance of developing socio-emotional skills to prevent anxiety in childhood.

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