Linking implicit and affective dimensions within relationships at school with school attainment

Abstract

The choice of the theory which combines both the educational approach and the evolutive approach assures a prospective that takes into consideration the individual, contextual and social importances within which the dynamics of the critical state and relational complexity belong. The convergences of explanatory concepts of recent relational theories outline an idea of relationship in which the qualitative importance ensures a virtuous circularity between relationshipsdevelopment-learning achievement – well being. Such a proposition of a study training course for teachers means that those teachers would again have a pedagogic task contrary to the “delegate to the expert” criteria or the disengagement principle, bringing attention not only to the “problem student”.