التنافر القيمي ومشكل التوافق الدراسي لدى الطفل
If the topic of “value dissonance and the problem of academic compatibility of the child” represents the central problematic of this research, then thinking about the aspects of the cultural relationship existing between the family and the school constituted the interpretive endeavor that we employed in approaching the contents of this problem. This endeavor that focuses on the values factor, in addition to, of course, the family, school and child factors, as a basic determinant of the process of academic compatibility, is what we have adopted in the study of the manifestations of the representations of the child and its judgments about the role of school culture and its value system in his academic success or failure. Thus, by recognizing that the dissonance between the patterns of family and school values is the source of academic failure, we went to the boldness of this idea based on our theoretical model on value dissonance, which we worked to verify its explanatory credibility based on the completion of an extensive field study governed by a set of precise methodological procedures and tools. It is the study that, after analyzing its data and its interpretation, led us to test the two hypotheses adopted in this research and to a group of results that we summarize in the following conclusions: 1) It appears in general that children of high sociocultural milieu are more compatible with education than their peers from low sociocultural milieu. The reason for this is the homogeneity of the patterns of their family and school values compared to their peers in the second groups, who face difficulty in this compatibility due to the varied patterns of values that they are subject to within both the family and the school. 2) Children of privileged groups prefer the modern cultural model based on school values, in order to achieve greater academic agreement, while children of unfortunate groups value more the original cultural model that conflicts with school values and thus fall into academic failure. 3) There is a clear attraction of children towards school values according to their sociocultural affiliations. If the fortunate children individually choose the values of modernity, competitiveness and independence that the modern school bets on imparting and indoctrinating them, then unlucky children prefer, in return, the values of originality, solidarity and dependency that the modern school seldom focuses on. 4) Children who are saturated with the values of modernity, competitiveness and independence in both the family and the school, and they are mostly among the lucky sociocultural groups, usually achieve the required academic compatibility, while the children who are saturated with the values of originality, solidarity and dependency within the family, and face the values of modernity, competitiveness and independence within the school , And they are mostly from the deprived socio-cultural groups, usually failing to achieve the desired academic consensus. (Published abstract)