Abstracts - Earli

questionnaire on intimate skills and performance during internships, and (3) NEO-PI-R, apersonality inventory. Analysis by SPSS. Findings Results demonstrate correlations between PFand self-estimated competence for IE, and the number of examinations during internship. For FCas well as for NC a positive correlation is showed between "Extraversion" and"Conscientiousness" and the number of IE. There is a negative correlation for "Agreeableness" and"Neuroticism". Gender effects are investigated in relation to PF. Correlations between PF andperformance variables for FC and NC are explored. The Extraversion factor "excitement seeking"is important for the performance of IE in patients of the opposite sex, in FC. For the NC, trainedby the IEA’s, individual differences disappear. Conclusion PF are related to self-estimatedcompetence concerning IE and to the number of IE. The impact of PF is less important for studentswith IEA training. The NEO-PI-R personality inventory could be a valuable tool for training andcoaching students in IE.Bullying, aggressive behaviours, school performance and risk of school dropout during earlyadolescenceDanielle Leclerc, Universite du Quebec a Trois-Rivieres, CanadaMichelle Dumont, Universite du Quebec a Trois-Rivieres, CanadaMarie Eve Lacroix, Universite du Quebec a Trois-Rivieres, CanadaThis thematic presentation verifies the link between roles in bullying episodes, aggressivebehaviours, school performance and risk of school dropout. The sample was composed of 479teenagers who attended a public high school in the province of Quebec. Bullying was measured bythe Olweus (1989) questionnaire. Aggressive behaviours were estimated by the Achenbach’sbehaviour inventory (1991). The risk of school dropout was evaluated by using the questionnairedeveloped by Potvin et al. (2003). School performance was measured by a question where weasked at the adolescent to identify their school’s performance. Results indicated that 10.6% of theadolescents reported to have participated in a bullying episode, while 11% said to have beenvictim of bullying. There were 4.2 % of the adolescents who reported to have participated and saidalso to have been victim of bullying. On the order, there were 30.9% of the adolescents who saidhave never participated and never been victims of bullying. The three groups of adolescents whoexperimented bullying episodes reported a significantly higher risk of school dropout thanadolescents without bullying experiences. The bully adolescents and bully/victim adolescentsreported significantly less parental involvement in their daily school activities than victim andadolescents who reported no bullying experiences. The victim adolescents presented more positiveattitudes toward school than bully adolescents. In the bully and victim groups, Pearson’scorrelations showed that aggressive behaviours were negatively correlated with attitudes towardsschool however delinquent behaviours were correlated with negative attitudes towards school anda low level of parental supervision. No significant differences were found between schoolperformance and a role in bullying. Those results showed the links between the negative socialexperience, the adoption of negative behaviours and the risk of the adolescent to compromise theiracademic formation.Applying science knowledge in real-life situationsMária B. Németh, Research Group on the Development of Competencies,, HungaryHaving observed several years of steady decline in Hungarian students’ science achievements, theUniversity of Szeged Center for Research on Learning and Instruction launched a research projectto examine the changes in students’ use of their school-based knowledge in solving real lifeproblems by collecting data with the same instrument in 1999 and 2006. A test containing 31 open– 448 –