{
  "abstract": "In the context of the transition from high school to university, various support programs are designed to help first-year students adapt to the demands of higher education. However, the proposed contents are often appropriated in different ways. While some students actively use learning tools and strategies tailored to the university context, others—often those who would benefit the most—struggle to integrate these resources into their study practices. This recurrent observation, reported both in fieldwork and in the literature, raises questions about the conditions for effective appropriation. Drawing on the case of a support program structured around academic skills workshops, this article analyzes these discrepancies by mobilizing the notion of appropriation profiles (passive, practical, strategic) and the practices reported by students after participating in the program. It then offers a cross-sectional analysis of the entire initiative, highlighting the diversity of appropriation dynamics. To interpret individual differences in the way students respond to the same support program, we introduce the notion of learning posture, which links observed appropriation profiles to more latent dispositions related to student engagement in the appropriation process. Our study thus invites us to consider support programs not only from the perspective of disseminating learning tools and strategies for university success, but also as levers for pedagogical transformation.",
  "abstract_shown": true,
  "affiliations": [],
  "article_type": null,
  "arxiv": null,
  "author_total": 2,
  "authors": [
    {
      "name": "Patrick Pamphile"
    },
    {
      "name": "Isabelle Bournaud"
    }
  ],
  "bibtex": "https://research.draconitic.com/paper/19zb097q8d4z9.bib",
  "cited_by": 0,
  "doi": "10.4000/16o8k",
  "fulltext_url": null,
  "id": "19zb097q8d4z9",
  "issns": [
    "0383-0802",
    "2076-8427"
  ],
  "landing_url": "https://hal.science/hal-05253223v2",
  "language": "fr",
  "licence": "CC-BY-NC-ND-4.0",
  "licence_label": "CC BY-NC-ND 4.0",
  "licence_source": "article",
  "licence_url": "https://creativecommons.org/licenses/by-nc-nd/4.0/",
  "metadata_licence": null,
  "native_subjects": [
    [
      "hal",
      "0.scco"
    ],
    [
      "hal",
      "0.stat"
    ],
    [
      "openalex",
      "3304|Higher Education Research Studies"
    ]
  ],
  "openalex": "W4414922949",
  "pdf_url": "https://hal.science/hal-05253223/document",
  "pmcid": null,
  "pmid": null,
  "published": "2026-08-21",
  "publisher": "Association internationale de pédagogie universitaire",
  "ris": "https://research.draconitic.com/paper/19zb097q8d4z9.ris",
  "sources": [
    {
      "first_seen": "2026-10-30T12:17:29Z",
      "native_id": "hal-05253223",
      "source": "hal",
      "url": "https://hal.science/hal-05253223v2"
    }
  ],
  "subjects": [
    {
      "field": "mathematics",
      "origin": "hal:0.stat",
      "subfield": "statistics"
    }
  ],
  "title": "Appropriation d'un dispositif d'accompagnement méthodologique d'étudiants primoentrants à l'université : une lecture par profils et postures",
  "title_text": "Appropriation d'un dispositif d'accompagnement méthodologique d'étudiants primoentrants à l'université : une lecture par profils et postures",
  "type": "peer-reviewed",
  "updated_at": "2026-10-30T12:17:29Z",
  "url": "https://research.draconitic.com/paper/19zb097q8d4z9",
  "venue": "Revue internationale de pédagogie de l’enseignement supérieur",
  "versions": []
}