Réussite et sélection au premier cycle universitaire au Québec : une analyse multiniveau
The objective of this thesis is to study the forms of academic selectivity and the factors of success in undergraduate programs in Quebec. Based on different writings on the subject, this thesis presents the various determinants of academic success and selectivity in Quebec university programs. From a methodological point of view, this study uses an administrative longitudinal database of the University of Montreal consisting of two generations of cohorts of undergraduate students. Empirically, we first analyzed the differentiation of undergraduate programs in selectivity to derive an aggregate indicator of selectivity. Then we studied the individual success factors by controlling the effect of the R score in a multilevel model.   The explanatory analysis brings up two main original findings on success factors; one on the R score and the other on the gender. The R score influences the chances of student success, but inversely with the level of selectivity. In programs where the entry selection process is the most demanding, graduation rates are the highest and the link between the R score and the final gradin is very low. Moreover, being a male tends to reduce the chances of success rate, but this negative effect disappears when the R score and the program are both considered in a multilevel model. If female students do better at the undergraduate level, it is mainly because they previously had better school performance and that they are not in the same programs as their male counterparts.
Selectivity Student Academic success R score