Abstract, In the framework of the SAL (Students approaches to learning) position, the learning experience (approaches to learning and study orchestrations) of 572 high school students was explored, examining its interrelationships with some personal and familial variables. Three major results emerged. First, links were found between family's intellectual climate and students approaches to learning, in particular with Deep approach: The better the family's intellectual climate the higher students scores on Deep approach. Second, along with general intelligence, these approaches predicted students academic achievement, higher grades being obtained by those students who scored lower in Surface learning approach and higher in Deep learning approach. Three, students from the four study orchestrations reported in previous research (two displaying conceptual consonance: Deep and Surface approaches, and the other two conceptual dissonance: high-high and low-low, in both Deep and Surface approaches) showed different profiles in some variables (e.g., metacognitive learning strategies, family's intellectual climate, academic achievement), worse scores being obtained by those who orchestrated their study either in surface or in conceptually dissonant ways. These relationships shed more light on the nature of high school students learning experience, and help to provide an integrated view of students webs of experience.

Dans le cadre de la ligne de recherche 'Perspectives d'apprentissage des étudiants' on a exploré le processus de l'apprentissage (perspectives d'apprentissage et orchestrations d'études) de 572 lycéens, en observant les diverses relations de parenté de ce processus avec certaines variables personnelles et familiales. De cette recherche, ont surgi quatre résultats fondamentaux. En premier lieu, on a détecté un rapport entre le climat intellectuel de la famille et les perspectives d'apprentissage des étudiants, en particulier avec la perspective profonde: plus le climat intellectuel familial était élevé, meilleurs furent les résultats des étudiants au sein de la perspective profonde. En second lieu, de la même façon que l'intelligence générale, ces perspectives pronostiquèrent le rendement académique des étudiants, obtenant les meilleures notes ceux qui avaient de bas résultats dans la perspective superficielle et des résultats élevés dans la perspective profonde. En troisième lieu, les étudiants, appartenant à chacune des quatre orchestrations d'étude surgies à partir d'une recherche préalable (deux d'entre elles montrant une consonance conceptuelle: perspective profonde et superficielle, les deux autres une dissonance conceptuelle: élevé-élevé et bas-bas dans les deux perspectives, la profonde et la superficielle), montrèrent différents profils dans certaines variables (e.g., stratégies métacognitives de l'apprentissage, climat intellectuel de la famille, rendement académique), obtenant les pires résultats ceux qui orchestraient leurs études d'une façon superficielle ou (d'une façon) dissonante d'un point de vue conceptuel. Ces rapports nous aident à voir plus clair la nature du processus de l'apprentissage des étudiants, et à nous fournir une vision intégrée du tissu de l'expérience des étudiants.

Key words: Academic performance, Approches to learning, Consonance and dissonance. Family intellectual climate, Study orchestrations.

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