This study, conducted with 184 first-year Belgian psychology students, examines the relations between motivational variables and achievement behaviours. A multiple-goal perspective with approach and avoidance dimensions was considered. Correlational, stepwise multiple regressions and MANOVA were performed. Results from the regressions indicate: (1) a direct effect of motivational variables on self-regulated learning strategies, and a direct effect of selfregulated learning strategies on performance, but no direct influence of motivational variables on performance; and (2) a direct influence of value and learning-approach goal orientation on choice. Results from the first multivariate analysis of variance (MANOVA) with task value and self-efficacy as independent variables only show a main effect of task value on all learning strategies and behavioural outcomes. Results from the second MANOVA assert the positive effect of the endorsement of multiple goals on deep-learning strategies and choice.

Recherches en éducation | 2010La pédagogie universitaire : un courant en plein développement Étude de trois facteurs clés pour comprendre la persévérance à l'université (Tinto, 1975(Tinto, , 1997Bean, 1980) (Wigfield & Eccles, 2000 ;Eccles & Wigfield, 2002 ;Kahn & Nauta, 2001) soulignent à la fois l'importance des expériences sociales et académiques vécues lors de la transition à l'université et l'importance de l'ajustement entre les caractéristiques individuelles et institutionnelles ; d'autre part, les modèles motivationnels

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