Connaissances métacognitives et stratégies d’autorégulation impliquées dans la révision de textes : construction et validation d’un instrument autorapporté

Abstract

La présente recherche a pour but de construire et de valider le Questionnaire des composantes métacognitives de la révision de textes (QCMR) en contexte universitaire. Au total, 451 étudiants de licence (trois premières années à l’université) appartenant à plusieurs domaines d’étude dans une université française ont participé à l’étude. Après une version initiale du questionnaire, qui comportait 41 items, une analyse factorielle exploratoire a révélé 5 facteurs correspondant aux dimensions théoriques envisagées. Une analyse factorielle confirmatoire a validé cette structure, qui mesure les variables suivantes : connaissances métacognitives déclaratives, gestion du temps, autosurveillance, connaissances métacognitives procédurales et recherche d’aide. Un bon niveau de fiabilité a été constaté : des coefficients alpha allant de 0,74 à 0,83 ainsi qu’un degré satisfaisant de stabilité temporelle. Le QCMR possède également une bonne validité prédictive.

Solutions for Independent Goal Setting and Implementation of Primary School Students Fostering the Competence of Learning to Learn

“…The field of self-regulation is developed by applying time management, self-control, and help-seeking strategies. For an individual to choose appropriate strategies, they reflect on specific subject matter knowledge and elements of the educational process, such as how they were learning [9]. To ensure quality feedback explaining students' experience in the self-regulation domain, it is crucial to pose very specific questions related to the learning of specific content.…”

“…To ensure quality feedback explaining students' experience in the self-regulation domain, it is crucial to pose very specific questions related to the learning of specific content. In this way, learners can precisely reflect on their activity process and outcomes [9]. Furthermore, in such cases, learners can evaluate their specific progress in that area [34].…”

“…It involves checking information from reliable sources and making informed decisions, for example, when a student independently creates a text. Additionally, it involves the ability to reflectively and critically analyze the content of one's work [9]. Metacognition is linked to the reflection of the learning process, contemplating existing knowledge (phenomena awareness), determining where the individual acquired knowledge, assessing the reliability of the information, and thinking about how to verify the necessary information and ensure where, when, and how to use it [2].…”

“…It includes the ability to set goals, plan, and implement strategies, monitor progress, and evaluate results. At its core, learning to learn is about developing a reflective and active approach to learning [8,9].…”

“…While metacognition focuses on understanding and regulating one's own cognitive processes, learning to learn encompasses not only metacognitive skills but also broader aspects of learning competence such as self-efficacy, motivation, and self-regulation. Therefore, while metacognition is an essential component of learning to learn, it encompasses a broader set of skills and attitudes that contribute to effective learning [8,9].…”