Motivation d’élèves en situation d’échec ayant expérimenté une mesure alternative au redoublement

Abstract

Cette étude évalue les retombées de la classe de prolongation de cycle, une mesure alternative au redoublement, sur la motivation à apprendre. Des élèves n’ayant pas les acquis pour passer au deuxième cycle au secondaire ont expérimenté celle-ci. Ils ont été comparés à des pairs du même âge, qui ont été promus, en ce qui a trait à leurs attentes de succès ainsi qu’à la valeur qu’ils accordaient aux apprentissages, de manière générale et plus spécifiquement dans les domaines du français et des mathématiques. Les résultats d’analyses de variance indiquent que cette mesure a eu un effet quelque peu favorable sur le sentiment de compétence scolaire général, ainsi que celui lié spécifiquement aux apprentissages en français. Des conséquences moins négatives que le redoublement lui seraient donc associées, du moins sur le plan des attentes de succès.

Examining High School Students’ Personality Traits of Extraversion and Emotional Stability in Relation to their Academic Expectation and Value Appraisals

“…This finding allows for a more refined interpretation of the relationship between sense of competence and interest in learning. As we have seen, it is well documented that students tend to value learning more when they feel they have the skills required to learn effectively (Gaspard et al, 2018;Kosovich et al, 2017;Smith et al, 2017). Our analyses show that positive emotionality combines with a strong sense of competence and leads to students welcoming new learning opportunities.…”

“…Our analysis also indicates significant positive associations between the motivational dimensions of sense of competence, interest, utility value, mastery goal orientation, and performance goal orientation. Once more, a great deal of research has shown that students' appraisal of the value of learning situations can be closely linked to their assessment of their ability to perform well in these situations (Gaspard et al, 2018;Kosovich et al, 2017;Smith et al, 2017). Moreover, another unsurprising link to emerge from our analysis is the association between emotional stability and gender.…”

“…Individuals' positive or negative appraisals are thought to depend on the quality of the experiences they have had over time, in relation to objects and situations associated with one of these activity areas (Bouffard & Vezeau, 2015). Sense of competence could therefore have a significant bearing on interest in, importance assigned to, and goals related to learning (Smith et al, 2017;Usher & Pajares, 2008), all of which are dimensions that help interpret the value students place on learning. Interest in learning refers to a short-lived or enduring psychological state that can be experienced by students when they engage in learning (Renninger & Hidi, 2011).…”