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Composantes métacognitives et performance à l'écrit : une approche sociocognitive du travail étudiant

Abstract : The backdrop for this research is the failure situation in which French undergraduates find themselves. Given that many students drop out of college, we were interested in analyzing the participation of metacognitive thought processes while emphasizing their importance for success in a relatively anonymous post-secondary education context where students are often left on their own to achieve their academic goals. This dissertation explores the metacognitive processes that students bring to the task of producing written work. Our central hypothesis is that the writers who produce better-quality texts are also those who make better and more sustained use of their metacognitive thought processes. The concept of metacognition is developed based on the work of J. Flavell (1977) who theorized the construct in a double perspective: the knowledge one has about his own cognition (metaknowledge) and one's self-regulatory strategies. This research brings together Flavell's conception and Bandura's social cognitive theory which recognizes the mediating role that metacognition plays in terms of the interactions that transpire between the person, his behavior, and his environment.

Methodologically speaking, we used a combination of qualitative and quantitative approaches with a double objective in mind: first, the description of the metacognitive components which participate in the writer's writing process, and secondly, the identification of the metacognitive elements associated with the student's success. The results obtained by means of a questionnaire are correlated with a measure of written performance, thus allowing us to specify the relationship between the metacognitive variables and task performance.
The main supposition of the research is relativized, making its contribution by helping to construct a vision of a flexible relationship between metacognition and performance. By shedding light on the central role of metaknowledge and planning strategies, our thesis solves the question of those elements most associated with performance. By underscoring the absence of a relationship between some metacognitive subcomponents and the quality of the writing, our work suggests turning our attention toward an analysis of environmental factors. In this way we provide evidence that counters the notion that the individual self-directs his learning processes alone.
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Contributor : Dyanne Leah Escorcia Sarmiento <>
Submitted on : Monday, September 10, 2007 - 10:10:28 PM
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  • HAL Id : tel-00170924, version 1

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Dyanne Leah Escorcia Sarmiento. Composantes métacognitives et performance à l'écrit : une approche sociocognitive du travail étudiant. Education. Université de Nanterre - Paris X, 2006. Français. ⟨tel-00170924⟩

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