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IMPACT DU CONTEXTE SCOLAIRE SUR LA MOTIVATION ET SES CONSEQUENCES AU PLAN DES APPRENTISSAGES

Abstract : Absent from the political considerations until recently, the generalized use of the concept of school failure reveals nowadays a growing concern from public authorities. Considering firstly an eroding perceived utility of studies, secondly, a contesting way to live school experience (Dubet & Martucelli, 1996) and finally, a school competition in which only those who are likely to succeed engage themselves, motivation appears, for numerous professionals, as an essential asset for learning (e.g., Bandura, 1986; Schunk, 1992; Vallerand & Losier, 1994; Weiner, 1992). Based on the self determination and the achievement goal theories, this doctoral work begins a discussion about the potentialities of studying the psychosocial mechanisms at work in the teaching-learning process. Because of its crucial role in the explanation of school performance, we devote a broad part of our development to the motivation in learning context. The studies we present have two aims. On one hand, we test an ecological model of the impact of motivational classroom climate on school performance by considering motivation as the process that mediates this influence. On the other hand, we develop a longitudinal analysis to report the evolving nature of motivation as well as the influence of the temporal variations of these processes on differences in academic achievement during the first year of junior high school. Thus, we try to answer the following questions: To what extent and by which processes does the classroom motivational climate affect pupils' motivation and performance? What is the impact of the motivational intraindividual changes on the pupils' learning? Are there inter-individual differences in the evolutionary trajectories of motivational processes? What are the factors that explain this heterogeneity?
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https://tel.archives-ouvertes.fr/tel-00462345
Contributor : Nadia Leroy <>
Submitted on : Tuesday, March 9, 2010 - 12:18:00 PM
Last modification on : Friday, November 6, 2020 - 4:47:35 AM
Long-term archiving on: : Friday, June 18, 2010 - 8:59:06 PM

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Nadia Leroy. IMPACT DU CONTEXTE SCOLAIRE SUR LA MOTIVATION ET SES CONSEQUENCES AU PLAN DES APPRENTISSAGES. Education. Université Pierre Mendès-France - Grenoble II, 2009. Français. ⟨tel-00462345⟩

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