Motivation à apprendre et volition à l’adolescence : développement et étude de la validité d’un nouvel inventaire

Berger, Jean-Louis; Rinaldi Davinroy, Delphine

doi:https://doi.org/10.7202/1036700ar

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. doi: 10.1037/0022-0663.84.3.261

Google Scholar 10.1037/0022-0663.84.3.261

Bandura, A. (2003). Auto-efficacité : le sentiment d’efficacité personnelle (trad. de J. Lecomte). Bruxelles : De Boeck.

Google Scholar

Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529. doi: 10.1037/0033-2909.117.3.497

Google Scholar 10.1037/0033-2909.117.3.497

Bembenutty, H., & Karabenick, S. A. (2013). Self-regulation, culture, and academic delay of gratification. In J.-L. Berger & C. Brandmo (Eds.), Investigating Self-Regulated Learning from innovative perspectives [Special Issue]. Journal of Cognitive Education and Psychology, 13(2). doi: 10.1891/1945-8959.12.3.323

Google Scholar 10.1891/1945-8959.12.3.323

Berger, J.-L. (2013). Apprendre le calcul professionnel : quand les buts de compétence affectent l’autorégulation. Dans J.-L. Berger & F. P. Büchel (dir.), L’apprentissage autorégulé : perspectives théoriques et recherches empiriques (pp. 229-256). Nice : Ovadia.

Google Scholar

Berger, J.-L., & Karabenick, S. A. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional influences in mathematics classrooms. Learning and Instruction, 21, 416-428. doi: 10.1016/j.learninstruc.2010.06.002

Google Scholar 10.1016/j.learninstruc.2010.06.002

Bertrand, R., & Blais, J.-G. (2004). Modèles de mesure : l’apport de la théorie des réponses aux items. Sainte-Foy : Presses de l’Université du Québec.

Google Scholar

Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756. doi: 10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3

Google Scholar 10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3

Blais, M. R., & Vallerand, R. J. (1991). Échelle de perception d’autodétermination dans les domaines de vie (ÉPADV-16). Manuscrit non publié, Université du Québec à Montréal, Montréal, Canada.

Google Scholar

Bong, M. (2002). Predictive utility of subject-, task-, and problem-specific self-efficacy judgments for immediate and delayed academic performances. Journal of Experimental Education, 70, 133-162. doi: 10.1080/00220970209599503

Google Scholar 10.1080/00220970209599503

Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40. doi: 10.1023/ A:1021302408382

Google Scholar

Bouffard, T., & Bordeleau, L. (1997). Croyances de contrôle et rendement scolaire chez des élèves francophones du primaire au Québec. Journal international de psychologie, 32, 231-245. doi: 10.1080/002075997400755

Google Scholar

Büchel, F. P., Berger, J.-L., & Kipfer, N. (2011). Questions sur l’apprentissage : un instrument pour le diagnostic pédagogique aux niveaux secondaires I et II. Lausanne, Suisse : Loisir et pédagogie.

Google Scholar

Corno, L., & Kanfer, R. (1993). The role of volition in learning and performance. Review of Research in Education, 19, 301-342. doi: 10.3102/0091732X019001301

Google Scholar

Cosnefroy, L. (2010). Se mettre au travail et y rester : les tourments de l’autorégulation. Revue française de pédagogie, 170, 5-15. doi: 10.4000/rfp.1388

Google Scholar

Costa, P. T., Jr., & McCrae, R. R. (1992). NEO PI-R professional manual. Odessa, FL: Psychological Assessment Resources.

Google Scholar

Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52, 281-302. doi: 10.1037/h0040957

Google Scholar

Deci, E. L., & Ryan, R. M. (2000). The “what’’ and “why’’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. doi: 10.1207/S15327965PLI1104_01

Google Scholar

Deci, E. L., & Ryan, R. M. (2008). Favoriser la motivation optimale et la santé mentale dans les divers milieux de vie. Canadian Psychology, 49(1), 24-34. doi: 10.1037/ 0708-5591.49.1.24

Google Scholar

Dewitte, S., & Schouwenburg, H. C. (2002). Procrastination, temptations, and incentives: The struggle between the present and the future in procrastinators and the punctual. European Journal of Personality, 16, 469-489. doi: 10.1002/per.461

Google Scholar

Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613-628. doi: 10.1037/0022-0663.100.3.613

Google Scholar

Ellis, A., & Knaus, W. J. (1977). Overcoming procrastination. New York: Signet Books.

Google Scholar

Enders, C. K. (2006). Analyzing structural equation models with missing data. In G. R. Hancock & R. O. Mueller (Eds.), Structural equation modeling: A second course (pp. 313-342). Greenwich, CT: Information Age Publishing.

Google Scholar

Ferrari, J. R., Johnson, J. L., & McCown, W. G. (1995). Procrastination and task avoidance: Theory, research and treatment. New York: Plenum. doi: 10.1007/978-1-4899-0227-6

Google Scholar

Garcia, T., McCann, E. J., Turner, J. E., & Roska, L. (1998). Modeling the mediating role of volition in the learning process. Contemporary Educational Psychology, 23, 392-418. doi: 10.1006/ceps.1998.0982

Google Scholar

Gough, H. G. (1952). The adjective check list. Palo Alto, CA: Consulting Psychologists Press.

Google Scholar

Gurtner, J.-L., Gulfi, A., Monnard, I., & Schumacher, J. (2006). Est-il possible de prédire l’évolution de la motivation pour le travail scolaire de l’enfance à l’adolescence? Revue française de pédagogie, 155, 21-33.

Google Scholar

Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43, 167-178. doi: 10.1016/j.paid.2006.11.017

Google Scholar

Huart, T. (2006). Développement et validation d’un questionnaire multicomponentiel de motivation scolaire. Mesure et évaluation en éducation, 29, 63-97.

Google Scholar

Juhel, J., & Rouxel, G. (2005). Effets du contexte d’évaluation sur les dimensions de la désirabilité sociale. Psychologie du travail et des organisations, 11, 59-68. doi: 10.1016/j.pto.2005.02.006

Google Scholar

Juvonen, J. (2006). Sense of belonging, social bonds, and school functioning. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 655-674). New York: Routledge. doi: 10.4324/9780203874790.ch28

Google Scholar

Kuhl, J. (1984). Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action control. In B. A. Maher & W. B. Maher (Eds.), Progress in experimental personality research (vol. 13, Normal personality processes, pp. 99-171). Orlando, FL: Academic Press.

Google Scholar

Lay, C. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20, 474-495. doi: 10.1016/0092-6566(86)90127-3

Google Scholar

Losier, G. F., Vallerand, R. J., & Blais, M. R. (1993). Construction et validation de l’Échelle des perceptions de compétences dans les domaines de vie (ÉPCDV). Science et comportement, 23, 1-16.

Google Scholar

Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: The past, present, and future. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 77-104). New York: Routledge.

Google Scholar

Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 13-103). New York: MacMillan. doi: 10.1002/j.2330-8516.1987.tb00244.x

Google Scholar

Muthén, L. K., & Muthén, B. O. (1998/2007). Mplus User’s Guide (4th ed.). Los Angeles, CA: Muthén & Muthén.

Google Scholar

Ntamakiliro, L., Monnard, I., & Gurtner, J.-L. (2000). Mesure de la motivation scolaire des adolescents : construction et validation de trois échelles complémentaires. L’Orientation scolaire et professionnelle, 29, 673-693.

Google Scholar

Paulhus, D. L. (1984). Two-component models of socially-desirable responding. Journal of Personality and Social Psychology, 46, 598-609. doi: 10.1037/0022-3514.46.3.598

Google Scholar

Pekrun, R., Goetz, E. T., & Perry, R. P. (2005). Achievement Emotions Questionnaire (AEQ): User’s manual. Munich, Germany: University of Munich.

Google Scholar

Phelan, P., Davidson, A. L., & Cao, H. T. (1991). Students’ multiple worlds: Negotiating the boundaries of family, peer, and school cultures. Anthropology & Education Quarterly, 22, 224-250.

Google Scholar

Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88, 879-903. doi: 10.1037/0021-9010.88.5.879

Google Scholar

Richer, S. F., & Vallerand, R. J. (1998). Construction et validation de l’Échelle du sentiment d’appartenance sociale. Revue européenne de psychologie appliquée, 48, 129-137.

Google Scholar

Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422. doi: 10.1037/0022-0663.88.3.408

Google Scholar

Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality & Social Psychology, 57, 749-761. doi: 10.1037/0022-3514.57.5.749

Google Scholar

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. doi: 10.1006/ceps.1999.1020

Google Scholar

Sarrazin, P., & Trouilloud, D. (2006). Comment motiver les élèves à apprendre ? Les apports de la théorie de l’autodétermination. Dans P. Dessus & E. Gentaz (dir.), Comprendre les apprentissages, sciences cognitives et éducation (pp. 123-141). Paris : Dunod.

Google Scholar

Satorra, A., & Bentler, P. M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66, 507-514. doi: 10.1007/BF02296192

Google Scholar

Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Test of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8, 23-74.

Google Scholar

Schouwenburg, H. C., & Lay, C. H. (1995). Trait procrastination and the Big-Five factors of personality. Personality and Individual Differences, 18, 481-490. doi: 10.1016/0191-8869(94)00176-S

Google Scholar

Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 85-104). New York: Guilford.

Google Scholar

Senécal, C. B., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. Journal of Social Psychology, 135, 607-619. doi: 10.1080/00224 545.1995.9712234

Google Scholar

Skinner, E. A., Chapman, M., & Baltes, P. B. (1988). Control, means-ends, and agency beliefs: A new conceptualization and its measurement during childhood. Journal of Personality and Social Psychology, 54, 117-133. doi: 10.1037/0022-3514.54.1.117

Google Scholar

Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 503-509. doi: 10.1037/0022-0167.31.4.503

Google Scholar

Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65-94. doi: 10.1037/0033-2909.133.1.65

Google Scholar

Steel, P., Brothen, T., & Wambach, C. (2001). Procrastination and personality, performance, and mood. Personality and Individual Differences, 30, 95-106. doi: 10.1016/S0191-8869(00)00013-1

Google Scholar

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Allyn & Bacon.

Google Scholar

Tournois, J., Mesnil, F., & Kop, J.-L. (2000). Autoduperie et hétéroduperie : un instrument de mesure de la désirabilité sociale. Revue européenne de psychologie appliquée, 50, 219-232.

Google Scholar

Trautwein, U., Lüdtke, O., Roberts, B. W., Schnyder, I., & Niggli, A. (2009). Different forces, same consequence: Conscientiousness and competence beliefs are independent predictors of academic effort and achievement. Journal of Personality and Social Psychology, 97, 1115-1128. doi: 10.1037/a0017048

Google Scholar

Tuckman, B. W. (1991). The development and concurrent validity of the procrastination scale. Educational and Psychological Measurement, 51, 473-480. doi: 10.1177/ 0013164491512022

Google Scholar

Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331-349. doi: 10.1016/j.jsp.2006.04.003

Google Scholar

Vallerand, R. J., Blais, M. R., Brière, N. M., & Pelletier, L. G. (1989). Construction et validation de l’Échelle de motivation en éducation (EME). Revue canadienne des sciences du comportement, 21, 323-349.

Google Scholar

Weinstein, C. E., Zimmerman, S. A., & Palmer, D. R. (1988). Assessing learning strategies: The design and development of the LASSI. In C. E. Weinstein, E. T. Goetz & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 25-40). New York: Academic Press. doi: 10.1016/B978-0-12-742460-6.50009-8

Google Scholar

Wentzel, K. R. (2009). Students’ relationship with teachers as motivational contexts. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 301-322). New York: Routledge.

Google Scholar

Wigfield, A., Eccles, J. S., & Pintrich, P. R. (1996). Development between the ages of 11 and 25. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 148-185). New York: Macmillan.

Google Scholar

Wigfield, A., Eccles, J. S., & Rodriguez, D. (1998). The development of children’s motivation in school contexts. Review of Research in Education, 23, 73-118. doi: 10. 3102/0091732X023001073

Google Scholar

Wolters, C. A. (1998). Self-regulated learning and college students’ regulation of motivation. Journal of Educational Psychology, 90, 224-235. doi: 10.1037/0022-0663.90.2.224

Google Scholar

Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95, 179-187. doi: 10.1037/0022-0663.95.1.179

Google Scholar

Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96(2), 236-250. doi: 10.1037/0022-0663. 96.2. 236

Google Scholar

Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676. doi: 10.3102/00028312029 003663

Google Scholar

Motivation à apprendre et volition à l’adolescence : développement et étude de la validité d’un nouvel inventaire[Notice]

Note des auteurs

Résumé

Abstract

Resumo

Références

Résumés

Résumé

Abstract

Resumo

Parties annexes

Références

Outils de citation

Citer cet article

Exporter la notice de cet article