Résumés
Résumé
À partir d’une approche cognitive de la motivation à apprendre, cette recherche examine les caractéristiques motivationnelles des garçons du secondaire en difficulté d’apprentissage ou en trouble de comportements, en comparant ces derniers à des élèves ordinaires du même sexe. Un questionnaire a servi à évaluer les perceptions des participants concernant l’encouragement des agents sociaux, la conception de l’intelligence, les attentes de succès ainsi que la valeur accordée aux matières scolaires en français ou en mathématiques. Les résultats montrent que la motivation à apprendre est moins enviable chez les élèves présentant des troubles, comparativement aux cas d’élèves ordinaires. Ces résultats soulignent aussi que la motivation des élèves en difficulté d’apprentissage s’avère encore plus préoccupante.
Abstract
Using a cognitive approach of learning motivation, this research focuses on the motivational characteristics of high school boys with learning difficulties or behavioural disorders, by comparing them with same gender ordinary students. A questionnaire was used to measure students’ perceptions of the social agents’ encouragement, the conception of intelligence, the success expectations as well as the value granted to French or mathematics. The results show that the motivation to learn is less enviable for the student presenting disorders, comparatively to ordinary students. These results also underline that the level of motivation of the students with learning difficulties proves to be even more alarming.
Resumen
Desde un enfoque cognitivo de la motivación para aprender, este estudio analiza las características motivacionales de los niños de secundaria con dificultades de aprendizaje o con trastornos de comportamientos, comparándolos a niños regulares del mismo sexo. A través de un cuestionario se ha medido las percepciones de los participantes respecto al ánimo proporcionado por los agentes sociales, la concepción de la inteligencia, las expectativas de logros así como el valor otorgado a las materias escolares en francés o en matemáticas. Los resultados demuestran que la motivación para aprender es menor en los alumnos con trastornos, comparativamente a los casos de alumnos regulares. Estos resultados indican también que la motivación de los alumnos con dificultades de aprendizaje se revela aún más preocupante.
Zusammenfassung
Das Ziel der Studie bestand darin, die relative Bedeutung der selbstbestimmten Motivation zu untersuchen und die der Schuleignung bei vorausgesagten Schulabwesenheiten und der Absicht, die Schule aufzugeben. Eine Leistungsprüfung, die dieunterschiedlichen Schuleignung sowie die Stufender Motivation in der Erziehung messen sollte, wurde an 914 Schülern achter Klasse durchgeführtt. Die erzielten Ergebnisse bestätigen die Anfangshypothesen. Somit stellen die zwei unabhängige Variablen Zusammenhänge zwischen dem Maß der Abwesenheit undder Absicht, die Schule aufzugeben, dar. Die Analysen zeigen, daß ein hohes Niveau an selbstbestimmter Motivation und eine gute Leistung an den schulischen Unter-Eignungstests mit den Maßnahmen wegen schulischer Abwesenheit und derAbsicht, die Schule aufzugeben, negativ verbunden werden könnten.
Parties annexes
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