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Master Thesis

L’aide aux devoirs, un dispositif vecteur d’engagement dans les apprentissages ?

Abstract : The subject under study in our work concerned the concepts of learning, commitment and motivation considering the plan which consists in giving appropriate conditions to the pupils to do their homework at school. In fact, we would like to analyse the difference of commitment between the pupils who participate to the plan described above, and the ones who do not participate. With an eye to do this, we have given the same questionnaire to two groups of pupils. On one hand, those who participate to the plan, and on the other hand, those who do not participate. So as to make this comparison, we took the reviewed scale of commitment of Brault-Labbé and Dubé 2008. Indeed, the QMES (French version of Questionnaire Multimodal de l’Engagement Scolaire) tests different forms of commitment in academic work, which are called under-commitment, over-commitment, and optimum commitment, and their variable components. Despite the fact that we are not able to approve our second hypothesis, the rest of our survey allows us to say that the pupils who participate to the plan of AAD are more committed than those who do not. Nonetheless, we may notice that those pupils, who are more committed, are often over-committed what can be as problematic as being under-committed. In fact, over-commitment does not necessarily mean academic success.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01234986
Contributor : Inspe Uga <>
Submitted on : Friday, November 27, 2015 - 3:11:09 PM
Last modification on : Tuesday, May 11, 2021 - 11:36:25 AM
Long-term archiving on: : Saturday, April 29, 2017 - 3:50:24 AM

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  • HAL Id : dumas-01234986, version 1

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Émilie Richter. L’aide aux devoirs, un dispositif vecteur d’engagement dans les apprentissages ?. Education. 2015. ⟨dumas-01234986⟩

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