Apprentissage et motivation, liberté et performance des élèves en situation de groupe

Abstract : Motivation of students to learn has become a cliché of research carried out in the field of educational sciences. The purpose of this research is to renewed the perspectives from the angle of the theory of reactance which is a psycho-social theory of motivation and not a cognitive or learning theory. For the first time, theories of learning and cognitive theories of motivation will be crossed with social psychology. The result is an experimental setup to test whether students' sense of freedom affects their performance. The study was conducted especially on group situations using alternatively more or less restrictive instructions. The challenge is to establish the influence of freedom on motivation that determines learning itself and, ultimately, performance. The challenge of the study is to rethink the way in which the instructions addressed to students are formulated. If it turns out that certain forms of instructions really influence the performance (independently of other factors), the question of their revision or even their abandonment must legitimately arise.
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Master Thesis
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Ernestine Rouvière, Zoulayka Mhoumadi. Apprentissage et motivation, liberté et performance des élèves en situation de groupe. Education. 2018. ⟨dumas-01977091⟩

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