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Master Thesis

Améliorer l’autorégulation dans les apprentissages : une analyse par le feedback

Abstract : Students enrolled in technological education sometimes have a negative and biased perception of making mistakes. The teacher may be an helpful guide to remove obstacles on their path and help them to develop an autonomous behavior towards learning thanks to formative assessment. This pathway to a new perception of mistake impelled by the teacher thanks to appropriate feedbacks will make them tend to succeed in their scholar and personal goals. This study aims at pointing out that a teacher support helps to develop a self-regulatory ability in learning by means of feedbacks chosen depending on the aspect the teacher wants to act on. The assumptions formulated seek to show that an appropriate feedback to a pedagogical objective allows to develop students self-regulation, that self-regulation and academic performance are positively correlated and finally, that low performance students would need an higher quantity of feedbacks. Raising this awareness that taking control on their own cognition is possible could improve their ability of being autonomous and self-regulated in their higher academic studies.
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Master Thesis
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Submitted on : Friday, November 19, 2021 - 10:13:28 AM
Last modification on : Tuesday, March 1, 2022 - 11:20:32 PM
Long-term archiving on: : Sunday, February 20, 2022 - 6:30:28 PM


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  • HAL Id : dumas-03436057, version 1



Jeanne David. Améliorer l’autorégulation dans les apprentissages : une analyse par le feedback. Education. 2021. ⟨dumas-03436057⟩



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