ror.org/00zg4za48
Abstracts
Résumé
Cet article présente le développement d’un nouvel instrument d’évaluation des facettes de la motivation scolaire à l’adolescence : l’Inventaire de motivation et volition scolaires. Cet instrument comporte la particularité d’intégrer des facettes de la motivation à apprendre fondées sur la théorie de l’autodétermination (Ryan & Deci, 2000) ainsi que des aspects de la volition (procrastination et stratégies d’autorégulation de la motivation). Deux études conduites auprès de 166 et 661 lycéens francophones âgés de 15 à 19 ans dans le canton de Genève, en Suisse, sont présentées afin d’évaluer la validité de l’Inventaire. Ces études soutiennent tant la validité interne (analyses dimensionnelles, estimation de la cohérence interne et lien avec la tendance à la désirabilité sociale) que la validité externe (réseau nomologique) de l’instrument. L’Inventaire de motivation et volition scolaires vise à être utile en tant qu’outil d’évaluation par les enseignants et en tant qu’instrument de recherche sur les questions de motivation scolaire.
Mots-clés :
- motivation,
- autorégulation de la motivation,
- procrastination,
- sentiment d’autonomie,
- sentiment de compétence,
- sentiment d’appartenance
Abstract
In this paper, we introduce a new instrument to assess the components of adolescents’ motivation to learn: the “Inventaire de motivation et volition scolaires”. The originality of this instrument is the integration of components of motivation based on the self-determination theory (Ryan & Deci, 2000), and volitional aspects (procrastination and motivational self-regulation strategies). Two studies, conducted with 166 and 661 French speaking high school students (15 to 19 years old) in the canton of Geneva, in Switzerland, are reported in order to investigate the internal validity (dimensional analyses, internal consistency estimation, and link to social desirability) and external validity (nomological network) of the instrument. The Inventaire de motivation et volition scolaires will be useful as an assessment tool for teachers and as a research instrument on motivational topics.
Keywords:
- motivation,
- motivational self-regulation,
- procrastination,
- sense of autonomy,
- sense of competence,
- sense of belongingness
Resumo
Este artigo apresenta o desenvolvimento de um novo instrumento de avaliação das componentes da motivação para aprendizagem na adolescência: o “Inventaire de motivation et volition scolaires”. Este instrumento tem a particularidade de integrar as componentes de motivação para aprender baseadas na teoria da autodeterminação (Ryan & Deci, 2000), bem como os aspectos da volição (procrastinação e estratégias de autorregulação da motivação). Dois estudos, realizados com 166 e 661 estudantes francófonos do ensino secundário com idades entre 15-19 anos no cantão de Genebra, na Suíça, são apresentados para avaliar a validade do inventário. Estes estudos suportam tanto a validade interna (análises dimensionais, a estimativa de consistência interna e a relação com a tendência de desejabilidade social) e a validade externa (rede nomológica) do instrumento. O Inventaire de motivation et volition scolaires pretende ser útil como uma ferramenta de avaliação para os professores e como um instrumento de investigação sobre questões de motivação para aprendizagem.
Palavras chaves:
- motivação,
- autorregulação da motivação,
- procrastinação,
- sentimento de autonomia,
- sentimento de competência,
- sentimento de pertença
Appendices
Références
- Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. doi: 10.1037/0022-0663.84.3.261
- Bandura, A. (2003). Auto-efficacité : le sentiment d’efficacité personnelle (trad. de J. Lecomte). Bruxelles : De Boeck.
- 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
- 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
- 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.
- 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
- 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.
- 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
- 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.
- 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
- 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
- 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
- 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.
- 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
- 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
- Costa, P. T., Jr., & McCrae, R. R. (1992). NEO PI-R professional manual. Odessa, FL: Psychological Assessment Resources.
- Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52, 281-302. doi: 10.1037/h0040957
- 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
- 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
- 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
- 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
- Ellis, A., & Knaus, W. J. (1977). Overcoming procrastination. New York: Signet Books.
- 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.
- 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
- 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
- Gough, H. G. (1952). The adjective check list. Palo Alto, CA: Consulting Psychologists Press.
- 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.
- 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
- Huart, T. (2006). Développement et validation d’un questionnaire multicomponentiel de motivation scolaire. Mesure et évaluation en éducation, 29, 63-97.
- 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
- 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
- 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.
- 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
- 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.
- 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.
- 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
- Muthén, L. K., & Muthén, B. O. (1998/2007). Mplus User’s Guide (4th ed.). Los Angeles, CA: Muthén & Muthén.
- 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.
- 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
- Pekrun, R., Goetz, E. T., & Perry, R. P. (2005). Achievement Emotions Questionnaire (AEQ): User’s manual. Munich, Germany: University of Munich.
- 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.
- 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
- 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.
- 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
- 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
- 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
- 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.
- 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
- 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.
- 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
- 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.
- 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
- 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
- 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
- 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
- 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
- Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Allyn & Bacon.
- 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.
- 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
- Tuckman, B. W. (1991). The development and concurrent validity of the procrastination scale. Educational and Psychological Measurement, 51, 473-480. doi: 10.1177/ 0013164491512022
- 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
- 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.
- 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
- 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.
- 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.
- 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
- 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
- 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
- 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
- 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