Abstracts
Résumé
L’objectif de cette étude est d’analyserempiriquement, dans un échantillon de 281 apprentis enformation professionnelle suivant des cours de mathématiques,les relations entre les habiletés dans le domaine duraisonnement numérique, les perceptions de soi et de latâche, les buts de compétence, ainsi que lesstratégies d’apprentissage. Des analyses de cheminementmontrent que les divers buts de compétence sont préditsde manière différentielle par les perceptions de soi etde la tâche. En outre, les buts de compétence exercent unrôle médiateur dans la relation entre les perceptions dela tâche et de soi et les stratégiesd’apprentissage. Finalement, l’instrumentalitéperçue et l’anxiété ont des effets directset indirects sur la mobilisation de stratégiesd’apprentissage. Les résultats sont discutésà la lumière des théories motivationnelles et del’apprentissage autorégulé ainsi que par lacomparaison avec d’autres études empiriques.
Mots-clés :
- apprentissage autorégulé,
- motivation,
- stratégies d’apprentissage,
- mathématiques
Abstract
This article presents an analysis of 18 articles of empiricalqualitative studies in education utilizing the interview and publishedbetween 2006-2009 in Revue des sciences de l’éducation.The aim is to describe the methodological precisions given by theresearcher in the articles and analyze them in comparison with theprescriptions about the interview found in manual and normativeguidelines. The findings include : a marked use of semi-direvtedinterviews, that objectives, research context, participants, andanalysis procedures lack precision,while abstracts are presentedaccording to the norms of La Revue,. The authors note that scientificand ethical considerations are lacking. Finally, questions about thisportrait in regard to the validity of the data and the resultsincluding adequate conduct of interviews and methodologicalconsiderations in qualitative research are presented.
Keywords:
- interview,
- qualitative research,
- empirical studies,
- documentary analysis,
- Revue des sciences de l’éducation
Resumen
El objetivo de este estudio es analizar empíricamente, con unamuestra de 281 alumnos en formación profesional tomando clasesde matemáticas, las relaciones entre las habilidades en elárea del razonamiento numérico, las percepciones de simismo y de la tarea, los objetivos de competencia así como lasestrategias de aprendizaje. Unos análisis de recorridoprofesional muestran que los diversos objetivos de competencia sonpredichos de manera distinta por las percepciones de si mismo y de latarea. Además, los objetivos de competencia juegan un papelmediador en la relación entre las percepciones de la tarea y desi mismo y las estrategias de aprendizaje. Por terminar, lainstrumentalidad percibida y la ansiedad tienen efectos directos eindirectos sobre la movilización de estrategias de aprendizaje.Se analizan los resultados a la luz de las teorias motivacionales y delaprendizaje autoregulado y comparándoles con otros estudiosempíricos.
Palabras clave:
- aprendizaje autoregulado,
- motivación,
- estrategias de aprendizaje,
- matemáticas
Appendices
Bibliographie
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