ror.org/00kybxq39
Résumés
Résumé
Cette étude évalue les retombées de la classe de prolongation de cycle, une mesure alternative au redoublement, sur la motivation à apprendre. Des élèves n’ayant pas les acquis pour passer au deuxième cycle au secondaire ont expérimenté celle-ci. Ils ont été comparés à des pairs du même âge, qui ont été promus, en ce qui a trait à leurs attentes de succès ainsi qu’à la valeur qu’ils accordaient aux apprentissages, de manière générale et plus spécifiquement dans les domaines du français et des mathématiques. Les résultats d’analyses de variance indiquent que cette mesure a eu un effet quelque peu favorable sur le sentiment de compétence scolaire général, ainsi que celui lié spécifiquement aux apprentissages en français. Des conséquences moins négatives que le redoublement lui seraient donc associées, du moins sur le plan des attentes de succès.
Mots-clés :
- motivation,
- échec scolaire,
- redoublement,
- classe de prolongation de cycle,
- enseignement secondaire
Abstract
This study assesses the results of a grade-cycle extension course, as an alternative to repeating a grade, on the motivation to learn. The course was taken by students lacking the requisites to move on to the second cycle of secondary school. The students under study were compared with peers of the same age who graduated to the next grade, with respect to their expectations of success and the value they assigned to learning, both in a general sense and more specifically regarding French and mathematics. The results of the variance analysis indicate that this measure had a slightly favourable effect on sense of academic competence in general, as well as French learning in particular. The measure thus appears to be associated with less negative consequences than grade repetition, at least in terms of expectations of success.
Keywords:
- motivation,
- academic failure,
- grade repetition,
- cycle extension,
- secondary education
Resumen
Este estudio evalúa el impacto de la clase de ciclo extendido, una medida alternativa a la repetición del año escolar, sobre la motivación para aprender. Esta clase acoge a los alumnos que no han adquirido las habilidades necesarias para pasar al segundo ciclo de secundaria. Estos alumnos han sido comparados con pares de su misma edad que fueron promovidos de año, respecto a sus expectativas de éxito, al valor que le otorgan al aprendizaje en general y más específicamente al aprendizaje en francés y matemáticas. Los resultados de los análisis de varianza indican que esta medida tuvo un efecto algo favorable en relación con el sentido de competencia escolar en general, así como con el del aprendizaje específico en francés. Al menos en términos de expectativas de éxito, consecuencias menos negativas que las asociadas a repetir el año escolar estarían asociadas a estas clases.
Palabras clave:
- motivación,
- fracaso escolar,
- repetición,
- clase de ciclo extendido,
- educación secundaria
Parties annexes
Bibliographie
- Alexander, K. L., Entwisle, D. R. et Dauber, S. L. (2003). On the success of failure: A reassessment of the effects of retention in the primary grades (2e éd.). Cambridge: Cambridge University Press.
- Bandura, A. (1997). Self-Efficacy: The exercise of control. Gordonsville: W. H. Freeman.
- Belenky, D. M. et Nokes-Malach, T. J. (2012). Motivation and transfer: The role of mastery-approach goals in preparation for future learning. Journal of the Learning Sciences, 21(3), 399-432.
- Bouffard, T. et Vezeau, C. (1998). The developing self-system and self-regulation of primary school children. In M. Ferrari et R. J. Sternberg (dir.), Self-awareness: Its nature and development (p. 246-272). New York: Guilford Press.
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2e éd.). Hillsdale: Erlbaum.
- Darnon, C., Dompnier, B., Gilléron, O. et Butera, F. (2010). The interplay of mastery and performance goals in social comparison: A multiple-goal perspective. Journal of Educational Psychology,102(1), 212-222.
- Dotterer, A. M., McHale, S. M. et Crouter, A. C. (2009). The development and correlates of academic interests from childhood through adolescence. Journal of Educational Psychology, 101(2), 509-519.
- Eccles, J. S. et Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132.
- Elliot, A. J. et McGregor, H. A. (2001). A 2 X 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.
- Elliot, A. J., Murayama, K. et Pekrun, R. (2011). A 3 X 2 achievement goal model. Journal of Educational Psychology, 103(3), 632-648.
- Fine, J. G. et Davis, J. M. (2003). Grade retention and enrollment in post-secondary education. Journal of School Psychology, 41(6), 401-411.
- Fredricks, J. A., Blumenfeld, P. C. et Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
- Fredricks, J. A. et Eccles, J. S. (2002). Children’s competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38(4), 519-533.
- Gleason, K. A., Kwok, O. et Hughes, J. N. (2007). The short-term effect of grade retention on peer relations and academic performance of at-risk first graders. The Elementary School Journal, 107(4), 327-340.
- Grant, H. et Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85(3), 541-553.
- Griffith, C. A., Lloyd, J. W., Lane, K. L. et Tankersley, M. (2010). Grade retention of students during grades K-8 predicts reading achievement and progress during secondary schooling. Reading and Writing Quarterly, 26(1), 51-66.
- Guèvremont, A., Roos, N. P. et Brownell, M. (2007). Predictors and consequences of grade retention. Examining data from Manitoba, Canada. Canadian Journal of School Psychology, 22(1), 50-67.
- Hansen, D. M. et Larson, R. W. (2007). Amplifiers of developmental and negative experiences in organized activities: Dosage, motivation, lead roles, and adult-youth ratios. Journal of Applied Developmental Psychology, 28(4), 360-374.
- Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L. et Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100(1), 105-122.
- Harter, S. (1982). The perceived competence scale for children. Child Development, 53(1), 87-97.
- Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical considerations. Educational Psychology Review, 13(3), 191-209.
- Hidi, S. et Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127.
- Hong, G. et Raudenbush, S. W. (2005). Effects of kindergarten retention policy on children’s cognitive growth in reading and mathematics. Educational Evaluation and Policy Analysis, 27(3), 205-224.
- Hong, G. et Yu, B. (2007). Early-grade retention and children’s reading and math learning in elementary years. Educational Evaluation and Policy Analysis, 29(4), 239-261.
- Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S. et Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73(2), 509-527.
- Jimerson, S. R. (2001). Meta-analysis of grade retention research: Implications for practice in the 21st century. School Psychology Review, 30(3), 420-437.
- Jimerson, S. R. et Ferguson, P. (2007). A longitudinal study of grade retention: Academic and behavioral outcomes of retained students through adolescence. School Psychology Quarterly, 22(3), 314-339.
- Jimerson, S. R., Ferguson, P., Whipple, A. D., Anderson, G. E. et Dalton, M. J. (2002). Exploring the association between grade retention and dropout: A longitudinal study examining socio-emotional, behavioral, and achievement characteristics of retained students. The California School Psychologist, 7(1), 51-62.
- Jimerson, S. R. et Kaufman, A. M. (2003). Reading, writing, and retention: A primer on grade retention research. The Reading Teacher, 56(7), 622-635.
- Linnenbrink, E. A. et Pintrich, P. R. (2002). Achievement goal theory and affect: Asymmetrical bidirectional model. Educational Psychologist, 37(2), 69-78.
- Martin, A. J. (2011). Holding back and holding behind: Grade retention and students’ non-academic and academic outcomes. British Educational Research Journal, 37(5), 739-763.
- Martin, A. J. (2009). Age appropriateness and motivation, engagement, and performance in high school: Effects of age within cohort, grade retention, and delayed school entry. Journal of Educational Psychology, 101(1), 101-114.
- McCoy, A. R. et Reynolds, A. J. (1999). Grade retention and school performance: An extended investigation. Journal of School Psychology, 37(3), 273-298.
- Middleton, M. J., Kaplan, A. et Midgley, C. (2004). The change in middle school students’ achievement goals in mathematics over time. Social Psychology of Education, 7(3), 289-311.
- Ministère de l’Éducation, du Loisir et des Sports (MELS) (2003). Les difficultés d’apprentissage à l’école. Cadre de référence pour guider l’intervention. Québec. Document téléaccessible à l’adresse http://www.mels.gouv.qc.ca/fileadmin/site_web/documents/publications/EPEPS/EPEPS/Formation_jeunes/Adaptation_scolaire/19-7051.pdf
- Nagin, D. S., Pagani, L., Tremblay, R. E. et Vitaro, F. (2003). Life course turning points: The effect of grade retention on physical aggression. Development and Psychopathology, 15(2), 343-361.
- Ntamakiliro, L., Monnard, I. et Gurtner, J. L. (2000). Mesure de la motivation scolaire des adolescents: construction et validation de trois échelles comportementales. L’Orientation Scolaire et Professionnelle, 29(4), 673-693.
- Ou, S.-R. et Reynolds, A. J. (2010). Grade retention, postsecondary education and public aid receipt. Educational Evaluation and Policy Analysis, 32(1), 118-139.
- Pagani, L., Tremblay, R. E., Vitaro, F., Boulerice, B. et McDuff, P. (2001). Effects of grade retention on academic performance and behavioral development. Development and Psychopathology, 13(2), 297-315.
- Pierrehumbert, B., Zanone, F., Kauer-Tchicaloff, C. et Plancherel, B. (1988). Image de soi et échec scolaire. Bulletin de Psychologie, 41(384), 333-345.
- Pintrich, P. R. et Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in classroom academic tasks. In D. H. Shunk et J. L. Meece (dir.), Student perceptions in the classroom (p. 149-183). Mahwah: Erlbaum.
- Quiroga, C. V., Janosz, M., Lyons, J. S. et Morin, A. J. S. (2012). Grade retention and seventh-grade depression symptoms in the course of school dropout among high-risk adolescents. Psychology, 3(9), 749-755.
- Recio, R. V. et Díaz, J. O. (2010). Social guarantee programme: principles for classroom procedure with students who have suffered failure at school. The Spanish educational system case. Educational Studies, 36(2), 175-184.
- Rosário, P., Núñez, J. C., Valle, A., González-Pienda, J. et Lourenço, A. (2013). Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: A structural equation model. European Journal of Psychology of Education, 28(4), 1311-1331.
- Rumberger, R. W. (2011). Dropping out: Why students drop out of high school and what can be done about it. Cambridge: Harvard University Press.
- Shim, S. S., Ryan, A. M. et Anderson, C. J. (2008). Achievement goals and achievement during early adolescence: Examining time-varying predictor and outcome variables in growth-curve analysis. Journal of Educational Psychology, 100(3), 655-671.
- Silberglitt, B., Appleton, J. J., Burns, M. K. et Jimerson, S. R. (2006). Examining the effects of grade retention on student reading performance: A longitudinal study. Journal of School Psychology, 44(4), 255-270.
- Therriault, G., Bader, B. et Lapointe, C. (2011). Redoublement et réussite scolaire: une analyse du rapport au savoir. Revue des sciences de l’éducation, 37(1), 155-180.
- Watt, H. M. G. (2004). Development of adolescents’ self-perceptions, values, and task perceptions according to gender and domain in 7th- through 11th-grade Australian students. Child Development, 75(5), 1556-1574.
- Wigfield, A., Cambria, J. et Eccles, J. S. (2012). Motivation in education. In R. M. Ryan (dir.), The Oxford handbook of human motivation (p. 463-478). New York: Oxford University Press.
- Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W. et Davis-Kean, P. (2006). Development of achievement motivation. In N. Eisenberg, W. Damon et R. E. Lerner (dir.), Handbook of child psychology. Social, emotional and personality development (6e éd., vol. 3, p. 933-1002). Hoboken: Wiley.
- Wu, W., West, S. G. et Hughes, J. N. (2008). Short-term effects of grade retention of the growth rate of Woodcock-Johnson III broad math and reading scores. Journal of School Psychology, 46(1), 85-105.
10.7202/1007670ar