Métacognition et croyances motivationnelles
Un mariage de raison
Bibliographic Data
| ID | 14779342 |
|---|---|
| Authors | Jean-Louis Berger, Jean‐louis Berger (0000-0003-2629-2622, Institut de Recherche en Opthalmologie), Fredi P Büchel, Fredi Büchel |
| Year | 2012 |
| Volume | 179 |
| Issue | 179 |
| Pages | 95-128 |
| Publication date | 2012-06-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revue française de pédagogie (JOURNAL) |
| Journal identifiers | ISSN: 0556-7807 • E-ISSN: 2105-2913 |
| Publisher | OpenEdition (PUBLISHER) |
| DOI | 10.4000/rfp.3705 |
| OpenAlex | W1668961121 |
| Language | FR |
| Citations received | 5 |
| References cited | 83 |
Bien que l’importance des croyances motivationnelles pour l’apprentissage et la réussite scolaire soit passablement reconnue, les chercheurs ne se sont que récemment intéressés aux relations entre ces croyances et les aspects métacognitifs de l’apprentissage, notamment dans le cadre des modèles de l’apprentissage autorégulé. Nous proposons une synthèse des positions théoriques ainsi que d’un certain nombre d’études empiriques s’étant penchées sur les articulations entre métacognition et motivation. Pour conclure, les implications pour l’enseignement, l’apprentissage et les interventions de type éducation cognitive sont discutées
Cognition · Humanities · Metacognition · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Motivation and Self-Concept in Sports · Philosophy · Psychology
Analyse des émotions et des compétences émotionnelles d’étudiants universitaires dans le traitement d’un feedback formatif à distance
Analysis of the Emotions and Emotional Skills of University Students in Processing Distance Formative Feedback
Students’ experience of comparison-based learning in self-assessment
From perceived competence to emotion regulation
An Exploration of the Cognitive, Motivational, Emotional and Regulatory Behaviours of Elementary-School Novice and Expert Problem Solvers
An Attributional Theory of Motivation and Emotion
Promoting general metacognitive awareness
The relation between goal orientation and students' motivational beliefs and self-regulated learning
Achievement goals in the classroom
Engagement in Academic Work
Cognitive Processing of Self-Report Items in Educational Research
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
A Motivated Exploration of Motivation Terminology
The Development of Competence Beliefs, Expectancies for Success, and Achievement Values from Childhood through Adolescence
Self-regulated Learning at the Junction of Cognition and Motivation
Cognitive and emotional components of anxiety
Assessing Metacognitive Awareness
Metacognition
Metacognition and affect
The Development of Academic Self-Regulation
Individual Differences and the Development of Perceived Control
The Dynamic Self-Concept
Regulation of Motivation
Metamemory
Working Memory
Interest, Prior Knowledge, and Learning
Beyond Cold Conceptual Change
Achievement goals, study strategies, and exam performance
Reasons for Studying
Becoming a strategic reader
Self-Regulation and Academic Learning
The role of motivation in promoting and sustaining self-regulated learning
Self-regulated learning
Classrooms
Levels of processing
Attaining Self-Regulation
The Role of Goal Orientation in Self-Regulated Learning
Public and private self-consciousness
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Online Measurement Of Appraisals Of Students Faced With Curricular Tasks
Traité de psychologie de la motivation
(Se) motiver à apprendre
Children's reading strategies, metacognition, and motivation*1
Motivational components of underachievement
Consciousness and metacognition
Metacognition and cognitive monitoring
Se mettre au travail et y rester
A guide to constructs of control
Feeling and thinking
Building a practically useful theory of goal setting and task motivation
The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing
| Citations per year | 0.83 |
|---|---|
| Citation span | 2020 - 2025 (6) |
| Highly cited | No |