Attributions causales des étudiants en matière de réussite à l’université
Depuis que l’enseignement supérieur a développé de nombreux dispositifs de promotion de la réussite au bénéfice des étudiants de première année, on déplore souvent que ces dispositifs soient sous-utilisés et que ce sont les étudiants « qui en auraient le moins besoin » qui y participeraient le plus....
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| Veröffentlicht in: | Recherches en éducation Jg. 37 |
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| Hauptverfasser: | , |
| Format: | Journal Article |
| Sprache: | Englisch Französisch |
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Nantes Université
01.06.2019
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| ISSN: | 1954-3077, 1954-3077 |
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| Abstract | Depuis que l’enseignement supérieur a développé de nombreux dispositifs de promotion de la réussite au bénéfice des étudiants de première année, on déplore souvent que ces dispositifs soient sous-utilisés et que ce sont les étudiants « qui en auraient le moins besoin » qui y participeraient le plus. C’est notamment le cas du dispositif, étudié dans cet article, d’évaluation formative et précoce permettant aux étudiants d’identifier leurs lacunes en termes de prérequis et d’y remédier. Bien qu’une corrélation non négligeable entre la maîtrise de ces prérequis et la réussite en fin d’année ait été établie, trop peu d’étudiants, aux yeux des enseignants, décident de participer aux activités de renforcement des prérequis qui suivent la passation des tests. Il est dès lors essentiel de mieux comprendre les mécanismes qui incitent les étudiants à profiter ou non de ces dispositifs. Le présent article analyse cette question au regard de la théorie des attributions causales : quelle place les étudiants accordent-ils aux prérequis dans leur explication spontanée de la réussite ? Quels sont les facteurs (niveau de maîtrise réelle des prérequis, genre…) qui sont liés à ces attributions ? L’article se termine par quelques pistes pédagogiques que les résultats permettent d’envisager.
Since higher education has developed many success-promoting schemes for first-year students, it is often regretted that these schemes are underused and that the students "who need them the least" are those who participate the most. This is particularly the case with the formative and early evaluation system introduced in this paper, which enables students to identify and fix their shortcomings as regards prerequisites. Though a significant correlation between mastery of these prerequisites and success at the end of the year has been established, too few students, from teachers’ point of view, decide to take part in activities dedicated to prerequisites consolidation after having taken the tests. It is therefore essential to better understand the mechanisms that lead students to take advantage of these success-promoting schemes or not. This paper analyzes this question with respect to attributional theory: what do students feel spontaneously about the importance of prerequisites for success? What are the factors (real level of mastery of prerequisites, gender...) that are related to these attributions? The article ends with possible educational solutions that the results suggest. |
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| AbstractList | Depuis que l’enseignement supérieur a développé de nombreux dispositifs de promotion de la réussite au bénéfice des étudiants de première année, on déplore souvent que ces dispositifs soient sous-utilisés et que ce sont les étudiants « qui en auraient le moins besoin » qui y participeraient le plus. C’est notamment le cas du dispositif, étudié dans cet article, d’évaluation formative et précoce permettant aux étudiants d’identifier leurs lacunes en termes de prérequis et d’y remédier. Bien qu’une corrélation non négligeable entre la maîtrise de ces prérequis et la réussite en fin d’année ait été établie, trop peu d’étudiants, aux yeux des enseignants, décident de participer aux activités de renforcement des prérequis qui suivent la passation des tests. Il est dès lors essentiel de mieux comprendre les mécanismes qui incitent les étudiants à profiter ou non de ces dispositifs. Le présent article analyse cette question au regard de la théorie des attributions causales : quelle place les étudiants accordent-ils aux prérequis dans leur explication spontanée de la réussite ? Quels sont les facteurs (niveau de maîtrise réelle des prérequis, genre…) qui sont liés à ces attributions ? L’article se termine par quelques pistes pédagogiques que les résultats permettent d’envisager.
Since higher education has developed many success-promoting schemes for first-year students, it is often regretted that these schemes are underused and that the students "who need them the least" are those who participate the most. This is particularly the case with the formative and early evaluation system introduced in this paper, which enables students to identify and fix their shortcomings as regards prerequisites. Though a significant correlation between mastery of these prerequisites and success at the end of the year has been established, too few students, from teachers’ point of view, decide to take part in activities dedicated to prerequisites consolidation after having taken the tests. It is therefore essential to better understand the mechanisms that lead students to take advantage of these success-promoting schemes or not. This paper analyzes this question with respect to attributional theory: what do students feel spontaneously about the importance of prerequisites for success? What are the factors (real level of mastery of prerequisites, gender...) that are related to these attributions? The article ends with possible educational solutions that the results suggest. Since higher education has developed many success-promoting schemes for first-year students, it is often regretted that these schemes are underused and that the students "who need them the least" are those who participate the most. This is particularly the case with the formative and early evaluation system introduced in this paper, which enables students to identify and fix their shortcomings as regards prerequisites. Though a significant correlation between mastery of these prerequisites and success at the end of the year has been established, too few students, from teachers’ point of view, decide to take part in activities dedicated to prerequisites consolidation after having taken the tests. It is therefore essential to better understand the mechanisms that lead students to take advantage of these success-promoting schemes or not. This paper analyzes this question with respect to attributional theory: what do students feel spontaneously about the importance of prerequisites for success? What are the factors (real level of mastery of prerequisites, gender...) that are related to these attributions? The article ends with possible educational solutions that the results suggest. |
| Author | Massart, Xavier Romainville, Marc |
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