1. Objectifs

Intentions :
«In this chapter, we describe the main instruments used to measure the types of motivation proposed by SDT [self-determination theory]. We then address the potential effects of these motivation types on students’ emotions, learning strategies, academic achievement, and school perseverance. In addition, we look at the roles of parents, teachers, and peers in fostering certain motivation types. Some SDT-based intervention programs are then presented.» (p. 83)

2. Méthode

Échantillon/Matériau :
Données documentaires diverses

Type de traitement des données :
Réflexion critique

3. Résumé

«Given the extent of [school dropout] problem and the consequences for both individuals and society, we need to gain a better understanding of the factors that enable certain students to persevere in school and graduate while others do not. Can this problem be explained solely by students’ learning difficulties and family characteristics? According to self-determination theory (SDT, Ryan & Deci, 2009 ), this is a reductionist view. Instead, SDT suggests that the learning environment in which students develop their academic competences must […] be taken into account.» (p. 83) About the autonomy support provided by parents, «[c]ertain factors could moderate the positive relationship between parents’ autonomy support and the child’s development of self-determined motivation. [I]t is arguable that the influence of autonomy support would diminish as children grow up. […] Thus, even young adults continue to benefit from having autonomy-supportive parents. The effect could be even stronger during times of stress, such as the transition to high school or college (Grolnick, Kurowski, Dunlap, & Hevey, 2000; Ratelle et al., 2004 , 2005 ).» (p. 93-94)