This paper resumes research about failure and loss at university. Massification, failure and abandonment rates, psychological and methodological issues are challenges that students and teachers face daily. We took over the disciplinary action by questioning motivational psychology, academic educational, and methodological accompaniment contributions. Expressly, enhancing postgraduate student motivation via aware methodological training to selfregulate, cope, control, and persevere had concrete results. The sociocognitive motivation theoretical model's choice proved suitable for improving students' motivation, enhancing their learning strategies, and resolving their difficulties. The following resume results from answering the problems on which problems are due to the low studies motivation? To 2-Can methodological accompaniment for conscious training on metacognitive, managing, motivational, coping, control, and perseverance strategies modify students' motivation and mitigate their learning strategies? The experiment (conscious training at learning strategies) indicates that a part of this student's difficulties links to their learning motivation. Furthermore, the methodological accompaniment program proved a productive tool for enhancing students' motivation through metacognitive strategies.
Revue française de sciences sociales
| Avril-Juin 2014Qu'apprend-on des expérimentations sociales ? Présentation de l'ouvrage de Michel Vial, Se repérer dans les modèles de l'évaluation, méthodes dispositifs, outils
Motivation is what we think we can do. According to the socio-cognitive approach, self-efficacy is one of the six most essential constituents of reason. This feeling encompasses all of the individual's beliefs about their abilities to implement the behaviors they deem helpful to achieve the desired results. The Sense of Perceived Personal Efficacy influences the choice of activities, performance, the expenditure of effort, persistence in the face of difficulties, positive or negative thoughts, and emotional reactions. These beliefs regulate human behavior according to four processes, primarily the affective process (coping principally). The Sense of Self-Efficacy is based on four factors: lived experience, vicarious experience, verbal persuasion, emotional or physiological states, and sources of information about the Sense of Self-Efficacy. This article summarizes research that revolves around the following questions: is there a link between feelings of Perceived Self-Efficacy and coping strategies; can we act on the student's motivation through his Sense of Perceived Self-Efficacy possibly modifiable by coping strategies?
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