Understanding the Relationships between Psychological and Contextual Determinants, Motivation and Achievement Outcomes for Students in Vocational Training or Technical Training Programs

Dubeau, Annie; Plante, Isabelle; Jutras-Dupont, Camille; Samson, Ghislain; Frenay, Mariane

doi:10.1007/s12186-020-09258-w

Cited by 5 publications

(2 citation statements)

References 38 publications

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“…Suivant Dubeau et ses collaborateurs (Dubeau, Plante et Frenay, 2017;Dubeau, Plante, Jutras-Dupont, Samson et Frenay, 2021), tant les déterminants individuels que les déterminants contextuels doivent être pris en considération pour prédire la persévérance et la réussite scolaires. En premier lieu, l'élève lui-même est pourvu de caractéristiques qui lui sont propres; par exemple, ses origines sociales comme le milieu socio-économique d'où il est issu.…”

Section: Réussite Scolaireunclassified

La réussite des élèves ayant des besoins particuliers inscrits dans un programme de concomitance : perceptions des acteurs et actrices

2023

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Au Québec, les élèves en difficulté vivent un cheminement scolaire souvent plus ardu. Différentes alternatives de formation s’offrent à ces élèves telle que la concomitance de la formation générale et de la formation professionnelle. Ce cheminement à double diplomation s’inscrit dans une volonté de diversification des parcours ainsi qu’une amélioration du taux de diplomation des moins de 20 ans. Cet article met en lumière une recherche réalisée dans le cadre d’un essai menant à l’obtention de la maîtrise en orthopédagogie. Il tente de répondre à cette question : « Comment la concomitance de la formation générale (FG) et de la formation professionnelle (FP), en tant que dispositif de formation, favorise-t-elle la réussite des élèves ayant des besoins particuliers?». Afin d’y parvenir, des groupes de discussion ont été réalisés auprès d’élèves ayant des besoins particuliers inscrits en concomitance ainsi que d’enseignants de la formation générale des jeunes et de la formation professionnelle œuvrant dans ce cheminement à double diplomation. Les résultats présentés s’articulent autour des deux éléments du cadre conceptuel, c’est-à-dire le dispositif de formation et la réussite scolaire.

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Section: Réussite Scolaireunclassified

La réussite des élèves ayant des besoins particuliers inscrits dans un programme de concomitance : perceptions des acteurs et actrices

2023

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“…On the contrary, students dominated by performance-oriented motivation value their learning results (e.g., success or failure) (Dweck & Leggett, 1988), emphasising their efforts to study to acquire higher learning grades, receive more positive judgements and outperform other students (Dowson & McInerney, 2003;Dubeau et al, 2021). However, with the focus on performance, when they lack competence, skills or knowledge to be successful in their study, they usually feel anxious about low grades and/or looking stupid in class, and thus avoid challenging learning activities (Gindidis et al, 2017;Urdan, 2010).…”

Section: Goal Settingmotivational Orientationmentioning

confidence: 99%

Listening Anxiety in EFL learning in China: An Autoethnographic Study

Zhang

Nguyen

2022

EFLIJ

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Listening anxiety in English as a foreign language (EFL) learning will reduce Chinese language learners’ academic performance, particularly in a formal listening test. In order to explore the effects of listening anxiety on EFL learners and how they cope, this article seeks to investigate my personal narratives and experiences as the first author to explicate challenges and seek solutions. Thus, this article focuses on my exploration of four vignettes, which identify crucial points in unraveling stories of how I could improve listening performance by reducing listening anxiety. This autoethnographic study is inspired by information processing (IP) theory and Schunk’s self-regulated learning (SRL) model. The former reveals how listening materials can be received by learners from an objective view. The latter, based on a subjective angle, highlights three aspects: motivational orientation, self-efficacy, and self-regulation, which collectively affect listening anxiety. Based on the analysis of my stories, findings suggest that anxiety can negatively impact EFL learners’ information processing abilities, thereby leading to poor listening performance. Findings also highlight a need to deal with listening anxiety, identifying and emphasizing three approaches, namely, a mastery-oriented goal, higher self-efficacy and appropriate self-regulation.

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What Makes a Qualified Chef? Olfactory and Sociodemographic Predictors of Vocational Exam Results in Culinary School Students

Pieniak

Rönsch

Oleszkiewicz

et al. 2023

Vocations and Learning

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Research has demonstrated links between sociodemographic background and educational achievements in vocational education and training. Student achievements may be additionally impacted by individual characteristics specifically relevant to the domain of the professional training. In the context of professional culinary education, student achievement may be related to their olfactory ability as the human sense of smell is involved in food perception and preparation. However, whether sociodemographic factors and olfactory ability predict educational achievements has not been directly compared in the context of culinary vocational education, which formed the aim of the current study. To identify the strength of these predictors, we measured participants’ odor detection threshold, discrimination and identification ability with the “Sniffin’ Sticks” test battery and assessed individual significance of olfaction via a self-report survey. In addition to olfactory measures, sociodemographic data (student and parental educational background, financial status) were also analyzed to determine if they predict theoretical and/or practical exam scores. The results demonstrated that a student’s educational background was a significant predictor of scores in the theoretical (but not practical) exam. Parental educational background, financial status, and olfactory ability did not predict exam scores.

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Understanding the Relationships between Psychological and Contextual Determinants, Motivation and Achievement Outcomes for Students in Vocational Training or Technical Training Programs

Cited by 5 publications

References 38 publications

La réussite des élèves ayant des besoins particuliers inscrits dans un programme de concomitance : perceptions des acteurs et actrices

La réussite des élèves ayant des besoins particuliers inscrits dans un programme de concomitance : perceptions des acteurs et actrices

Listening Anxiety in EFL learning in China: An Autoethnographic Study

What Makes a Qualified Chef? Olfactory and Sociodemographic Predictors of Vocational Exam Results in Culinary School Students

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