La motivation est un concept que l’on retrouve aussi bien dans la littérature scientifique que dans le langage courant et d’autant plus scolaire. Elle est mise en avant pour expliquer tantôt la réussite, tantôt l’échec des élèves. Toute la difficulté réside dans la manière d’aborder et de définir le terme de motivation puisqu’il se compose d’une mosaïque de théories ; Fenouillet (2009), dans son modèle intégratif, n’en recense pas moins d’une centaine. Dans ce travail, nous nous intéressons plus particulièrement à trois de celles-ci : le sentiment d’efficacité personnelle (SEP), les buts d’accomplissement et l’intérêt pour essayer de répondre à la question : Quels rôles SEP, but et intérêt jouent-ils conjointement dans les résultats scolaires et dans quelle mesure l’intérêt se retrouve lui-même à son tour impacté par les deux premiers concepts ?Ce travail s’appuie sur 14 études menées auprès d’élèves de cycle 3 d’école primaire et les résultats nous permettent entre autre de voir que : - Le SEP (et particulièrement en français) impacte positivement les résultats des élèves- Le but d’approche de la performance impacte négativement les résultats scolaires- Le but d’approche de l’apprentissage n’a pas d’impact sur les résultats scolaires- Les buts d’évitement ne sont pas forcément néfastes pour les résultats scolaires- L’intérêt, s’il est impacté à la fois par les buts et le SEP, n’impacte que dans de faibles proportions les résultats scolairesEnfin cette thèse propose plusieurs prolongements possibles afin de mieux connaître les dynamiques motivationnelles en jeu dans les classes d’école primaire tant au niveau de l’évaluation que dans l’aspect multi-niveaux de ces concepts (disciplinaire et général) / Motivation is a concept that is found both in the scientific literature and in everyday language and even more in school. It is emphasis to explain sometimes the success, sometimes the failure of the pupils.The difficulty lies in how to approach and define the term motivation since it consists of a mosaic of theories. Fenouillet (2009), in his integrative model, lists not less than hundred.In this work, we are particularly interested in three of them : self-efficacy , achievement goals and interest. We try to answer the question : What role self-efficacy, achievement goals and interest play together in school performance.This work leans on 14 studies led with pupils of cycle 3 of primary school (age 9-10) and the results allow us to see among other things that:-Self-efficacy (especially in French) positively impacts school achievement. -Performance approach goal negatively impacts school achievement. -Learning approach goal has no impact on school achievement. -The two avoidance goals are not necessarily detrimental to academic achievement.-Interest is affected both by achievement goals and self-efficacy, but has only a small impact on scholl achievement.Finally this thesis proposes several possible extensions to better understand the motivational dynamics at play in primary school classrooms in both the evaluation and in the multi-level aspect of these concepts (disciplinary and general).

The main purpose of this thesis was to investigate the fit between four achievement goals, personal goal attributes and self-regulation strategies, and the generalisation of goal-strategy patterns to (1) different life domains (academic and physical activity settings), (2) two cultures (individualistic/the UK and collectivistic/Romania) and (3) over time, in two contexts (academic and sport university settings) in the UK. Additionally, differences between high level English and Romanian athletes in self-construals (individualism versus collectivism), achievement goals and self-regulation processes was investigated in one study. Method. The participants in the four studies of this thesis were: English university students (N = 591; study 1), English university athletes and exercise participants (N = 294 and N = 288, respectively; study 2), English and Romanian elite/sub-elite athletes (N = 91, N = 109 respectively; study 3a), Romanian university students involved in sport at elite and sub-elite levels (N = 196; study 3b), and English university student-athletes (N= 295; study 4). Three main questionnaires were used: the Achievement Goals Questionnaire (AGQ; Elliot & McGregor, 2001) (studies 1, 3b, and 4) and the Achievement Goals Questionnaire for Sport (AGQ-S; Conroy, Elliot & Hofer, 2003) (studies 2, 3ab and 4) measured four achievement goals in academic and sport settings, respectively (mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goals); the third questionnaire, the Goal Systems Assessment Battery (GSAB; Karoly & Ruehlman, 1995) (all studies) required participants to state their most important personal goal, and measured two goal attributes (efficacy and value) and five self-regulation strategies used during goal pursuit (planning, self-monitoring, social comparison, self-reward and self-criticism). The fourth questionnaire, was the Self-Construal Scale-Revised (SCS-R; Hardin, 2006) which measured individualistic and collectivistic self-definitions in study 3a. Studies 1, 2 and 3a and 3b employed a correlational design, structural equation modelling analyses, and multivariate and univariate analyses of covariance (study 3a only), while study 4 employed a longitudinal design, latent growth curve analyses and structural equation modelling. Studies 1 and 2 Results. The goal-strategy models identified in education (study 1), sport and exercise (study 2) in the UK were very similar to each other, and consisted of both positive and negative paths (see figure A overleaf). Furthermore, in study 1, the total sample was divided into two samples according to the difficulty and specificity of personal goals: students in sample 1 (N = 325) set easy and vague goals, while students in sample 2 (N = 266) set difficult and specific goals. The model found in the total sample was tested again simultaneous in these two samples in order to ascertain the potential moderation effects of goal difficulty and specificity. As the model was invariant across groups it was concluded that personal goal difficulty/specificity was not a moderator of achievement goal relations with self-regulation processes. Finally, in study 2 Map relations with planning/self-monitoring was fully and partially mediated by goal efficacy and value in the sport and exercise domains, respectively. Study 3a and 3b Results. In study 3a, Romanian athletes had higher collectivistic self-construals than English athletes, while the two groups were similar in individualism. After controlling for collectivism, Romanian athletes, regardless of sport type (individual or team sport) had higher scores than English athletes on Pap and Pav goals, social comparison and self-motivation strategies (self-reward and self-criticism); and Romanian team sport athletes had higher scores on Map and planning/self-monitoring than their English counterparts. In study 3b the goal-strategy models identified in moderately competitive academic and physical activity settings in an individualistic West European culture (UK) were tested in highly competitive academic and elite sport settings in a collectivistic East European culture (Romania). The academic and sport domain models identified in Romania were similar to each other, and to those found in the UK. The following differences in model paths were noted in Romania: in the academic domain, four paths were not significant (Map and Mav to efficacy, efficacy to self-reward, and social comparison to self-criticism); and a new negative path was identified, from Map to social comparison; in the sport domain, five paths were not significant (Mav to efficacy, Pap to efficacy and social comparison, efficacy to reward and social comparison to self-criticism) and three new paths emerged, two positive paths, Pav to social comparison, and efficacy to planning/self-monitoring, and one negative path from efficacy to criticism. The positive path from Pav to social comparison (found in highly competitive sport settings) represents the most notable difference between the UK and Romanian models. Study 4 Results. The goal-strategy models identified in academic and sport contexts in studies 1 and 2 (described earlier) emerged again in these settings in study 4 (minus the path from efficacy to reward in both settings, and efficacy to criticism in academia) at three measurement times (start, middle and end of academic year/competitive season). Therefore, the model was stable over time. Unconditional growth curve analyses showed that, during one year, achievement goals and self-regulation processes followed different patterns of change: Map and Pav goals declined, while Pap and Mav goals were stable in education, and all goals declined in sport settings; goal commitment (a composite measure of goal efficacy and value) declined and planning/self-monitoring remained stable (in both settings); social comparison and self-motivation (a composite measure of self-reward and self-criticism) increased in education, while in sport the former was stable and the latter declined . Finally, associative growth curve models showed that in both domains: 1) temporal changes in Map were positively related to changes in goal commitment and planning/monitoring, and changes in the latter were associated with changes in self-motivation; 2) changes in Pap, social comparison and self-motivation were positively related; and 3) Mav changes were not related to changes in SR processes. Conclusion. This thesis advocates a conceptualisation of achievement goals as a dynamic, cyclical interplay between situated reasons, standards and self-regulated action; 2) an exploration of goal standards dimensions beyond the mastery-performance focus with the reason-standard complex; and 3) an expanded achievement motivation and self-regulation model, including the why (achievement goals), the what (personal goals/goal setting), and the how (self-regulated action), where the focus of enquiry is sifted from the correlates to the mechanisms of achievement goal effects.

Selon la théorie des buts d’accomplissement, il est possible que les attitudes et les pratiques pédagogiques des enseignants d’éducation physique influencent la motivation de leurs élèves. Dans cette étude, les objectifs étaient d’abord de documenter l’évolution annuelle de la motivation pour l’éducation physique au début du secondaire en considérant le sexe et le niveau scolaire et de vérifier ensuite la valeur prédictive des buts d’accomplissement induits par les enseignants d’éducation physique et de la perception de ces buts par les élèves sur la motivation de ces derniers, puis d’évaluer l’effet modérateur du sentiment de compétence et du sexe des élèves sur la valeur prédictive des buts d’accomplissement. Les résultats montrent qu’en général les filles sont moins motivées que les garçons dans leurs cours d’éducation physique et que cette motivation diminue avec l’âge, et ce, peu importe le sexe des élèves. Ensuite, nos résultats montrent que les attitudes et les pratiques pédagogiques des enseignants ainsi que la perception des élèves du climat induit par l’enseignant sont en mesure d’influencer certaines caractéristiques motivationnelles des élèves telles que l’adoption de buts de maîtrise et de performance-approche, la motivation intrinsèque, la motivation extrinsèque (par introjection et par régulation externe), l’amotivation et la valeur utilitaire que les élèves accordent à leurs cours d’éducation physique. Puis, il a été montré que la valeur prédictive des buts d’accomplissement et de la perception de ces buts par les élèves était modérée par le sentiment de compétence des élèves pour les variables motivationnelles suivantes : buts de maîtrise, motivation intrinsèque, amotivation et valeur utilitaire. Ainsi, les attitudes des enseignants, leurs pratiques pédagogiques et la perception du climat de classe n’ont une incidence significative que lorsque le sentiment de compétence des élèves est faible. La valeur prédictive des buts d’accomplissement et de la perception de ces buts par les élèves était aussi modérée par le sexe des élèves pour les variables motivationnelles suivantes : buts de performance-approche, buts de performance-évitement et amotivation. Quand le sexe des élèves modifie la relation, celle-ci est généralement inversée selon le sexe des élèves : elle est positive pour les garçons et négative pour les filles. Suite à cette étude, nous constatons que les enseignants d’éducation physique gagneraient à instaurer un climat de maîtrise tout en laissant place aux défis personnels des élèves et en insistant sur l’utilité de la tâche. Afin de répondre aux besoins particuliers de chacun des élèves, il serait intéressant de mettre en place des regroupements selon la compétence sportive des élèves. Ainsi, l’enseignant serait en mesure d’instaurer un climat motivationnel adapté. / According to achievement goal theory, physical education teachers may influence the motivation of their students with their attitudes and the teaching practices they use. The goals of this study were first to document the annual evolution of motivation in physical education students at the beginning of their secondary education according to gender and school level; then to verify the predictive value of the achievement goals induced by physical education teachers as well as the perception of these goals by the students themselves; and finally to evaluate the moderating effect of the perceived competence and student gender on the predictive value of the achievement goals. The results show that female students are generally less motivated than male students in physical education classes and that motivation decreases as the students age, regardless of gender. Our results also show that the attitudes and teaching practices of the teachers as well as the students' perception of the climate induced by the teachers can influence certain motivational characteristics of students like adopting mastery and performance-approach goals, intrinsic motivation, extrinsic motivation (through introjection and external regulation), amotivation and the utility value they give to their physical education classes. The research also demonstrates that the predictive value of the achievement goals and of the perception of these goals by the students was moderated by the students' perceived competence for the following motivational variables: mastery goals, intrinsic motivation, amotivation and utility value. Thus, the teachers’ attitudes and teaching practices as well as the perception of the class climate have a significant effect only if the perceived competence of the students is low. The predictive value of the achievement goals and of the perception of these goals by the students was also moderated by the gender of the students for the following motivational variables: performance-approach goals, performance-avoidance goals and amotivation. When student gender changes the relation, this is generally reversed according to the gender of the students: it is positive for male students and negative for female students. The results of this study lead us to believe that physical education teachers would be well advised to implement a mastery climate in their classes and to allow students to meet personal challenges, insisting on the value of the task. In order to satisfy the special needs of every classmate, it would be interesting if students could be grouped according to their abilities in sports. By doing so, the teachers would be able to establish a motivational climate better suited to the class.

Despite the substantial amount of education research on “teaching for understanding” and “learning for understanding” processes that has occurred in the fields of achievement goals, constructivist-based pedagogy, motivational beliefs and self-regulated learning there is little research that considers in unison the pillar constructs of these fields. Three studies comprised the present research which was designed to address the proposal that important social- and personal-based constructs associated with achievement goals, constructivist-based pedagogy, motivational beliefs, and self-regulated learning act in an interdisciplinary fashion to influence learning in the high school science classroom. All the large-scale quantitative studies presented a single-level structural equation model that was applicable to the general high school science student, controlling for the variance associated with age, gender, and student type (regular or selective high school student). Results from the two large-scale trait-level correlational studies of Study 1 (n = 655) and Study 2 (n = 617) using the Achievement Goals Questionnaire (Elliot & Church, 1997), Constructivist Learning Environment Survey (Taylor, Fraser, & Fisher, 1997) and the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) as the main quantitative instruments found support for the hypothesis that a perceived emphasis on the constructivist-based pedagogical dimensions of personal relevance and student negotiation in science classrooms promotes the adoption of mastery-approach and intrinsic value. These analyses also showed the importance of self-efficacy in promoting mastery-approach, performance-approach and the use of regulatory strategies, and that test anxiety had positive associations with mastery-avoidance and performance-avoidance goals. / Study 3 comprised of two mini-studies that investigated the associations of competence perceptions, achievement goals and self-regulated learning in two science classroom learning contexts: teacher-led discussion (n = 451) and group work (n = 476). Using specifically developed context-level questionnaires, the results of these studies affirmed current theories concerning the interactions of self-efficacy, achievement goals, self-regulated learning (regulatory strategy use) and maladaptive strategy use. Students interviewed in Study 3 mostly reported the adoption of their achievement goals depended upon personal reasons that were commensurate with current achievement goal theory (Elliot, 1999) rather than specific classroom practices. The present research was also significant in that it tested the empirical stature of two frameworks by which social/cognitive research affiliated with learning environments, achievement goals and self-regulated learning may be conducted. Firstly, the results of the construct validity measures generated across Studies 1, 2 and 3 found support for the existence of the hypothesised 2 X 2 achievement goals framework (Elliot, 1999; Elliot & McGregor, 2001; Pintrich, 2000a). Secondly, the research introduced the tenets of a “context” hypothesis and found support for this perspective throughout the context-level studies. Adjunct multilevel multiple regressions were used in all the quantitative studies to examine the impact of subpopulation variables (age, gender, regular or selective high school student) and multiple goal interactions upon response variables, and to assess the variance attributed to the response variables at the class-level. Implications for the research disciplines studied are presented in terms of teaching practice, theory, future research and research methods.

Thesis (Ph. D.)--Miami University, Dept. of Psychology, 2007. / Title from second page of PDF document. Includes bibliographical references (p. 51-56).

Selon la théorie des buts d’accomplissement, il est possible que les attitudes et les pratiques pédagogiques des enseignants d’éducation physique influencent la motivation de leurs élèves. Dans cette étude, les objectifs étaient d’abord de documenter l’évolution annuelle de la motivation pour l’éducation physique au début du secondaire en considérant le sexe et le niveau scolaire et de vérifier ensuite la valeur prédictive des buts d’accomplissement induits par les enseignants d’éducation physique et de la perception de ces buts par les élèves sur la motivation de ces derniers, puis d’évaluer l’effet modérateur du sentiment de compétence et du sexe des élèves sur la valeur prédictive des buts d’accomplissement. Les résultats montrent qu’en général les filles sont moins motivées que les garçons dans leurs cours d’éducation physique et que cette motivation diminue avec l’âge, et ce, peu importe le sexe des élèves. Ensuite, nos résultats montrent que les attitudes et les pratiques pédagogiques des enseignants ainsi que la perception des élèves du climat induit par l’enseignant sont en mesure d’influencer certaines caractéristiques motivationnelles des élèves telles que l’adoption de buts de maîtrise et de performance-approche, la motivation intrinsèque, la motivation extrinsèque (par introjection et par régulation externe), l’amotivation et la valeur utilitaire que les élèves accordent à leurs cours d’éducation physique. Puis, il a été montré que la valeur prédictive des buts d’accomplissement et de la perception de ces buts par les élèves était modérée par le sentiment de compétence des élèves pour les variables motivationnelles suivantes : buts de maîtrise, motivation intrinsèque, amotivation et valeur utilitaire. Ainsi, les attitudes des enseignants, leurs pratiques pédagogiques et la perception du climat de classe n’ont une incidence significative que lorsque le sentiment de compétence des élèves est faible. La valeur prédictive des buts d’accomplissement et de la perception de ces buts par les élèves était aussi modérée par le sexe des élèves pour les variables motivationnelles suivantes : buts de performance-approche, buts de performance-évitement et amotivation. Quand le sexe des élèves modifie la relation, celle-ci est généralement inversée selon le sexe des élèves : elle est positive pour les garçons et négative pour les filles. Suite à cette étude, nous constatons que les enseignants d’éducation physique gagneraient à instaurer un climat de maîtrise tout en laissant place aux défis personnels des élèves et en insistant sur l’utilité de la tâche. Afin de répondre aux besoins particuliers de chacun des élèves, il serait intéressant de mettre en place des regroupements selon la compétence sportive des élèves. Ainsi, l’enseignant serait en mesure d’instaurer un climat motivationnel adapté. / According to achievement goal theory, physical education teachers may influence the motivation of their students with their attitudes and the teaching practices they use. The goals of this study were first to document the annual evolution of motivation in physical education students at the beginning of their secondary education according to gender and school level; then to verify the predictive value of the achievement goals induced by physical education teachers as well as the perception of these goals by the students themselves; and finally to evaluate the moderating effect of the perceived competence and student gender on the predictive value of the achievement goals. The results show that female students are generally less motivated than male students in physical education classes and that motivation decreases as the students age, regardless of gender. Our results also show that the attitudes and teaching practices of the teachers as well as the students' perception of the climate induced by the teachers can influence certain motivational characteristics of students like adopting mastery and performance-approach goals, intrinsic motivation, extrinsic motivation (through introjection and external regulation), amotivation and the utility value they give to their physical education classes. The research also demonstrates that the predictive value of the achievement goals and of the perception of these goals by the students was moderated by the students' perceived competence for the following motivational variables: mastery goals, intrinsic motivation, amotivation and utility value. Thus, the teachers’ attitudes and teaching practices as well as the perception of the class climate have a significant effect only if the perceived competence of the students is low. The predictive value of the achievement goals and of the perception of these goals by the students was also moderated by the gender of the students for the following motivational variables: performance-approach goals, performance-avoidance goals and amotivation. When student gender changes the relation, this is generally reversed according to the gender of the students: it is positive for male students and negative for female students. The results of this study lead us to believe that physical education teachers would be well advised to implement a mastery climate in their classes and to allow students to meet personal challenges, insisting on the value of the task. In order to satisfy the special needs of every classmate, it would be interesting if students could be grouped according to their abilities in sports. By doing so, the teachers would be able to establish a motivational climate better suited to the class.

Ce travail de thèse s'inscrit dans lignée des travaux de Mueller et Dweck (1998) et visait à étudier l'effet des compliments (ou feedback attributionnels) de capacité et d'effort sur les buts, l'implication, les attributions causales et les performances des élèves. Au-delà de l'aspect réplication, notre objectif était d'examiner l'effet d'interaction entre les compliments et les attributions d'échec sur les performances. Dans une série de quatre études, des élèves de cinquième année de primaire recevaient un compliment de capacité ou d'effort pour leur réussite à une première série d'exercices de difficulté moyenne puis indiquait leur préférence pour un but. Après une deuxième série d'exercices très difficile, les élèves recevaient un feedback négatif et devaient communiquer leur implication dans la tâche et les causes de leur échec. Enfin, une troisième série d'exercices de difficulté moyenne permettait d'évaluer à nouveau leurs performances. Nous ne retrouvons aucun des résultats observés par Mueller et Dweck (1998). En revanche, les résultats pointent le rôle des attributions dans la relation entre le compliment et les performances. L'une des études, conduite parallèlement en France et en Chine, révèle des effets distincts du compliment selon les cultures. Deux études supplémentaires nous ont permis de tester nos hypothèses en regard de la non-réplication des résultats. La première se pose en termes de développement différencié de la compréhension des notions d'effort et de capacité. La seconde est d'ordre méthodologique et concerne l'effet du feedback positif simple donné conjointement au compliment. Les résultats vont dans le sens de la première hypothèse. / In line with Mueller and Dweck (1998) framework, this thesis work aimed at studying the effects of praise (or attributional feedback) for effort or ability on pupils' goals, implication, causal attributions and academic performances. Beyond replication aspect, our goal was to examine the interaction effect between praise and failure attributions on performances. In a series of four studies, fifth graders received ability or effort praise for their success on a first set of exercises of moderate difficulty and pointed out their goal preference. After a second difficult set of exercises, pupils received negative feedback and were asked about their task implication and their failure attributions. Finally, a third set of exercises of middle difficulty allowed us to reevaluate their performances. None of the results observed by Mueller and Dweck (1998) appeared. However, results pointed out the role of causal attributions in the relation between praise and performances. One of these studies realized in the same time in France and China revealed different effects of praise according to the cultures. Two additional studies allowed us to test our hypotheses about the nonreplication of the results. The first one dealt with the differentiated development of the understanding of effort and ability notions. The second one was of methodological order and concerned the effect of simple positive feedback jointly given with praise. The results support the first hypothesis.

Many secondary school teachers are currently facing students' lack of interest in the subjects taught. Research findings have also repeatedly shown that students' motivation for school work decreases as the length of the studies increases. Furthermore, students' level of motivation reaches a very low level during adolescence despite the fact that many of them make choices regarding their future careers. This thesis focuses on the relation between the motivation of students for school work and the attitudes and skills of teachers - their educational styles, and whether the relationship between students and them is positive or negative. The theoretical part of this paper introduces and describes the above mentioned concepts - educational styles and motivation - or more precisely, what kinds of motivation there are, and how these affect not only the learning process itself, but also the performance, results, and performance goals, all of which are closely linked. The practical part consists of a research investigation focused on verifying the link between students' motivation for school work and the educational styles used by their teachers. Key words motivation, education style, adolescence, achievement goals, academic achievements, learning process, teacher, secondary school student

L'objet de la présente thèse était d'examiner les relations entre les perceptions de soi, la motivation d'accomplissement et la pratique d'activité physique des personnes âgées. Une première étude menée dans une perspective dynamique (Ninot et al., 2004) a montré que l'estime de soi et les perceptions du soi physique chez les sujets âgés, présentaient un niveau plus bas, une instabilité plus importante, comparées aux perceptions de soi de jeunes adultes, mais aussi une non-stationnarité des séries temporelles. Le caractère labile de ces perceptions de soi étant démontré, une seconde étude a mis en évidence qu'une prise en charge en APA de sujets institutionnalisés très âgés entraînait des changements positifs de leur estime globale de soi et de leurs perceptions de valeur physique, d'apparence physique et de compétence sportive. Compte tenu de la mise en jeu de l'estime de soi dans les buts d'accomplissement (e.g., Wolfe & Crocker, 2002), les deux études suivantes ont consisté à valider un Questionnaire Français des Buts d'Accomplissement pour le Sport et l'Exercice Physique (QFBASEP ; Riou et al., 2012) prenant en compte les évolutions conceptuelles récentes du modèle en quatre buts d'Elliot et Murayama (2008). L'instrument ainsi créé nous a permis, dans une cinquième étude, de démontrer qu'une prise en charge en APA, pratiquée dans un climat motivationnel de maitrise entraînait une réduction de l'implication des personnes âgées institutionnalisées dans les buts de maîtrise-évitement habituellement considérés comme des réponses mal-adaptatives à la menace que constitue la confrontation au déclin de ses propres capacités (Elliot, 2005). Enfin, une sixième étude a permis de montrer qu'une combinaison de propriétés relatives aux buts d'accomplissement identifiées par Gernigon et collaborateurs (Gernigon, 2013 ; Gernigon et al., 2012) prédisait la participation à des activités physiques des personnes âgées. En conclusion, l'étude des facteurs psycho-sociaux de la pratique d'activités physiques a permis de déterminer les rôles respectifs de l'estime de soi et des perceptions du soi physique d'une part, et de la motivation d'accomplissement d'autre part, dans l'engagement des personnes âgées dans des comportements actifs physiquement. Nous avons démontré que des pratiques d'APA encadrées ouvrent la perspective d'un processus de réengagement dans des comportements actifs et peuvent constituer le point de départ de l'inversion du processus de déconditionnement (Préfaut & Ninot, 2009). / The aim of this doctoral research was to examine the relationships between self-perceptions, achievement motivation and physical activity in aging. A first study, that was conducted according to a dynamical perspective (Ninot et al., 2004), showed that elderly person's self-esteem and physical self perceptions displayed lower levels, higher instability than young adults', but a non-stationary time series. The lability of self perceptions being so evidenced, a second study showed that an intervention based on adapted physical activities conducted in institutes for elderly persons entailed among these people positive changes in their global self-esteem as well as in their perceptions of physical value, physical appearance, and sport competency. Given that self-esteem is contingent on the extent to which one achieves specific goals (e.g., Wolfe & Crocker, 2002), the next two studies consisted of validating a French Achievement Goal Questionnaire for Sport and Exercise (FAGQSE; Riou et al., 2012) that takes into account the Elliot and Murayama's (2008) recent conceptual evolvements of the four-goal framework. The creation of this instrument then enabled, in a fifth study, the demonstration that carrying out an intervention based on a mastery motivational climate entails a reduction of the institutionalized elderly persons' involvement in mastery-avoidance goals, a kind of goal that is considered a maladaptive response to the threat that people perceive when facing up to their own capabilities decline (Elliot, 2005). Finally, a sixth study showed that a combination of specific properties of achievement goals that were identified by Gernigon and his collaborators (Gernigon, 2013; Gernigon et al., 2012) predicted elderly persons' involvement in physical activities. To conclude, this examination of the social-psychological factors of involvement in physical activities led to the identification of the respective roles of self-esteem, physical self perceptions, and achievement motivation in elderly persons' involvement in physically active behaviors. We showed that the supervised practice of adapted physical activities may activate a process of re-engagement in active behaviors and may be the starting point of a reversal in deconditioning (Préfaut & Ninot, 2009).

<p>he use of student-centered instructional strategies is a common practice in engineering classes. However, understanding which instructional strategies have a more profound effect on students’ performance and motivation is fundamental in course design. Such comparisons would allow instructors to design and plan their courses with better learning activities, which could lead to better student engagement and learning. In this three-paper dissertation, I explored the relative effectiveness of two instructional strategies 1) reflective thinking, and 2) teamwork participation by primarily using quantitative methods. Self-regulated learning theory and the Interactive-Constructive-Active-Passive (ICAP) framework guided the selection of these two strategies.</p><p>The first study investigated the relationship of an instructional strategy and a motivational construct through the following research questions: 1) Do students with high academic self-efficacy generate high-quality reflections? 2) To what degree do students’ self-efficacy beliefs and reflection quality scores predict their learning outcomes? Bivariate Pearson product-moment correlation and multiple linear regression were used to analyze the relationships.</p><p>In the second study, I focused on studying the relative effectiveness of two instructional strategies on a motivational construct in a larger engineering class. More specifically, the second study focused on understanding change in students’ participation in two instructional strategies (i.e., reflective thinking and teamwork) and students’ achievement goals. Further, the study investigated the unique contribution of instructional strategies on students’ academic performance and changes in achievement goals. I used stepwise hierarchical regression, simultaneous regression, and repeated measures ANOVA to analyze the data.</p><p></p><p>The third study focused on investigating the role of the same two instructional strategies on students’ academic performance and multiple motivational constructs (i.e., self-efficacy, task value, and engagement). I used structural equation modeling, and repeated measures ANOVA to analyze the data.</p>