Cette recherche porte sur l’amélioration de la motivation à l’apprentissage des mathématiques à l’Université Abdou Moumouni. Elle se situe dans une dynamique globale de mise au point d’actions pédagogiques pour remédier au problème préoccupant de la motivation à l’apprentissage des sciences. Plus spécifiquement, il s’agit de prospecter si les environnements virtuels d’apprentissage peuvent contribuer à l’amélioration de la transmission des savoirs dans un contexte universitaire au Niger. Ainsi, notre recherche vise à mieux comprendre l’impact de l’intégration des TIC sur la motivation chez des étudiants à apprendre les mathématiques au Niger. Les trois objectifs spécifiques de notre recherche sont : explorer les impacts sur le sentiment de compétence chez des étudiants à l’apprentissage des mathématiques dans un contexte d’intégration pédagogique des TIC; mieux comprendre le changement des types de motivations autodéterminées à l’apprentissage des mathématiques chez des étudiants exposés à une intégration pédagogique des TIC; comprendre les perceptions de l’usage d’un environnement virtuel à l’apprentissage des mathématiques chez des étudiants et l’évolution de leurs motivations autodéterminées. Se fondant sur une méthodologie de type mixte, cette recherche quasi-expérimentale a consisté en la collecte de données quantitatives au moyen de 2 questionnaires sur la motivation (sentiment de compétence et sentiment d’autodétermination) en pré-test et en post-test. Pour les données qualitatives, nous avons eu recours à des entrevues dirigées auprès de 9 participants. Au total 61 étudiants inscrits en science de la vie et de la terre, dont 51 hommes, ont participé à la recherche. La thèse respecte le mode de présentation par articles. Chacun des trois articles est en lien avec un des trois objectifs de la recherche, dans l’ordre cité plus haut. Les principaux résultats indiquent un impact positif sur la motivation à travers un recul du sentiment négatif de compétence chez les étudiants ayant bénéficié de l’apport des TIC comparativement aux étudiants ordinaires. En ce qui concerne le sentiment d’autodétermination, chez les étudiants ayant bénéficié de l’apport pédagogique des TIC, il est mis en évidence une stagnation ou une légère baisse des motivations peu ou pas autodéterminées et une légère hausse ou une stagnation des motivations autodéterminées chez les étudiants ayant bénéficié de l’apport des TIC. Finalement, la recherche a permis de mettre en relief l'existence de corrélations positives entre l’augmentation des motivations autodéterminées et la perception d’une qualité positive de l’expérience d'innovation pédagogique que représente l’environnement virtuel d’apprentissage des mathématiques. En définitive, cette recherche fait ressortir l’importance de l'intégration pédagogique des TIC pour améliorer les pratiques pédagogiques actuelles, et satisfaire deux besoins psychologiques fondamentaux, notamment le sentiment de compétence et le sentiment d’autodétermination, deux composantes essentielles de la motivation selon la théorie de l’autodétermination de Deci et Ryan. Les résultats obtenus dégagent des perspectives intéressantes en vue de renforcer les recours aux environnements virtuels d'apprentissage au profit de la motivation à l'apprentissage des mathématiques. Les forces et les limites de la recherche sont discutées et un ensemble de recommandations sont émises à l’intention des acteurs académiques, notamment les perspectives assez prometteuses de l’intégration pédagogique des TIC au service de l'apprentissage des sciences en Afrique, et au Niger en particulier. / This study focuses on enhancing motivation for learning mathematics at the University Abdou Moumouni. It is situated in a dynamic development of educational activities to address the serious problem of motivation for learning science. More specifically, it is exploring whether virtual learning environments can contribute effectively to improving the transmission of knowledge at university level in Niger. Thus, our research aims to better understand the impact of the integration of ICT on student motivation to learn mathematics in Niger. The three specific objectives of our research are: to explore the impact on sense of competence in students learning of mathematics in the context of integration of ICT, and better understand the change of self-determined types of motivation towards learning of mathematics in students exposed to integration of ICT; understand the perceptions of the use of a virtual environment for learning mathematics among students and their evolving self-determined motivation. Based on a methodology of mixed type, this quasi-experimental research has included the collection of quantitative data by means of 2 questionnaires on motivation (sense of competence and self-feeling) in pretest and posttest. For qualitative data, we used structured interviews with 9 participants. A total of 61 students enrolled in life science and earth, including 51 men, participated in the research. The thesis meets the format articles. All three articles are related to one of three research objectives in the order mentioned above. The main results indicate a positive impact on motivation through a decrease in the negative sense of competence among students who have benefited from the contribution of ICT compared to regular students. With regard to feelings of self-determination among students who benefited from the contribution of ICT, it is clearly demonstrated in a stagnation or decline in average little or no self-determined motivation and a slight increase or stagnation of the reasons self-determined in students who have benefited from the contribution of ICT. Finally, research has helped to highlight the existence of significant positive correlations between increased self-determined motivation and perceived quality of the positive experience of pedagogical innovation that represents the virtual learning mathematics. Definitively, this research highlights the importance of integration of ICT to improve current teaching practices, and meet two basic psychological needs, including perceived competence and feeling of self-determination, two main components of motivation according to the self-determination theory of Deci and Ryan. The results show interesting perspectives for strengthening the use of virtual learning environments for the benefit of the motivation for learning mathematics. The strengths and limitations of the research are discussed and a set of recommendations are made for academic actors, for instance the promising prospects of pedagogical integration of ICT for learning science in Africa, and specially in Niger.

Det är av stort intresse för lärare och tränare att öka elevers inre motivation. Det finns flera studier av hur feedback påverkar den inre motivationen inom olika områden men motsvarande studie för ryttare saknas. Ridundervisning innefattar tre individer – tränare, ryttare och häst. Frågan är därför om ryttares inre motivation påverkas av tränarens feedback i samma utsträckning som i andra idrotter. I studien användes en inomgruppsdesign med 35 ryttare och tre betingelser; positiv feedback, negativ feedback samt ingen feedback. Instrumentet Intrinsic motivation inventory (IMI) användes för att mäta inre motivation som en funktion av fyra faktorer: intresse/nöje, upplevd kompetens, press/anspänning samt ansträngning. Resultaten visade att samtliga faktorer förutom ansträngning påverkades av vilken typ av feedback ryttaren fick. Intresse/nöje och upplevd kompetens var högst vid positiv feedback och lägst vid negativ feedback medan press/anspänning, som är negativt relaterat till inre motivation, var lägst vid positiv och högst vid negativ feedback. Av de 35 deltagarna var 19 kända av experimentledaren sedan tidigare. När tidigare känd/tidigare okänd användes som mellangruppsvariabel fanns en huvudeffekt för faktorn press/anspänning. De tidigare okända deltagarna upplevde högre anspänning än de tidigare kända deltagarna under alla betingelser. För faktorn ansträngning fanns en interaktionseffekt. De tidigare okända ansträngde sig mest vid positiv feedback och minst vid negativ feedback medan de tidigare kända deltagarna visade motsatta reaktioner. Störst effekt hade feedbacken på upplevd kompetens vilket kan leda till förbättrade prestationer. Slutsatsen av studien är att positiv feedback gynnar den inre motivationen hos ryttare och kan därmed förbättra deras utveckling och prestationer. / It is of utmost interest for teachers to increase student’s intrinsic motivation. Several previous studies have examined the impact of feedback on intrinsic motivation, but corresponding studies on riders are missing. Three individuals are involved at riding lessons – coach, rider and horse. The question therefore arises if the rider´s intrinsic motivation will be as affected by coaches’ feedback as in other sports. In this study, a within group design was used with 35 participating riders and three conditions: positive, negative or no feedback. The Intrinsic motivation inventory (IMI) was used to measure intrinsic motivation as a function of four factors: interest/joy, perceived competence, pressure/tension and effort. All factors except effort were affected by the type of feedback. Interest/joy and perceived competence were highest at positive and lowest at negative feedback, while pressure/tension that is negatively related with intrinsic motivation was lowest at positive and highest at negative feedback. Of the 35 participants, 19 were previously known by the experimenter. Previously known/unknown were used as a between factor variable. That revealed a main effect on pressure/tension. The previously unknown participants experienced more pressure/tension at all conditions. An interaction was revealed for perceived effort: the previously unknown stated most perceived effort at positive and least at negative feedback while the reactions were the opposite for the previously known. Feedback had greatest effect on perceived competence which may lead to better performance. The conclusion is that positive feedback increases the intrinsic motivation in riders and hence, is beneficial on their development and performance.

本研究主要的目的在探討父母教養信念與方式、孩子內在動機資源、以及孩子成就之間的關係，即本研究所假設之「父母教養信念與方式影響孩子成就模式」是否成立。其中父母教養信念與方式是以父母重視學習、父母正向知覺、父母投入、以及父母自我效能為測量變項；孩子內在動機資源是以能力感、自主性、以及連繫性為測量變項；孩子成就是以期末成績、以及老師所評定之五育表現為測量變項。 本研究以雲林縣及台中市共15班的七年級孩子與他們的父母為研究對象。測量工具有三種分別為，測量父母教養信念與方式之「父母教養信念與方式問卷」，測量五育表現的「老師評比問卷」，以及測量孩子內在動機資源的「自我信念領域量表－中文版」。前兩個測量工具為研究者自編，以110份預試問卷，進行選題，建立信、效度，並以正式施測的521個研究樣本考驗問卷之有效性。後者則是譯自學校衡鑑研究工具(Institute for Research and Reform in Education、Inc.、IRRE、1998)的「自我信念領域量表(Beliefs about Self Scale)」。 結構方程模式考驗的結果顯示，「父母教養信念與方式影響孩子成就模式」與觀察資料達到良好適配，表示父母對孩子學習的正向觀感、父母本身認為學習對孩子的重要性、父母參與孩子學習活動的頻率、以及父母認為自己擁有幫助孩子發展的自我效能這四項父母教養信念與方式，能構築成支援性後天環境，除了直接影響孩子成就外，也會經由孩子產生掌握學習活動的能力感、主動參與學習的自主性、以及與環境建立安全連結的連繫性，幫助孩子在學校的表現。 根據逐步迴歸分析，本研究也發現，不論是預測孩子的期末成績是由老師所評定的五育表現，父母認為學習對孩子的重要性、父母對孩子表現的正向知覺、以及孩子所擁有的能力感相對上是較重要的父母教養信念與方式與孩子內在動機資源變項。因此對於七年級孩子的學習，父母較有效介入方式，並非直接的課業教導或監督、安排課後補習或才藝訓練、或對孩子不時的耳提面命，而是秉持重視學習的態度，正向樂觀地看待孩子的表現，這種態度上的潛移默化，孩子就容易建立正向的自我概念或能力感，進而表現得好。 除了上述結果，本研究也提出實務、以及未來研究上的建議，期望能作為家庭與親職教育領域的參考。 / This research is to examine a process model of relations among parental beliefs/practices、child inner resources and child achievement、namely、to validate the proposed 『Model of Influences on Parental Beliefs/Practices and Child achievement』. The parental beliefs/practices are composed of four observed variables: parents』 valuing learning、positive perception、involvement and self-efficacy. The child inner resources includes three observed variables: perceived competence、autonomy and relatedness. The child achievement comprises two observed variables: grade point average (GPA) and school performance. Participants were children in 15 classes of Grade 7 and their parents. Three self-report questionnaires、including 『Parental Beliefs/Practices Questionnaire』,』Teacher Ratings Questionnaire』 and 『Beliefs about Self Scale』 (Institute for Research and Reform in Education、Inc.、1998)、were utilized to measure the observed variables of parental beliefs/practices、child inner resources and child achievement respectively. The former two instruments、designed by the researcher、were established by a process of item selection and testing of reliability and validity based on the data of 110 participants in a pilot study. The factor structure and validity of these two instruments were further validated by 512 participants. The latter one was translated from the Belief about Self Scale (IRRE、1998) of Research Assessment Package for Schools developed by Institute for Research and Reform in Education、Inc. The test result of SEM suggested that the proposed 『Model of Influences on Parental Beliefs/Practices and Child Achievement』 fit the collected data well. That means、besides enhancing children’s achievement directly、all of the four parental beliefs/practices are able to generate a supportive environment to influence the children’s achievement、mediated by child inner resources. By the results of stepwise regression、we found that parents』 valuing learning、parental positive perception and perceived competence are important variables in predicting either GPA or school performance. This finding implied、to children in 7th grade、the effective ways in helping children may not be guiding or monitoring their learning activities、arranging additional training or providing advice、but to emphasize learning and appreciate children’s performance positively. This kind of attitude will enhance children’s positive self-concept or perceived competence so as to improve their performance in school. Besides above results、we raised several advices for parents and school for the sake of parental practices and education. Suggestions were also made for further research.