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L’objectif de cette thèse est de proposer un rapprochement conceptuel entre deux formes de réactions en formation : la satisfaction, telle qu’elle est appréhendée dans le modèle de Kirkpatrick (1959a, 1959b, 1960a, 1960b), et l’intérêt situationnel tel qu’il est conceptualisé par Mitchell (1993), selon la perspective développementale de l'intérêt de Hidi et Renninger (2006). Pour atteindre cet objectif, dix études ont été réalisées. Les quatre premières études ont permis de développer et de valider deux questionnaires, le premier permettant de mesurer la satisfaction en formation, le second l’intention de retour en formation. Ces études apportent un soutien à une considération de la satisfaction en formation comme une satisfaction client puisqu’elle permet de prédire l’intention de retour en formation. Les cinq études suivantes ont permis de développer et de valider deux questionnaires : l’intérêt pour la formation, qui distingue l’intérêt individuel et l’intérêt situationnel, et l’intérêt thématique. Elles ont permis par ailleurs de proposer une modélisation de ces trois formes d’intérêt à partir de la distinction d'Ainley, Hidi, et Berndorff (2002). Enfin, la dixième étude a permis de mettre à l’épreuve un modèle de la satisfaction en formation prenant appui sur le modèle conceptuel de l’intérêt situationnel de Mitchell. Cette thèse a été menée dans le cadre d'une Convention Industrielle de Formation par la Recherche (CIFRE) en collaboration avec l'Association Nationale de la Recherche et de la Technologie (ANRT) et l’Institut de formation des industries de santé (Ifis) auprès de plus de 1100 salariés des industries de santé ayant suivi une formation présentielle à l’Ifis. / The aim of this thesis was to provide a conceptual link between two types of reactions in training: satisfaction, as it is understood in the Kirkpatrick model (1959a, 1959b, 1960a, 1960b), and situational interest as it is conceptualized by Mitchell (1993), with the developmental approach of interest by Hidi and Renninger (2006). The initial four studies have allowed us to develop and validate two surveys, the first to measure training satisfaction and the second to measure the intention to return for further training. These studies provide a basis for considering training satisfaction similar to customer satisfaction since it predicts intention to return for further training. Moreover, five other studies have allowed us to develop and validate two measurement tools: training interest, distinguishing individual interest and situational interest, as well as topic interest. These studies have also allowed us to build a model of three forms of interest with regards to the distinction of Ainley, Hidi, and Berndorff (2002). Finally, the tenth study challenges the model of training satisfaction based on the conceptual model of situational interest of Mitchell.This thesis was conducted as part of an Industrial Agreement for Research Training (CIFRE) in collaboration with the “Association Nationale de la Recherche et de la Technologie” (ANRT) and the “Institut de formation des industries de santé” (Ifis) with more than 1,100 French professionals from the pharmaceutical industry who received training at Ifis.

This thesis focuses on to word problems and elementary school pupils. Research on mathematical word problems suggests that differences in success are not only due to different levels of pupils' cognitive abilities but that their motivation plays a role, too. Therefore, in this study, I focused on the context of word problem as a potential source of situational interest, which may affect the quality of pupils' cognitive function in the short term or permanently. I used my participation in a broader quantitatively oriented research on variables influencing the difficulty of word problems and using its methodology, I investigated the influence of different types of contexts on pupils' success in solving the problems. The examined aspect of context was attractiveness - the question was whether pupils would be more successful in solving word problems with elements of fairy tale, science fiction or humour than in similar problems with the same structure but with a neutral context. Pupils of the 3rd to 6th grades of primary school (n = 2 092) were divided into two groups of a comparable ability and each was presented with one of the variants - attractive or neutral. To evaluate the results quantitatively, the Item Response Theory was used allowed us to determine the difficulty of the problem depending on...