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L’apprentissage par projet est une méthode pédagogique importante dans le réseau des cégeps, particulièrement depuis la Réforme scolaire collégiale de 1993 (Piché & Lapostolle, 2009). Toutefois, la quantité d’études sur les conditions d’efficacité de cette méthode pédagogique, particulièrement les études longitudinales, est limitée dans le milieu collégial. La présente étude analyse le rôle de plusieurs variables issues de la recherche en psychologie organisationnelle. D’abord, on considère le rôle de deux variables de personnalité affectées par la complexité d’une tâche : l’orientation envers les buts (Dweck & Leggett, 1988) et le style de gestion des conflits (Rubin, Pruitt, & Kim, 1994). Deux variables processuelles sont aussi étudiées : les types de conflits (Jehn 1995, 1997) et la proactivité (Griffin, Neale, & Parker, 2007). À l’aide d’analyses de médiation (Preacher & Hayes, 2008), les résultats démontrent que les orientations envers les buts et les styles de gestion des conflits utiles aux tâches complexes le sont également dans un contexte de projet au collégial, favorisant la proactivité des étudiants. Pour les types de conflits, un examen de leur évolution dans le temps permet de conclure à un effet généralement négatif en raison de la forte association entre eux. Une explication possible est la présence de mésattribution (Simons & Peterson, 2000), c’est-à-dire que les conflits reliés à la tâche sont faussement interprétés comme des conflits interpersonnels. / Project learning as a pedagogical method is an important teaching strategy in the cegep network in Québec, especially since the collegial Reform in 1993 (Piché & Lapostolle, 2009). However, studies on the efficiency of this pedagogical method, especially longitudinal studies, are rare in the collegial context. The present study analyses the role of many variables from organisational research in psychology. First, the role of two personality variables that are sensitive to task complexity are considered: goal orientations (Dweck & Leggett, 1988) and conflict management style (Rubin, Pruitt, & Kim, 1994). Two processual variables are also studied: conflict types (Jehn 1995, 1997) and proactivity (Griffin, Neale, & Parker, 2007). With the help of mediation analyses (Preacher & Hayes, 2008), the results indicate that the goal orientation and conflict management style most useful in complex tasks are also useful in the project context in cegep, improving students’ proactivity. As for conflict types, an examination of their evolution brings the conclusion that their effect is generally negative because of the strong association between each type. A possible explanation is the presence of misattribution (Simons & Peterson, 2000), which is the false interpretation of conflicts concerning the task into interpersonal conflicts.

L’apprentissage par projet est une méthode pédagogique importante dans le réseau des cégeps, particulièrement depuis la Réforme scolaire collégiale de 1993 (Piché & Lapostolle, 2009). Toutefois, la quantité d’études sur les conditions d’efficacité de cette méthode pédagogique, particulièrement les études longitudinales, est limitée dans le milieu collégial. La présente étude analyse le rôle de plusieurs variables issues de la recherche en psychologie organisationnelle. D’abord, on considère le rôle de deux variables de personnalité affectées par la complexité d’une tâche : l’orientation envers les buts (Dweck & Leggett, 1988) et le style de gestion des conflits (Rubin, Pruitt, & Kim, 1994). Deux variables processuelles sont aussi étudiées : les types de conflits (Jehn 1995, 1997) et la proactivité (Griffin, Neale, & Parker, 2007). À l’aide d’analyses de médiation (Preacher & Hayes, 2008), les résultats démontrent que les orientations envers les buts et les styles de gestion des conflits utiles aux tâches complexes le sont également dans un contexte de projet au collégial, favorisant la proactivité des étudiants. Pour les types de conflits, un examen de leur évolution dans le temps permet de conclure à un effet généralement négatif en raison de la forte association entre eux. Une explication possible est la présence de mésattribution (Simons & Peterson, 2000), c’est-à-dire que les conflits reliés à la tâche sont faussement interprétés comme des conflits interpersonnels. / Project learning as a pedagogical method is an important teaching strategy in the cegep network in Québec, especially since the collegial Reform in 1993 (Piché & Lapostolle, 2009). However, studies on the efficiency of this pedagogical method, especially longitudinal studies, are rare in the collegial context. The present study analyses the role of many variables from organisational research in psychology. First, the role of two personality variables that are sensitive to task complexity are considered: goal orientations (Dweck & Leggett, 1988) and conflict management style (Rubin, Pruitt, & Kim, 1994). Two processual variables are also studied: conflict types (Jehn 1995, 1997) and proactivity (Griffin, Neale, & Parker, 2007). With the help of mediation analyses (Preacher & Hayes, 2008), the results indicate that the goal orientation and conflict management style most useful in complex tasks are also useful in the project context in cegep, improving students’ proactivity. As for conflict types, an examination of their evolution brings the conclusion that their effect is generally negative because of the strong association between each type. A possible explanation is the presence of misattribution (Simons & Peterson, 2000), which is the false interpretation of conflicts concerning the task into interpersonal conflicts.

<p>Content about learners with gifts and talents is not necessarily a part of most teacher education programs. Without high quality training and professional development opportunities, preservice and inservice teachers are left with no tools to identify and serve the students with gifts and talents. However, adding more content is not enough. The successful translation of training and professional development into effective practice depends on understanding teacher motivation, debunking misconceptions, building adequate knowledge base, and building teacher identity. I adopted several theoretical perspectives in this study: teacher identity formation (Gardner & Kaplan, 2018), Teacher Efficacy (Tschannen-Moran et al., 1998), Teacher Goal Orientations (Butler, 2007), beliefs about gifted learners and gifted education (Gagne & Nadeau, 1991; McCoach & Siegle, 2007), desire to teach (Watt & Richardson, 2007). My participants were 236 preservice teachers who desire to teach learners with gifts and talents and inservice teachers in gifted education.</p><p>The objectives of this mixed-methods investigation were: (1) identifying the differences between preservice and inservice teachers in measures of identity, beliefs, motivation, and desire to teach learners with gifts and talents, (2) modeling the structural relationships among dimensions of identity, motivation, beliefs, and desire to teach, and (3) understanding how participants experiences and perceptions inform their identity, motivation, and belief systems. I used a combination of Multivariate Analysis of Variance (MANOVA), Structural Equation Modeling (SEM) and qualitative thematic analysis to answer my research questions.</p><p>Findings revealed inservice teachers (n=155) have high levels of relational goals, instructional efficacy, positive beliefs, and teacher identity, while preservice teachers (n=81) have high levels of intrinsic motivation and social value for gifted education. SEM showed that teacher identity, mastery goals, influenced positive beliefs; teacher identity was influenced by efficacy, mastery and relational goals. The strongest predictors of desire to teach learners with gifts and talents were teacher identity, teacher efficacy, and relational goals. Qualitative findings indicated that self-perceptions as gifted played a meaningful role in participants deciding to become teachers, understanding the needs of gifted learners, and advocating for gifted education.</p>

This study aimed at identifying the models that best explain the student-related factors that contribute to the academic performance of students in the university. Students' final high school grade, English Language proficiency, self-regulatory learning strategies and extrinsic goal orientation are observed to generally have direct effects on the academic performance of the students in the university, while attitudes, intrinsic goal orientations, personality traits and age have indirect effects. Student mentors need to understand the factors that contribute to the academic performance of undergraduate students. Further research is also deemed necessary in other universities in Kenya in order to establish whether similar results would be obtained. / Educational Studies / D. Ed. (Philosophy of Education)

The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between Chilean and English 8 to 9 year-old students in terms of their expression of self-regulatory behaviours, the psychological factors underlying these behaviours, and the functionality of these behaviours for task performance. It also compared student adoption of achievement motivational attitudes as well as the functionality of these attitudes for investment of effort and self-regulatory activity between cultures. Finally, the role of classroom cultures for self-regulation was studied. In particular, it examined the effects of classrooms and the quality of teacher talk (teacher-to-student communicative interactions/demands), such as teacher ‘regulatory talk’ and ‘socio-motivational talk’, on student self-regulation. A quantitative approach to the analysis of qualitative data (i.e. videos of student behaviour engaged in 11 to 13 experimental tasks, semi-structured interviews, videoed literacy lessons) was adopted. Eight classrooms situated in different schools from Chile and England were part of the study. In total, 8 teachers and 49 students – one teacher and six to seven students per classroom – took active part in the study. Qualitative data was primarily analysed using observational scales (for student behaviour), thematic analysis (for interview data), as well as socio-cultural discourse analysis (for videoed lessons). Statistical techniques, such as Mann Whitney U test, Factor Analysis, Multinomial logistic regressions, and Multilevel regressions were then applied on numerical transformations of the data. Overall, results suggest that self-regulation and achievement motivational attitudes vary to important extents according to culture. Most interestingly, these varied between cultures not so much in terms of the degree to which children used or adopted them, but rather in terms of their functionality. Some key findings supporting this conclusion were: i) Strong similarities between English and Chilean children’s levels of self-regulatory behaviours; ii) substantial differences across country samples in relation to the psychological factors underlying the expression of specific self-regulatory behaviours; iii) the finding of evaluative actions being self-regulatory in England but not in Chile; iv) a higher variety of self-regulatory behaviours being predictive of task performance in England than in Chile; v) the fact that learned self-regulatory behaviours accounted for effects of effective metacognitive control on task performance in England but not Chile; vi) some important differences in the achievement motivational attitudes expressed by Chilean and English students; and vii) culture-specific functionalities of various achievement motivational attitudes with respect to student effort and self-regulatory behaviours. Moreover, results suggest that some aspects of children’s self-regulation and motivational attitudes develop as tools to adapt to classroom cultures, specifically to the learning interactions/demands socially afforded by teacher talk. Among key findings supporting this conclusion were: i) effects of classrooms on children’s cognitive, social, and motivational self-regulation behavioural strategies, and ii) clear effects of teacher ‘regulatory talk’ (e.g., teacher ‘self-regulatory talk’ predicting more planning and asking for clarifications in students) and ‘socio-motivational talk’ (e.g., teacher ‘talk against self-efficacy’ predicting higher dependency-oriented help-seeking in students) on those behaviours with respect to which classrooms were found to matter. Thus a theory about the culturally adaptive functionality (CAF) of self-regulation and motivational attitudes supporting self-regulation is developed throughout the thesis.

This study aimed at identifying the models that best explain the student-related factors that contribute to the academic performance of students in the university. Students' final high school grade, English Language proficiency, self-regulatory learning strategies and extrinsic goal orientation are observed to generally have direct effects on the academic performance of the students in the university, while attitudes, intrinsic goal orientations, personality traits and age have indirect effects. Student mentors need to understand the factors that contribute to the academic performance of undergraduate students. Further research is also deemed necessary in other universities in Kenya in order to establish whether similar results would be obtained. / Educational Studies / D. Ed. (Philosophy of Education)

Text in English / Regular exercise has significant physical and psychological health benefits yet, paradoxically, may also have harmful effects. The purpose of this study was to investigate the physical and psychological health risks of distance running, a popular participation sport in South Africa. Structural equation modelling was employed to examine the personality and motivational antecedents of running addiction and its influence, in turn, on self-reported overuse injuries and upper respiratory tract infections in 220 athletic club members. The predictors and physical health effects of customary training load were also assessed. It was found that perfectionistic concerns, Type A behaviour pattern, and task goal orientation had a direct, positive impact on running addiction, which predicted higher running injury scores. In contrast, training workload (Volume × Intensity) was inversely related to injury risk. Neither running addiction nor any training load variables influenced infectious illness susceptibility. The findings of this study indicate that maladaptive perfectionism, Type A behaviour, and achievement goal orientation may be risk factors for running addiction, which may, in turn, contribute to increased injury incidence in South African distance runners. Conversely, heavier training loads may be protective against injury occurrences in this population. The results of this research may help to enhance current understanding of the possible health hazards of distance running. This knowledge may have practical implications for the health and well-being of runners of diverse levels of ability and experience. / Psychology / D.Litt. et Phil. (Psychology)