Abstract

Based on social cognitive approach to learning and based on the work of Rolland Viau, this study aims to provide some answers to two questions:

1 / What are the criteria that the learning activities do not meet and can have a negative impact on perceptions of students vis-à-vis the value of the activity and thus their motivation?
2 / How the valuation methods they can cause a lack of motivation in the learner?

To do this, we used three measuring instruments which are: the questionnaire (sent to learners), the semi-structured interviews (conducted with teachers) and the observation of teaching practices of the latter.

The sample on which we worked with 35 students and five teachers. In light of the results, it appears that the two conditions are not met in the proposed learning activities to learners and which may have a negative impact on their perceptions of the value of activities are:

1. The inauthenticity of achievements produced in the classroom.
2. The little cognitive engagement required by the proposed learning activities. There is also the evaluation practices of teachers who are focused on the performance of the learner rather than on the learning process.

Keywords: motivation, assessment practices, learning strategies, learning activities, learners' perceptions, cognitive engagement, authenticity.

Information

Item Type:	Thesis
Divisions:
ePrint ID:	217
Date Deposited:	2014-12-14
Further Information:	Google Scholar
URI:	https://www.univ-soukahras.dz/en/publication/article/217

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