Attributions causales des étudiants en matière de réussite à l’université
Since higher education has developed many success-promoting schemes for first-year students, it is often regretted that these schemes are underused and that the students "who need them the least" are those who participate the most. This is particularly the case with the formative and early...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2019-06-01
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| Series: | Recherches en Éducation |
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| Online Access: | https://journals.openedition.org/ree/837 |
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| author | Xavier Massart Marc Romainville |
| author_facet | Xavier Massart Marc Romainville |
| author_sort | Xavier Massart |
| collection | DOAJ |
| description | Since higher education has developed many success-promoting schemes for first-year students, it is often regretted that these schemes are underused and that the students "who need them the least" are those who participate the most. This is particularly the case with the formative and early evaluation system introduced in this paper, which enables students to identify and fix their shortcomings as regards prerequisites. Though a significant correlation between mastery of these prerequisites and success at the end of the year has been established, too few students, from teachers’ point of view, decide to take part in activities dedicated to prerequisites consolidation after having taken the tests. It is therefore essential to better understand the mechanisms that lead students to take advantage of these success-promoting schemes or not. This paper analyzes this question with respect to attributional theory: what do students feel spontaneously about the importance of prerequisites for success? What are the factors (real level of mastery of prerequisites, gender...) that are related to these attributions? The article ends with possible educational solutions that the results suggest. |
| format | Article |
| id | doaj-art-266b0b17a2c748f7be46dad43de4258f |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2019-06-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-266b0b17a2c748f7be46dad43de4258f2025-01-10T14:05:01ZfraNantes UniversitéRecherches en Éducation1954-30772019-06-013710.4000/ree.837Attributions causales des étudiants en matière de réussite à l’universitéXavier MassartMarc RomainvilleSince higher education has developed many success-promoting schemes for first-year students, it is often regretted that these schemes are underused and that the students "who need them the least" are those who participate the most. This is particularly the case with the formative and early evaluation system introduced in this paper, which enables students to identify and fix their shortcomings as regards prerequisites. Though a significant correlation between mastery of these prerequisites and success at the end of the year has been established, too few students, from teachers’ point of view, decide to take part in activities dedicated to prerequisites consolidation after having taken the tests. It is therefore essential to better understand the mechanisms that lead students to take advantage of these success-promoting schemes or not. This paper analyzes this question with respect to attributional theory: what do students feel spontaneously about the importance of prerequisites for success? What are the factors (real level of mastery of prerequisites, gender...) that are related to these attributions? The article ends with possible educational solutions that the results suggest.https://journals.openedition.org/ree/837learning difficulties and students in difficultylearners' skills and behavioursBelgiumhigher and university educationhelp for pupils and studentsself-image |
| spellingShingle | Xavier Massart Marc Romainville Attributions causales des étudiants en matière de réussite à l’université Recherches en Éducation learning difficulties and students in difficulty learners' skills and behaviours Belgium higher and university education help for pupils and students self-image |
| title | Attributions causales des étudiants en matière de réussite à l’université |
| title_full | Attributions causales des étudiants en matière de réussite à l’université |
| title_fullStr | Attributions causales des étudiants en matière de réussite à l’université |
| title_full_unstemmed | Attributions causales des étudiants en matière de réussite à l’université |
| title_short | Attributions causales des étudiants en matière de réussite à l’université |
| title_sort | attributions causales des etudiants en matiere de reussite a l universite |
| topic | learning difficulties and students in difficulty learners' skills and behaviours Belgium higher and university education help for pupils and students self-image |
| url | https://journals.openedition.org/ree/837 |
| work_keys_str_mv | AT xaviermassart attributionscausalesdesetudiantsenmatieredereussitealuniversite AT marcromainville attributionscausalesdesetudiantsenmatieredereussitealuniversite |