Academic literature on the topic 'Engagement des étudiants'
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Journal articles on the topic "Engagement des étudiants":
Bujold, Neree, and Henri Saint-Pierre. "Style d'intervention pédagogique, relations affectives enseignants-étudiants et engagement par rapport à la matière." Canadian Journal of Higher Education 26, no. 1 (April 30, 1996): 75–107. http://dx.doi.org/10.47678/cjhe.v26i1.183233.
Farago, Flora, Beth Blue Swadener, Jennifer Richter, Kimberly Eversman, and Denisse Roca-Servat. "Local to Global Justice: Roles of Student Activism in Higher Education, Leadership Development, and Community Engagement." Alberta Journal of Educational Research 64, no. 2 (June 22, 2018): 154–72. http://dx.doi.org/10.55016/ojs/ajer.v64i2.56382.
Vairon, Ophélie, Damien offner, Marie-Cécile Maniere, and Marion Strub. "Enquête autour des émotions ressenties par les étudiants lors de la réalisation d’un geste courant en odontologie chez les patients enfants et adultes." Pédagogie Médicale 24, no. 1 (2023): 31–40. http://dx.doi.org/10.1051/pmed/2022032.
Paivandi, Saeed. "L’appréciation de l’environnement d’études et la manière d’étudier des étudiants." Mesure et évaluation en éducation 35, no. 3 (April 28, 2014): 145–73. http://dx.doi.org/10.7202/1024673ar.
Costa, Carla Barroso da, and Anderson Araújo-Oliveira. "MÉTACOGNITION, ÉTATS AFFECTIFS ET ENGAGEMENT COGNITIF CHEZ DES ÉTUDIANTS UNIVERSITAIRES: TRIADE PERCUTANTE POUR L’APPRENTISSAGE ET L’INCLUSION." Revista Educativa - Revista de Educação 23, no. 1 (January 20, 2021): 8602. http://dx.doi.org/10.18224/educ.v23i1.8602.
Ramdé, Pascal, Pierre Lapointe, and Martial Dembélé. "L’appropriation du changement de politiques universitaires par les étudiants en Afrique subsaharienne : le cas de la réforme Licence-Master-Doctorat au Burkina Faso." Comparative and International Education 48, no. 2 (June 16, 2020): 1–19. http://dx.doi.org/10.5206/cie-eci.v48i2.10789.
De Moissac, Danielle, Candice Waddell, Nadine Smith, and Rhéa Rocque. "Using Knowledge Mobilization to Promote Student Engagement in Health Promotion on Canadian Campuses." Collected Essays on Learning and Teaching 13 (October 28, 2020): 2–11. http://dx.doi.org/10.22329/celt.v13i0.6004.
Duguet, Amélie, Sophie Morlaix, and Lucie Corbin. "Les étudiantes et étudiants face à l’emploi de plateformes d’enseignement en ligne : représentations et engagement cognitif." International Journal of Technologies in Higher Education 20, no. 2 (2023): 173–91. http://dx.doi.org/10.18162/ritpu-2023-v20n2-13.
MARSEILLE, J., M. CUNIN, and S. BAYEN. "Le vécu émotionnel des étudiants en médecine dans leurs premières expériences en stage : une modélisation." EXERCER 31, no. 161 (March 1, 2020): 106–13. http://dx.doi.org/10.56746/exercer.2020.161.106.
Carsana, Laurence, Sabine Reydet, and Marie-Claire Wilhelm. "L’impact d’un environnement restrictif dû à la situation sanitaire sur l’engagement et la satisfaction : le cas de l’enseignement supérieur public." Gestion et management public Pub. anticipées, no. 3 (April 21, 2050): 69–100. http://dx.doi.org/10.3917/gmp.pr1.0006.
Dissertations / Theses on the topic "Engagement des étudiants":
Moissa, Barbara. "Maximizing students' engagement through effort-based recommendations." Electronic Thesis or Diss., Université de Lorraine, 2021. http://www.theses.fr/2021LORR0230.
Data exploitation is a growing phenomenon that is present in different scenarios, including the educational scenario, where it holds the promise of advancing our understanding and improving the learning process. From this promise emerged the learning analysis research field that, ideally, takes advantage of technology and educational theories to explore the educational data. On the technological side, we are interested in recommendation systems because they can help students, teachers and other stakeholders to find the best learning resources and thus achieve their learning goals and develop competencies in less time. On the theoretical side, we are interested in the social influence technique foot-in-the-door, which consists in making consecutive requests with an increasing cost. This technique seems particularly relevant to the educational context because it can not only be formalized into a recommendation system, but it is also compatible with the zone of proximal development that states that the challenge presented by the learning resources need to increase gradually in order to keep students motivated. However, we do not know to what extent explicitly applying this technique via recommendations can influence students. Therefore, in this thesis, we investigate such influences assuming that students’ effort is a good indicator of the cost of the requests, since not only every learning activity requires a certain level of effort and, but it is often cited as a key factor for students’ success. For this, we modeled the measurement and prediction of the students’ effort through machine learning models using data that can be used in real life and exploited it in order to explicitly apply the foot-in-the-door technique in a recommendation system. Our results show that, compared to recommendation models that do not formalize this technique, the proposed recommendation models have a positive influence on the students’ effort, compliance, performance and engagement. This suggests that this approach has the potential to improve the learning process as students will present the aforementioned behaviors
Racine, Chantal. "Stratégies pédagogiques et leur effet sur la motivation et l’engagement des étudiants en sciences au collégial." Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/9796.
Abstract : This descriptive research work is born out of a question from a teacher/researcher point of view: What strategies and pedagogical actions should a CEGEP science teacher emphasize in order to stimulate the motivation of the students and get them engaged in their learning activities ? The pedagogical stakes are high in the CEGEP sector; scientific studies point to a large drop out rate, a weak level of motivation and students engagement towards their studies, and a success rate below intended targets. The teacher can play a primary role in promoting student engagement towards their studies, be it through the choice of pedagogical strategies, the selection of pedagogical activities or through the support that can be given to the learner. The distinctiveness of the CEGEP system where both pre-university and technical programs are found side by side has yet to be studied from a comparative perspective on motivational dynamics as it relates to student engagement in a scientific curriculum. The general goal of this study is to describe the perceptions of students, as they relate to motivation stemming from different pedagogical actions and strategies utilised by teachers in two CEGEP level programs, the pre-university Science program and the Laboratory Techniques program, Biotechnology profile. Each of the 16 participating teachers in Biology and Physics within both programs were observed during one or two teaching periods totalling 58 hours of teaching for 29 groups of students, so as to identify the general pedagogical strategy of the period and the pedagogical actions that were enacted in the classroom. Students then completed an online survey regarding their perceptions as they relate to their motivation with regards to the strategies and pedagogical actions. Surveys from 272 respondents were treated, analysed and interpreted so as to portray the motivational dynamics along comparison groups through statistical analyses and a qualitative analysis of the respondents’ spontaneous comments. Biotechnology students’ perceptions favor motivation because they attach more value to the pedagogical activities than Science respondents. Their desire for engagement is also higher. As for Biotechnology male students, they feel significantly more competent than all other respondents, regardless of gender or program. They find it easier to participate in pedagogical classroom activities, and rarely mention negative emotions related to said activities. Students in both programs show a large variety of perceptions regarding learning activities and pedagogical strategies; they can even be of opposite nature among students of a given teaching period, indicating that using a variety of pedagogical acts is to be encouraged in order to stimulate the largest proportion of students.
Thoury, Claire. "L'engagement étudiant dans un monde d'individualisation : construction identitaire et parcours politiques." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA050/document.
Student activism, like all types of activism, has undergone a number of fundamental changes over recent decades. These changes have often been reduced to an opposition between membership activism and what Jacques Ion calls post-it activism. Through a series of interviews held with students active within not for profit organisations, political organisations, unions as well as students categorised as alter-activists, this PhD thesis presents an inventory of how different forms of activism work as experimental spaces and influence the identity and political construction of individuals. Moreover, this PhD thesis revises the binary opposition between the militant form of membership activism and the detached form of post-it activism, and contends that the notion of intensity is no longer relevant as it cannot be measured against how long someone is a affiliated to an organisation because today new forms of activism relate to several different spheres in the life of an individual.By articulating the sociology of agency, social movement theory, the sociology of youth and the sociology of the public sphere, this PhD thesis brings to light new shifts in student activism within the context of individualisation and advanced modernity
Hany, George Ramzy Farah. "Renegotiating politics on campus : students in post-2011 Egypt." Thesis, Paris 10, 2019. http://faraway.parisnanterre.fr/login?url=http://bdr.parisnanterre.fr/theses/intranet/2019/2019PA100070/2019PA100070.pdf.
This dissertation follows the transformation of the Egyptian university student mobilizations and other forms of political action. Interviews and observation of a variety of student groups in the period between 2011 and 2015 pave the way to put in perspective the historical conception of typical student political action; to account for the diverse forms, levels and goals of student organization and mobilization; and to situate them in line with the changes in the higher education system and the broader political reconfigurations. This thesis examines how being a student in Egypt produces specific ways to do and to say politics. It shows how the articulation of the long term political charge of the student status, the medium term higher education reform and the short term dynamics of the revolution of 2011 and the military intervention in 2013, allows actors to negotiate the meanings they attribute to their commitments. This negotiation paves the way for multiple forms and levels of “politics” to emerge among student groups, especially in the gaps between what they say and what they do, and in the debates around labelling a mobilization, an activity or a practice as political
Lu, Quoc Vinh. "Etude de la motivation ou engagement cognitif de l'étudiant vietnamien dans les activités de formation : le cas de l'université de Can Tho (Vietnam)." Thesis, Normandie, 2019. http://www.theses.fr/2019NORMR008.
This dissertation explores Vietnamese students’ motivation or engagement in their studies. Many university lecturers notice that initially a great proportion of students are active in their learning and achieve high results. However, their motivation dropped sharply over time, and the disengagement from learning increased gradually. According to the literature, a learner’s motivation is intrinsic, but it can be affected by a number of external factors. Situated within Vietnam’s socio-educational context, this dissertation answers the two following questions: (i) Between the two groups of pedagogical and social factors, which one can best explain students’ demotivation in their studies ?(ii) If both groups have significant influences, what factors in each group can cause students’ demotivation ? To answer the questions, 32 semi-structured interviews with third- and fourth- year students majoring in humanities and social sciences (Bachelor’s Degree) and 6 with lecturers were conducted. The results, mainly through the qualitative analysis of the collected data, showed that both aforementioned groups of factors affected students’ learning demotivation, with the social factors outweighing the pedagogical factors. The results also revealed eight pedagogical and social factors that contributed to causing learning demotivation the most. The results also indicated that students’ learning disengagement was an inevitable consequence of systematic errors having existed in educational and social management mechanism
Bert, Nicolas. "Dissonance cognitive et transformation de la représentation sociale du sport : effets du changement de la signification d'un élément central sur les attitudes et les comportements." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3056/document.
The theory of commitment (Joule & Beauvois, 1998 ; Kiesler, 1971), combined with thetheory of cognitive dissonance (Festinger, 1957 ; Fointiat, Girandola, & Gosling, 2013),provides an experimental framework of observation and understanding of some social practiceeffects on the social representation dynamics (Abric, 1994 ; Flament, 1994 ; Guimelli, 1989).This work follows on from the research led in the area of the effects of forced doublecompliance (Joule, 1991) on the transformation of social representations (Renard, Bonardi,Roussiau, & Girandola, 2007). The aim of this thesis is more precisely to determine what typesof modification within the social representation of sport among nonathletic students are likelyto produce an impact on attitudes and behaviours, and to see whether those changes originatefrom some dissonance reduction processes. If the structural transformation of sport socialrepresentation produces an evolution on short-term attitudes, it seems that the modification ofa central element signification causes long-term attitudinal and behavioural changes. Thestudents who fulfilled two acts in a context of commitment (ie, free- choice) declare themselvesmore favorable and practise more sport than the participants in the control condition. Aninterpretation in terms of rationalisation is put forward
Lichet, Thierry. "Mouvement associatif étudiant et transformations des modes d’engagements collectifs." Thesis, Lyon 2, 2010. http://www.theses.fr/2010LYO20004/document.
This thesis focuses on the student union and its impact on other forms of individual devotion towards collective commitments in the Social world. It aims to demonstrate that the student union generates projects and forms of commitments in the collective, that reappear several years later in unions, NGOs, political parties. Although the student union message is transitive, the precursor nature of collective engagements, central to student union movement, is the focus of this research. The demonstration spans two chapters. The first demonstrates the historical reality of such proposal, from the end of the nineteenth century to the 80s. The second demonstrates its topicality, mainly through the activities within the network FAGE. This work, combining quantitative and qualitative analysis, is based upon the subject of Touraine category, with a particular emphasis on the participation of the student union in the emergence of the Subject. The historical aspects of this thesis are based on the work of Monchablon, Fischer, and more broadly, GERME. The problems associated with the third sector are considered under the point of view of Ion, Archambault and Mauss. The transitive capability of the student union message builds on Fillieule, Mayer and Agrikoliansky works. This work demonstrates the ability of the student union to disturb the social consensus in the area of collective commitment of individuals, and to favour the gradual institutionalization of innovative and performative modalities
Robitaille, Geneviève. "Antécédents et effets de la forme d’engagement organisationnel chez l’employé atypique étudiant." Thèse, Université de Sherbrooke, 2014. http://hdl.handle.net/11143/5936.
Adler, Chloé. "Changement et enseignement supérieur : une analyse des configurations, de l'identité académique et de l'engagement étudiant." Doctoral thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/66691.
Since the creation of a welfare state at the end of World War II, going through the rationalization trends of the 80's and more recently the emergence of technological innovation and new forms of knowledge production and dissemination, the university has been at the center of numerous debates concerning its mission and its role within society. In response to these discussions and questions reflecting the social and economic environment in which this institution operates, the university was led to introduce changes in the forms of knowledge production as well as the status and role of its main internal (administrators, academics, students) and external (governments, companies) stakeholders in the process of these changes. The goal for the university is to put itself in a leading position in societies in which economic performance is increasingly dependent on knowledge and education. However, little research has focused on reporting, through an integrated approach based on macro, meso and micro levels of analysis, the main mutations that have marked and mark even more the university nowadays. Trying to remedy this weakness, this thesis aims to deal with the main transformations the institution has experienced, on a triple plan that integrates the context, content and process of change. The first article of this thesis aims to determine whether the university as a pluralist organization is able to evolve towards a post-bureaucratic configuration. By a discourse analysis of four meta-actors of three key moments of change that marked the Québec university, this article wishes to highlight that the university has evolved by sedimentation in its configuration, based on a fragile consensus on a difficult cohabitation between social democratic values versus rationalization ones. In this context, the evolution towards a postbureaucratic configuration would require actions in response to this strategic ambiguity, particularly those initiated by teachers and administrators. It would also require as well a new actor that is the industry, without however challenging the already existing consensus. The second article of this thesis attempts to account for the way in which academic identity is defined in reaction to a neo-liberal orientation of the university. Based on a meta-synthesis of 19 qualitative and empirical articles that investigated the impacts of New Public Management and managerialism on the identity of the members of the academic staff of universities, this article tries to highlight how these individuals define / redefine their identity V in light of institutional work and the type of agency mobilized by these actors. Academics then would particularly benefit from developing a projective agency and diversifying their places of support in order to make their managerial identity experience less difficult. Finally, the third chapter of this thesis seeks to make an inventory of the forms of student engagement in the face of the growing emergence of a movement. Based on a general inductive analysis, this chapter attempts to understand better the individual experience of student engagement. Thus, it seeks to give an account of the way in which the individual student representative engages and acts within his engagement in a context of emergent change. Student representatives do not seem to meet in their engagement, as evidenced by the grassroots leadership activities that are mobilized by these individuals in response to the emergence of change.
Gabay-Mariani, Laëtitia. "Le processus entrepreneurial à l'épreuve de l'engagement : contributions théoriques et méthodologiques à l'analyse de l'engagement des entrepreneurs naissants : une application au contexte de l'entrepreneuriat étudiant." Thesis, Université Grenoble Alpes, 2020. http://www.theses.fr/2020GRALG001.
Over the last few years, the incentives for entrepreneurship have multiplied in media discourses, and have thrown our governments into a dynamic of promoting and supporting entrepreneurship, especially among young people. Despite the proliferation of public and private initiatives going in this direction, the transformation into entrepreneurial action remains problematic, 5% of the French population being effectively involved in gestation activities (GEM, 2018-2019). And when actions are actually carried out to create a new activity, they in no way presume the continuation or the future success of the project. There is therefore a stake in better understanding what can encourage, strengthen and influence nascent entrepreneurs’ path.This questioning is in line with recent calls from the entrepreneurial literature to investigate the entrepreneurial intention-action gap, to better understand the volitional phase of the entrepreneurial process, especially its self-regulation mechanisms. This doctoral work is in line with of these efforts, and examines the role of the nascent entrepreneur's commitment profile in this crucial phase of the entrepreneurial process. It proposes to operationalize the organizational commitment model developed by Allen and Meyer (1990), differentiating affective, normative and calculated commitments, in the context of nascent entrepreneurship. It questions the forms that engagement can take in this specific context of creation and emergence, but also the factors leading to their development and their behavioral consequences in terms of investment (personal resources, overinvestment).The protocol underlying this thesis combines qualitative surveys (semi-directed interviews and focus groups) and three quantitative surveys by questionnaire on samples of nascent entrepreneurs from Observatory Impact of the Chaire Pépite France. It enabled to test and validate two new measurement scales: a two-dimensional (affective and instrumental) entrepreneurial commitment scale and a side-bets scale based on the work of Howard Becker (1960). Doing so, it questioned the classic three-dimensional factorial structure of commitment models, and shed light on the specificities of the entrepreneurial situation, compared to the organizational context in which most of these models have been developed. It also identified the factors - individual, social and resource-related - and behavioral consequences of different forms of entrepreneurial engagement. Finally, it resulted in the construction of a taxonomy revealing three engagement profiles among nascent entrepreneurs: the weakly committed, the affectively committed and the fully committed. This classification was consistent with the levels of advancement and investment of nascent entrepreneurs from each group.The results of this work reveal that the commitment profile of nascent entrepreneurs plays a crucial role in the way they will invest themselves and persist into the entrepreneurial process. They refine our understanding of how nascent entrepreneurs can feel tied to their project, but also to the broader process of becoming entrepreneurs. In that, they are important for public institutions and professionals seeking to consolidate entrepreneurial careers, especially of students and young graduates
Books on the topic "Engagement des étudiants":
Bujold, Nérée. Style d'intervention pédagogique: Relations professeurs-étudiants et engagement par rapport à la discipline. Québec, Qué: Université Laval, 2006.
Norman, Langseth Mark, and Plater William Marmaduke 1945-, eds. Public work and the academy: An academic administrator's guide to civic engagement and service-learning. Bolton, Mass: Anker Pub., 2004.
Antoine, Robitaille, and Fahmy Miriam, eds. Jeunes et engagés. [Montréal]: Fides, 2005.
Université Laval. Laboratoire d'études politiques et administratives. Engagement Sans Médiations: Auto-Analyse du Mouvement Étudiant de L'automne 1986 en France. S.l: s.n, 1987.
Hudon, Raymond. L' engagement sans médiations: Auto-analyse du mouvement étudiant de l'automne 1986 en France. Québec: Université Laval, Laboratoire d'études politiques et administratives, 1987.
Gibson, Craig. Student Engagement And Information Literacy. Association of College & Research Libraries, 2006.
(Editor), Mark Langseth, William M. Plater (Editor), and Scott Dillon (Editor), eds. Public Work and the Academy: An Academic Administrator's Guide to Civic Engagement and Service-Learning (JB - Anker Series). Jossey-Bass, 2007.
Book chapters on the topic "Engagement des étudiants":
LAFFORT, Bruno. "La Sociologie aux prises avec l’anthropocène." In Expériences pédagogiques depuis l'Anthropocène, 101–12. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.5389.
Núñez-Regueiro, Fernando, and Nadia Leroy. "Motivations professionnelles et engagement dans la formation enseignante : la vocation pour le métier nourrit-elle le « décrochage » chez les étudiants ?" In Trajectoires et carrières contemporaines : nouvelles perspectives méthodologiques, 111–23. Céreq, 2022. http://dx.doi.org/10.4000/books.cereq.1914.
Sargeac, Mélanie. "Le droit comme choix d’études, le droit comme engagement : hétérogénéité sociale et sens donné aux études chez les étudiants inscrits en droit à l’Université." In Trajectoires et carrières contemporaines : nouvelles perspectives méthodologiques, 151–60. Céreq, 2022. http://dx.doi.org/10.4000/books.cereq.1951.