Literatura académica sobre el tema "Facteurs motivationnels"
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Artículos de revistas sobre el tema "Facteurs motivationnels"
Bertsch, I. y J. Cano. "Approche motivationnelle auprès des auteurs de violences sexuelles : revue de la littérature et aspects cliniques". European Psychiatry 29, S3 (noviembre de 2014): 645. http://dx.doi.org/10.1016/j.eurpsy.2014.09.008.
Texto completoHusson, Lionel, Isabelle Bournaud, Anne Janand y Laura Lacombe. "Motivations de tuteurs de l’enseignement supérieur dans un programme de handi-tutorat". Carrefours de l'éducation 56, n.º 2 (11 de diciembre de 2023): 207–22. http://dx.doi.org/10.3917/cdle.056.0207.
Texto completoRobert, G. "L’apathie dans les maladies développementales : évaluation, physiopathologie et thérapeutique". European Psychiatry 30, S2 (noviembre de 2015): S18. http://dx.doi.org/10.1016/j.eurpsy.2015.09.057.
Texto completoBourdier, L., C. Carre, C. Dantzer, L. Romo y S. Berthoz. "Étude psychométrique des facteurs émotionnels et motivationnels impliqués dans la prise alimentaire". European Psychiatry 30, S2 (noviembre de 2015): S109. http://dx.doi.org/10.1016/j.eurpsy.2015.09.207.
Texto completoAugustin, BULONGO MOMBE. "ETUDES DE QUELQUES TRAIS DE MOTIVATION A TRAVERS LES PROVERBES KOMO". IJRDO - Journal of Social Science and Humanities Research 8, n.º 12 (28 de diciembre de 2022): 63–69. http://dx.doi.org/10.53555/sshr.v8i12.5497.
Texto completoNIEL, M. y C. PLOTTON. "Les modèles explicatifs des personnes en situation d'obésité". EXERCER 35, n.º 201 (1 de marzo de 2024): 100–107. http://dx.doi.org/10.56746/exercer.2024.201.100.
Texto completoPelaccia, T., P. M. Roy, D. Douillet, P. Bilbault y M. Abbiati. "Qu’est-ce qui motive [ou non] les étudiants en médecine à choisir comme spécialité la médecine d’urgence ?" Annales françaises de médecine d’urgence 9, n.º 4 (30 de junio de 2019): 221–28. http://dx.doi.org/10.3166/afmu-2019-0166.
Texto completoBerger, Jean-Louis, Matilde Wenger y Florinda Sauli. "Engagement en formation professionnelle initiale duale et perceptions de la qualité de la formation". Didactique 4, n.º 2 (25 de abril de 2023): 33–64. http://dx.doi.org/10.37571/2023.0203.
Texto completoAparicio, Miriam. "Trajectoires académiques et facteurs psychosociaux liés à la réussite : Le rôle de la résilience depuis une approche systémique". Acta Europeana Systemica 9 (7 de julio de 2020): 203–20. http://dx.doi.org/10.14428/aes.v9i1.56123.
Texto completoGuirard, Laurent. "L'apport des théories attributionnelles de la motivation dans l'étude des questions d'aptitude musicale". Musicae Scientiae 1, n.º 2 (julio de 1997): 183–204. http://dx.doi.org/10.1177/102986499700100203.
Texto completoTesis sobre el tema "Facteurs motivationnels"
Penvern, Sophie. "L'impact des facteurs motivationnels sur l'intégration des informations catégorielles et individualisantes". Paris 5, 2000. http://www.theses.fr/2000PA05H045.
Texto completoObadia, A. A. "Milieu langagier et facteurs motivationnels leur[s] effets sur le comportement langagier d'un groupe minoritaire". Thesis, University of Ottawa (Canada), 1986. http://hdl.handle.net/10393/5520.
Texto completoBégin, Caroline. "Les compétences en orthographe lexicale des élèves de 6e année du primaire : rôle des facteurs linguistiques et motivationnels". Thesis, Université Laval, 2008. http://www.theses.ulaval.ca/2008/25668/25668.pdf.
Texto completoLongis, Karine. "Effets des facteurs affectivo-motivationnels et métacognitifs sur l'engagement cognitif en cours d'anglais LV1 chez les BTS industriels : approches transversale et longitudinale". Thesis, Toulouse 2, 2019. http://www.theses.fr/2019TOU20049.
Texto completoFor students working towards a BTEC in Public Works or in Maintenance and After-Sale Service under a work-study contract, English as a foreign language often appears to be a subject difficult to learn. Those students have already chosen to go on with their studies. To get more education to go into a specific trade, specifically here Public Works, however also implies being committed to studying subjects other than the ones relating to public works like English. Thus, the present research originates from professional training and from scientific literature on cognitive engagement and language learning. These observations have made us wonder: which specific factors can explain the lack of cognitive engagement in English in this academic context? Is there a difference between the 1st and the 2nd years as regards to engagement and performances? Are the factors affecting cognitive engagement the same for the 1st and the 2nd years? What kind of evolution is there within the same group of students between the 1st and the 2nd year? In this context, this present thesis exposes four studies done on either 95 or 46 BTEC students. These aim at studying the effect of affectivo-motivational factors on cognitive engagement based on year of study for two different groups of students or for the same group of students. The results gathered during these studies have however not confirmed all of our hypotheses. The discussion on these results is organized around six main points. A first point studies the way the students’ cognitive engagement is measured. A second point talks about the limitation arising from our study only being carried out in one school. A third point focuses on the translation of the questionnaires from English to French and therefore on the formulation of the items. A fourth point concentrates on the similarity of the items describing the metacognitive knowledge and the metacognitive strategies of the cognitive engagement. A fifth point considers the fact that the variables could influence each other. Finally, the students’ reaction to the questionnaire is also considered as an interesting avenue since they could choose to meet the teacher’s expectations or say what is socially acceptable through the answers of their questionnaires
Mauduit, Marion. "Profils de personnalité et facteurs motivationnels mobilisés lors d'une réorientation vers les études de médecine après un parcours académique ou professionnel différent". Electronic Thesis or Diss., Rennes 2, 2024. http://www.theses.fr/2024REN20009.
Texto completoGateway-entry medical students bypass the traditional first-year selection process for medical school, gaining admission after completing a master’s degree, a PhD, or specific undergraduate degrees. Very little is known about these gateway medical students. This study aims at describing their socio-demographic profile, their personal psychological characteristics, and the motivational factors driving their shift towards medical studies, while also examining the personality traits that may differentiate them from their peers. Through a qualitative study based on 42 semi-structured interviews, and a quantitative study carried out on 718medical students from the faculties of Rennes, Nantes, Angers, Tours and Brest, this study reveals several key findings. Firstly, gateway students exhibit a sociodemographic profile similar to that of their French medical counterparts. They are primarily motivated byan inherent interest in medicine and hold greater expectations regarding the humanistic and altruistic facets of the medical profession compared to other students. While factorssuch as the prestige and social recognition associated with being a doctor also influence theirchoice, these are secondary considerations. Their main personality traits (HEXACO model) arehonesty-humility and conscientiousness. However, they tend to exhibit higher levels of extroversion and honesty-humility compared to their counterparts. Their core personal values emphasize selftranscendence and openness to change. Furthermore, our analysis identifies two distinct personality profiles among medical students, with a notable "high altruism and commitment" profile characterized by elevated levels of honesty-humility, conscientiousness, agreeableness, and extroversion. Interestingly, a higher proportion of gateway students (those who had not attempted the first-year medical entrance examination after completing high school) fall within this profile
Fernet, Claude. "Le sentiment d'épuisement professionnel chez les enseignants : une analyse des facteurs contextuels et motivationnels liés à son évolution au cours d'une année scolaire". Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24585/24585.pdf.
Texto completoChevance, Guillaume. "Etude des facteurs motivationnels influençant l’activité physique et la sédentarité de personnes atteintes de maladies chroniques en contexte de réhabilitation et post-réhabilitation". Thesis, Montpellier, 2017. http://www.theses.fr/2017MONT4005/document.
Texto completoOnly two thirds of people living with chronic diseases and admitted for rehabilitation programs are sufficiently active in postrehabilitation. In the physical activity and sedentary behavior context, identifying the determinants of these behaviors is thus crucial. In the health psychology field, contemporary models indicate that people’s behaviors are regulated by two distinct motivational processes, defined as explicit and implicit. Explicit processes are intentional and conscious ; by contrast, implicit processes are defined as unintentional and less accessible to consciousness. The objectives of this thesis were (i) to examine the role of explicit and implicit processes in the prediction of physical activity and sedentary behaviors, and (ii) to study the malleability of these processes in rehabilitation context. Our results indicated that implicit attitudes, are significantly associated with participants’ physical activity levels, during and after rehabilitation programs. On the contrary, the explicit processes studied in this thesis were not significantly associated with physical activity or sedentary behaviors. Concerning the malleability of these processes, results highlighted significant but small favorable change of certains motivational variables during rehabilitation. Nonetheless, these motivational processes were not modified by an experimental intervention conducted during a rehabilitation program
Sanchez-Larrea, Sophie. "La communication verbale en EPS : facteurs personnels et situationnels influençant le style motivationnel de l’enseignant et la motivation des élèves". Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0115.
Texto completoBased on a cultural-historical approach to development (Bruner, 1992 ; Vygotsky, 1934), this thesis focuses on verbal communication in Physical Education (PE). At the interface of an interactionist approach of language (Bronckart, 1997) and self-determination theory (Deci & Ryan, 2012), language interactions are considered through the prism of the teacher's motivational style (supportive/controlling), which contributes to create a classroom climate (Reeve & Cheon, 2021). This climate perceived by the pupils nurtures the satisfaction/frustration of basic psychological needs (Deci & Ryan, 2000), which in turn impacts their motivation, and the verbal behaviours expressed proactively (agentic engagement), (Reeve et al., 2022). However, motivation to control the environment is a personal disposition (Desire for control), (Burger & Cooper, 1979) which influences the paralinguistic style of individuals (Dembroski et al., 1984). This personality trait and the teacher's expertise could influence his or her mode of communication. Nevertheless, a lack of observational data is observed in the literature taking into account the teacher’s personality to analyse his discourse in the social-discursive interactions maintained with students. Similarly, students' desire for control could influence their perceptions of the classroom climate. The aim of this thesis is to examine the conditions of intervention that are conducive to engaging students in verbal interaction throughout a learning-teaching session
"Les compétences en orthographe lexicale des élèves de 6e année du primaire: rôle des facteurs linguistiques et motivationnels". Thesis, Université Laval, 2008. http://www.theses.ulaval.ca/2008/25668/25668.pdf.
Texto completo"Le sentiment d'épuisement professionnel chez les enseignants : une analyse des facteurs contextuels et motivationnels liés à son évolution au cours d'une année scolaire". Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24585/24585.pdf.
Texto completoCapítulos de libros sobre el tema "Facteurs motivationnels"
Vallerand, Robert J. y Paule Miquelon. "Bilans et perspectives en psychologie sociale". En Bilans et perspectives en psychologie sociale, 163–203. Presses universitaires de Grenoble, 2008. http://dx.doi.org/10.3917/pug.joule.2008.01.0163.
Texto completoProkofieva, Victoria y Jean-François Herold. "Chapitre 7. Facteurs émotionnels et motivationnels dans les processus d’enseignement-apprentissage". En Le processus d'enseignement-apprentissage, 137–53. L'Harmattan, 2020. http://dx.doi.org/10.3917/har.chato.2020.01.0137.
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