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Статті в журналах з теми "Effort des étudiants":
Rohmer, Odile, and Eva Louvet. "Utilité sociale et réussite universitaire d’étudiants ayant ou non des incapacités motrices : rôles respectifs de la compétence et de l’effort." Développement Humain, Handicap et Changement Social 20, no. 3 (February 23, 2022): 65–76. http://dx.doi.org/10.7202/1086601ar.
Bisaillon, Jérémie, Edith Potvin-Rosselet, Alain Stockless, Léonie Hottote, Louise Malé-Mole, David Allard-Martin, and Carlo Carbone. "Aménager une salle de classe dédiée à la formation des enseignants au 21e siècle." Médiations et médiatisations, no. 4 (December 2, 2020): 89–102. http://dx.doi.org/10.52358/mm.vi4.143.
Belkhodja, Chedly. "La mobilité des étudiants étrangers dans une région du Québec : le cas des étudiants réunionnais à Rimouski (Québec)." Géo-Regards 10, no. 1 (2017): 155–70. http://dx.doi.org/10.33055/georegards.2017.010.01.155.
Chmiel-Bożek, Halina. "LE RÔLE DE L’INTERDISCIPLINARITÉ DES TRADUCTIONS PÉDAGOGIQUES DANS LA FORMATION LINGUISTIQUE DES ÉTUDIANTS EN PHILOLOGIE ROMANE." Neofilolog, no. 55/1 (September 30, 2020): 145–57. http://dx.doi.org/10.14746/n.2020.55.1.9.
Della Vedova, Claire. "Introduction à l’analyse de données avec le logiciel R." Bulletin de la Dialyse à Domicile 2, no. 2 (June 16, 2019): 75–88. http://dx.doi.org/10.25796/bdd.v2i2.20513.
Della Vedova, Claire. "Initiation au Logiciel de statistiques R : réalisez vos premières visualisations avec le package ggplot2." Bulletin de la Dialyse à Domicile 2, no. 4 (December 15, 2019): 229–38. http://dx.doi.org/10.25796/bdd.v2i4.52303.
Poitras, Daniel. "Mettre en scène l’exclusion de l’histoire. Les femmes à l’université et le concours Miss Quartier latin (1950-1963)." Revue d’histoire de l’Amérique française 72, no. 3 (May 27, 2019): 41–71. http://dx.doi.org/10.7202/1059980ar.
Fitzgerald, Joshua, and John Hooker. "Establishing Rapport in Higher Education Classrooms." Alberta Journal of Educational Research 68, no. 3 (October 7, 2022): 357–71. http://dx.doi.org/10.55016/ojs/ajer.v68i3.72342.
Alshtaiwi, Ma’moun. "Effect of distance learning for students of French in universities in Jordan." XLinguae 16, no. 4 (October 2023): 22–33. http://dx.doi.org/10.18355/xl.2023.16.04.02.
Idir, KHERFI. "Le rôle des alternances codiques dans un contexte bi¬lingue : vers la construction d’un répertoire pluri¬lingue." Langues & Cultures 1, no. 01 (June 25, 2020): 46–59. http://dx.doi.org/10.62339/jlc.v1i01.60.
Дисертації з теми "Effort 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
Colliot, Tiphaine. "Effet des activités de génération sur l’apprentissage des étudiants dans des environnements multimédias interactifs." Thesis, Rennes 2, 2018. http://www.theses.fr/2018REN20049/document.
The literature shows that adding visual aids (i.e., graphic organizers, outlines) to multimedia documents increases students’ memorization and comprehension by depicting the main ideas of the document and their interrelationship. Moreover, numerous authors recommend turning students into active learners in their learning and involving them in processing information deeply, by asking them to self-generate a visual aid. Nowadays, the few studies which have compared groups where a visual aid is given (“passive” learner) to groups where it is self-generated (active learner) yield contrasting results, showing either positive effects of self-generation (generative hypothesis) or detrimental ones (cognitive load hypothesis). In this dissertation, a series of five studies was conducted to precisely assess self-generation effects of graphic organizers on students’ learning performances. The results replicated the beneficial effects of adding visual aids (graphics or outlines) on learning. Yet, negative self-generation effects were almost always obtained. However, these effects disappeared when the self-generation of the organizer was guided (scaffolding, partial self-generation) which opens the way to further research
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.
Kim, Sun Ae. "L'évaluation de l'efficience des bibliothèques universitaires et leur effet sur le travail des étudiants à l'université." Lyon 3, 2003. http://www.theses.fr/2003LYO33022.
Abadie, Florence. "Les spécificités disciplinaires et locales d'accès aux diplômes universitaires : effet-discipline et effet-site." Bordeaux 2, 2001. http://www.theses.fr/2001BOR20877.
Mercier, Julien. "Effet d'un programme d'enseignement de l'habileté de résumer sur le développement de cette habileté chez des étudiants universitaires." Thèse, Université du Québec à Trois-Rivières, 1999. http://depot-e.uqtr.ca/3188/1/000677165.pdf.
Joutard, Thierry. "Evaluer les stagiaires en formation par alternance : la situation des étudiants en soins infirmiers." Phd thesis, Université Rennes 2, 2008. http://tel.archives-ouvertes.fr/tel-00267726.
Croteau, Mariève. "Effet du programme Gestion des buts personnels sur les dispositions affectives, motivationnelles et la perception de soi d'étudiants de niveau collégial en session d'accueil." Thèse, Université de Sherbrooke, 2017. http://hdl.handle.net/11143/10598.
Alsaleh, Muaweah. "Analyse psychosociale et cognitive de la santé mentale chez les étudiants de première année : Validation du questionnaire des pensées positives et négatives et du questionnaire de la dépression de Beck : Effet des pensées positives et des facteurs psychosociaux." Caen, 2016. http://www.theses.fr/2016CAEN1031.
Depression is a public health problem and constitutes the most frequently psychic manifestation observed among students. Its prevalence is much higher (30%) than in the other populations. Depression among students can have negative impacts on their social, relational situation and significantly impact their quality of life. Depression is misdiagnosed, misdetected and thus mistreated. Students with depressive disorders have negative thoughts. The examination of both negative and positive thoughts contributes to a better understanding of depression. The aim of the work is to develop tools for self-assessments of depression and thoughts and to show the effectiveness of Positive Thoughts (PT) against depression, anxiety, stress and their symptoms in students. We also study the links between individual and psychosocial factors (demographic, socio-economic and academic variables) and mental disorders. Firstly, we assess depression, and positive and negative thoughts using questionnaires that we validate. This is the first study confirming the internal, external and factorial validity of the questionnaire positive and negative thoughts (ATQ-18-Fr), but also the Beck depression questionnaire (BDI-FS-Fr) and thus attesting to their relevance in French. The evaluation shows that mental disorders are associated with these thoughts and certain individual and psychosocial factors and vary according to these factors. Secondly, treatment and remission of depression are implemented by repetition of positive thoughts (RPT). They significantly reduce depressive, anxious and stress symptoms, with a short-term sustained and significant effect, and thus improve the mental health of subjects
Najar, Ridha. "Effet des choix institutionnels d'enseignement sur les possibilités d'apprentissage des étudiants : cas des notions ensemblistes fonctionnelles dans la transition secondaire/supérieur." Paris 7, 2010. http://www.theses.fr/2010PA070032.
Relying on the anthropological theory of didactics, our doctoral thesis aims at understanding the difficulties raised by the teaching and learning of set-theoretical notions in the secondary/tertiary transition in Tunisia, and at finding ways of overcoming these difficulties. First, a study of institutional relationships to these notions in secondary and tertiary institutions allows us to show the existence of breaches in praxeological environments and dysfunctioning of these. Then, the analysis of students' answers to diagnostic and evaluation tests allows us to elucidate the difficulties they meet and to measure their résistance to standard teaching practices. Finally, the analysis of a didactical engineering developed for overcoming these difficulties shows substantial progress regarding the use of knowledge and the exploitation of semiotic resources but also the persistence of difficulties when the mathematical symbolism becomes more complex or when students must take into account the specificities of the linear setting in the work with functional objects
Книги з теми "Effort des étudiants":
québécoises, Centre interuniversitaire d'études. Approches pluridisciplinaires: XIXe, XXe et XXIe siècles au Québec : actes du 11e colloque étudiant du CIEQ. [Québec]: Centre interuniversitaire d'études québécoises, 2006.
Etienne, Gérard, ed. Mobilités étudiantes Sud-Nord: Trajectoires scolaires de Marocains en France et insertion professionnelle au Maroc. Paris: Publisud, 2008.
Herrmann, Irène, and Marie-Laure Graf. L'étoffe des héros. Georg éditeur, 2021. http://dx.doi.org/10.32551/georg.11361.
Mobilités étudiantes Sud-Nord: Trajectoires scolaires de Marocains en France et insertion professionnelle au Maroc. Paris: Publisud, 2008.
Solis, Gregory. Rise and Walk. Lulu.com, 2007.
Частини книг з теми "Effort des étudiants":
ROCHDI, Sara, and Nadia EL OUESDADI. "Les étudiants et les pratiques numériques informelles: échange et collaboration sur le réseau social Facebook." In Langue(s) en mondialisation, 127–36. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5204.
KILA ROSKEM, Jean-Pierre, Fouddah Djourab MAHAMAT, and Patrick NDILTAH. "Des amphis à l’expérience de la rue." In Les écoles africaines à l’ère du COVID-19, 87–100. Editions des archives contemporaines, 2024. http://dx.doi.org/10.17184/eac.7922.
BÉCHÉ, Emmanuel. "WhatsApp et continuité pédagogique en Afrique à l’ère du COVID-19." In Les écoles africaines à l’ère du COVID-19, 337–52. Editions des archives contemporaines, 2024. http://dx.doi.org/10.17184/eac.7938.
Collet, Xavier. "L’alternance en master, quel effet propre sur l’insertion ?" In Les expériences étudiantes professionnalisantes : diversité et effets sur les parcours, 69–80. Céreq, 2023. http://dx.doi.org/10.4000/books.cereq.3553.
ABOAB, Deborah, Eve-marie ROLLINAT-LEVASSEUR, and Donatienne WOERLY. "L’interculturel au prisme d’une pédagogie de la réussite étudiante." In "L'interculturel" dans l’enseignement supérieur, 193–210. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5004.
Houda, Melaouhia Ben Hamad. "Pratiques et représentations du français chez les étudiants tunisiens en classe de langue." In Écoles, langues et cultures d’enseignement en contexte plurilingue africain, 267–81. Observatoire européen du plurilinguisme, 2018. http://dx.doi.org/10.3917/oep.agbef.2018.01.0267.
GAYE, Aliou, and Mamadou DIOMBERA. "Les musées comme outils de patrimonialisation et de touristification des territoires au Sénégal." In Revue Internationale des Sciences Économiques et Sociales (RISES) No. 4, 65–82. Editions des archives contemporaines, 2024. http://dx.doi.org/10.17184/eac.8165.
LEVY-BRUHL, Sacha. "Solidarité et épidémie." In Les épidémies au prisme des SHS, 229–38. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.6009.
"Première partie : Les écoles africaines face à la crise : Dispositif, résilience et management." In Les écoles africaines à l’ère du COVID-19, 101–4. Editions des archives contemporaines, 2024. http://dx.doi.org/10.17184/eac.7917.
Звіти організацій з теми "Effort des étudiants":
Rousseau, Henri-Paul. Gutenberg, L’université et le défi numérique. CIRANO, December 2022. http://dx.doi.org/10.54932/wodt6646.