L'évolution de la motivation à apprendre dans le contexte de la transition au secondaire : trajectoires et déterminants personnels, scolaires et relationnels

Several studies reported a decline in motivation to learn following the transition to secondary school. Most of these studies were based on analyses that could estimate average changes for their sample, but were not suitable for identifying subgroups that might see their motivational dispositions evolve distinctly. Using a sociocognitive model, which has been adapted and allowed to look at pupils’ perceptions of their chances of success and the value of learnings, considering their intentions related to the learnings, this thesis therefore pursues the objective to document more accurately what happens to motivation in such a transitional context. More precisely, this thesis seeks to determine whether the motivation evolves in a homogeneous or heterogeneous manner. In the latter case, where different trajectories are distinguished, this thesis tries to characterize them on the basis of personal, school and relational determinants.  Data collected in the context of a previous project are therefore put to a secondary use. A total of three hundred and twenty-three pupils, making the transition between seventeen elementary schools and twelve French public secondary schools distributed in different regions of Quebec, were recruited. At the end of grade six in primary school and the beginning and the end of grade one in secondary school, they responded to a questionnaire that effectively documented some of their personal characteristics, aspects of their school environment and different facets of their relationships, but above all, their expectations of success and the value they perceive in learnings. Their answers were then submitted to various analyses. First, a multivariate analysis of variance (MANOVA) with repeated measures was carried out on dimensions related to expectancies of success and perceived value of learnings to determine how these two components evolve over time, in general and with regards to gender. Then, unconditional group-based trajectory models were used to identify different latent trajectories hidden behind the generally observed changes, for the two components. After effectively estimating different latent trajectories, chi-square tests were conducted to see if it was possible to associate these with personal and school (grade one at secondary level) characteristics recognized as stable over time. Then, a second round of group-based trajectory models were tested to explore the contributing role of personal and relational characteristics (recognized as changing over time) measured at the end of grade six in primary school in the assignment to different latent trajectories of expectations of success and given value to learnings. Ultimately, a second multivariate analysis of variance (MANOVA) with repeated measures was performed to determine whether it was possible to differentiate the pupils assigned to different latent trajectories according to the same personal and relational characteristics measured at the beginning and the end of grade one in secondary school.  The results indicate that expectations of success (sense of competence) and perceived value of learnings (interest, utility, mastery goals) both experienced general decreases. In fact, in regard to the perceived value of learnings, performance goals remained stable while work avoidance goals increased, suggesting that this component has deteriorated. That said, the results do not allow to identify different changes by gender. For each component, three development trajectories were then revealed, two of which were declining and the other was stable. Indeed, for a majority of the pupils, expectations of success have decreased, and it is those with the highest and lowest expectations. For a smaller proportion, these same expectations remained at an average level throughout the study. Similarly, the perceived value of learnings decreased for most pupils, especially for those perceiving a higher and average value. On the other hand, a small number of pupils attributed a lower and relatively stable value to learnings. These trajectories were moderately and positively correlated. Stable personal characteristics have been associated with some of these latent trajectories. Indeed, the family composition and the country of origin of the parents were associated to some of them. Specifically, pupils from two-parent families had high expectations in a greater proportion than those from single-parent families. Also, pupils with at least one parent born abroad attributed a high value to learnings in a greater proportion than those with both parents born in the country. Then, personal and relational characteristics, measured at the end of the sixth year in primary school and likely to fluctuate through time, were related to these latent trajectories. The pupils reporting rather stable dispositions were not expressing themselves more positively in regards to the previous characteristics. In fact, the results indicate that pupils with the most favourable dispositions expressed themselves most favorably concerning their sense of acceptance, their friends’ academic attitudes, and their teachers’ support. Thus, even if their motivation declined, they seemed to enjoy greater support from those around them. Students who exhibited less favourable dispositions were also those who expressed themselves the most negatively on the quality of their relationships. These same characteristics, measured at the beginning and the end of the first year in secondary school maintained a similar connection with the estimated latent trajectories.  It seems that the motivation to learn does not evolve in a homogeneous way in this transitional context, but rather in a heterogeneous way. While expectancies of success and perceived value of learnings have declined for a large majority of the pupils, as it is generally the case, it also appears that a significant proportion has succeeded in preserving these dispositions. Also, among the different categories of determinants that were considered, it appears that the relational ones have the closest connection to the different estimated trajectories. In fact, the more pupils felt appreciated and bonded to peers who valued learnings, as well as supported by their teachers, the more likely they were to display favorable expectations-value, although these could be deteriorating. In sum, in addition to unveiling the existence of different motivational trajectories in the context of this transition, this study reveals the presence of a close link between these trajectories and some of the relational determinants that were considered. Social relationships could therefore serve a protective function in this transitional context.

Keyphrases: motivation, adolescence, Expectations of success, Perceived value of learnings, Transition to secondary school, Developmental trajectories, Personal characteristics, Family characteristics, School characteristics, Relational characteristics