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Section 2 : L’enseignement et l’apprentissage dans une optique de développement de l’étudiant et de réussite de la formation

Achtziger, A., Gollwitzer, P. M. (2008). Motivation and volition during the course of action. Dans J. Heckhausen, H. Heckhausen (Ed.), Motivation and action. London: Cambridge University Press.

Ackerman, P. L. (2013). Engagement and Opportunity to Learn. Dans J. Hattie, E. M. Anderman (Ed.), International Guide to Student Achievement. Routledge.

Ackerman, P. L., Heggestad, E. D. (1997). Intelligence, personality, and interests: Evidence for overlapping traits. Psychological Bulletin, 121.

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Adelman, C. (1999). Answers in the Tool Box. Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attaiment. Education Pubications Center.

Ainley, M., Hidi, S., Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94.

Anderman, L. H. (2013). Academic Motivation and Achievement in Classrooms. Dans J. Hattie, E. M. Anderman (Ed.), International Guide to Student Achievement. Routledge.

Aronson, J., Fried, C. B., Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38.

Aronson, J., Steele, C. M. (2005). Stereotypes and the Fragility of Academic Competence, Motivation, and Self-Concept. Dans A. Elliot, C. S. Dweck(Ed.) The handbook of competence and motivation. New York: Guilford.

Bandura, A. (1997). Self-efficacy: The exercice of control. New York : Freeman.

Bandura, A., Locke, E. A. (2003). Negative Self-Efficacy and Goal Effects Revisited. Journal of Applied Psychology, 88 (1).

Berea, A., Tsvetovat, M., Daun-Barnett, N., Greenwald, M., Cox, E. (2015). A new multi-dimensional  conceptualization of individual achievement in college. Decision Analytics Journal, 2 (3).

Bidjerano, T., Dai, D. Y. (2007). The relationship between the big-five model of personality and self-regulated learning strategies. Learning and Individual Differences, 44.

Black, A. E., Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry : A self-determination theory perspective. Science Education, 84.

Blackwell, L., Trzesniewski, K., Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and intervention. Child Development, 78.

Bong, M. (2013). Self-Efficacy. Dans J. Hattie, E. M. Anderman (Ed.), International Guide to Student Achievement. Routledge. 

Bong, M., Skaalvik, E. M. (2003). Academic self-concept and selfefficacy: How different are they really? Educational Psychology Review, 15 (1).

Chamorro-Premuzic, T., & Furnham, A. (2003). Personality traits and academic examination performance. European Journal of Personality, 17.

Chamorro-Premuzic, T., Furnham A. (2003). Personality predicts academic performance: evidence from two longitudinal university samples. Journal of Research in Personality, 37.

Chamorro-Premuzic, T., Furnham, A. (2008). Personality, intelligence and approaches to learning as predictors of academic performance. Personality and Individual Differences, 44 (7).

Chemers, M. M., Hu, L., Garcia, B. F. (2001). Academic Self-Efficacy and First-Year College Student Performance and Adjustment. Journal of Educational Psychology, 93 (1).  

Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. Dans S. Vosniadou (Ed.), Handbook of research on conceptual change. Hillsdale, NJ: Erlbaum.

Ciorbeaa, I., Pasaricaa, F. (2013). The Study of the Relationship Between Personality and Academic Performance. Procedia – Social and Behavioral Sciences, 78.

Coffman, D. L., Gilligan, T. D. (2002). Social Support, Stress, and Self-efficacy: Effects on Students’ Satisfaction. Journal of College Student Retention: Research, Theory & Practice, 4 (1).

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2005). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning programs – Illinois edition. Chicago, IL: Author.

Conard, M. A. (2006). Aptitude is Not Enough: How Personality and Behavior Predict Academic Performance. Journal of Research in Personality, 40 (3).

Conley, D. T. (2007). Redefining College Readiness. Eugene, OR: Educational Policy Improvement Center.

Cornelius-White, J. (2007). Learner-Centered Teacher-Student Relationships Are Effective : A Meta-analysis. Review of Educational Research, 77 (1).

Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51.

Credé, M., Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3.

Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N., Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33.

Dar-Nimrod, I., Heine, S.J. (2006). Exposure to scientific theories affects women’s math performance. Science, 314.

DeWitz, S. J., Woolsey, M. L., Walsh, W. B. (2009). College student retention: An exploration of the relationship between self-efficacy beliefs and purpose in life among college students. Journal of College Student Development, 50 (1).

Diseth, A., Kobbeltvedt, T. (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology, 80.

Duckworth, A. L., Carlson, S. M. (2013). Self-regulation and school success. Dans B. W. Sokol, F. M. E. Grouzet, U. Müller (Ed.), Self-regulation and autonomy: Social and developmental dimensions of human conduct. New York: Cambridge University Press.

Duckworth, A. L., Eskreis-Winkler, L. (2015). Grit. Dans J. D. Wright (Ed.), International encyclopedia of the social and behavioral sciences. Oxford, UK: Elsevier.

Duckworth, A. L., Gross, J. J. (2014). Self-Control and Grit: Related but Separable Determinants of Success. Current Directions in Psychological Science, 23 (5).

Duckworth, A. L., Kern, M. L. (2011). A meta-analysis of the convergent validity of self-control measures. Journal of Research in Personality, 45 (3).

Duckworth, A. L., Kirby, T. A., Tsukayama, E., Berstein, H., Ericsson, K. A. (2011). Delibarate Practice Spells Success: Why Grittier Competitors Triumph at the National Spelling Bee. Social Psychological and Personality Science, 2 (2).

Duckworth, A. L., Peterson, C., Matthews, M. D., Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92 (6).

Duckworth, A. L., Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic

Performance of adolescents. Psychological Science, 16.

Duckworth, A. L., Steinberg, L. (2015). Unpacking self-control. Child Development Perspectives, 9 (1).

Duckworth, A. L., Tsukayama, E., May, H. (2010). Establishing Causality Using Longitudinal Hierarchical Linear Modeling: An Illustration Predicting Achievement From Self-Control. Social Psychological and Personality Science, 1 (4).

Duff, A., Boyle, E., Dunleavy, K., Ferguson, J. (2004). The relationship between personality, approach to learning and academic performance. Personality and Individual Differences, 36.

Durik, A., Lovejoy, C. M., Johnson, S. J. (2009). A longitudinal study of achievement goals for college in general: Predicting cumulative GPA and diversity in course selection. Contemporary Educational Psychology, 34.

Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.

Dweck, C. (s. d). The Mindset of a Champion.

Eccles, J. S. (1983). Expectancies, values and academic behaviors. Dans J. T. Spence (Ed.), Achievement and achievement motives. San Francisco, CA: Freeman.

Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: ASCD.

Eskreis-Winkler, L., Duckworth, A. L., Shulman, E., Beal, S. (2014). The grit effect: Predicting retention in the military, the workplace, school and marriage. Frontiers in Personality Science and Individual Differences, 5 (36).

Eskreis-Winkler, L., Gross, J. J., Duckworth, A. L. (à paraître). Grit: Sustained self-regulation in the service of superordinate goals. Dans K. D. Vohs,  R. F. Baumeister (Ed.), Handbook of self-regulation: Research, theory and applications. New York, NY: Guilford.

Ferla, J., Valcke, M., Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning & Individual Differences, 19 (4).

Fredericks, J. A. (2013). Behavioral Engagement in Learning. Dans J. Hattie, E. M. Anderman (Ed.), International Guide to Student Achievement. Routledge.

Fredricks, J. A., Blumenfeld, P. C., Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74 (1).  

Furnham, A., Chamorro-Premuzic, T., McDougall, F. (2003). Personality, cognitive ability and beliefs about intelligence as predictors of academic performance. Learning and Individual Differences, 14.

Furnham, A., Monsen, J., Ahmetoglu, G. (2009). Typical intellectual engagement, Big Five personality traits, approaches to learning and cognitive ability predictors of academic performance. British Journal of Educational Psychology, 79.

Goetz, T., Hall, N. C. (2013). Emotion and Achievement in the Classroom. Dans J. Hattie, E. M. Anderman (Ed.), International Guide to Student Achievement. Routledge.

Good, C., Aronson, J., Inzlicht, M. (2003). Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. Applied Developmental Psychology, 24.

Good, C., Rattan, A., Dweck, C.S. (2007). Theories of intelligence influence females’ sense of belonging, intent to continue, and achievement in math. Unpublished data, Columbia University.

Grant, H., Dwek, C. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541-553.

Grant-Vallone, E., Reid, K., Umali, C., Pohlert, E. (2003). An Analysis of the Effects of Self-Esteem, Social Support, and Participation in Student Support Services on Students’ Adjustment and Commitment to College. Journal of College Student Retention: Research, Theory & Practice, 5 (3).

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Hall, M., Ponton, M. (2005). Mathematics Self‐Efficacy of College Freshman. Journal of Developmental Education, 28 (3).

Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Elliot, A. J. (2002). Predicting Success in College: A Longitudinal Study of Achievement Goals and Ability Measures as Predictors of Interest and Performance From Freshman Year Through Graduation. Journal of Educational Psychology, 94 (3).

Hart, J. W., Stasson, M. F., Mahoney, J. M. (2007). The big five and achievement motivation: Exploring the relationship between personality and a two-factor modelof motivation. Individual Differences Research, 5.

Hattie, J. (2009). Visible Learning – A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Higgins, D. M., Peterson, J. B., Pihl, R. O., Lee, A. G. M. (2007). Prefrontal cognitive ability, intelligence, Big Five personality, and the prediction of advanced academic and workplace performance. Journal of Personality and Social Psychology, 93 (2).

Huang, S. (2011). Predicting Students‘ Academic Performance in College Using a New Non-cognitive Measure: an Instrument Design and a Structural Equation Exploration of Some Non-cognitive Attributes and Academic Performance. Ohio State University.

Hughes, J. N., Luo, W., Kwok, O.-M., Loyd, L. K. (2008). Teacher-student support, effortful engagement, and achievement: a 3-year longitudinal study. Journal of Educational Psychology, 100 (1).

Kappe, R., van der Flier, H. (2010). Using multiple and specific criteria to assess the predictive validity of the big five personality factors on academic performance. Journal of Research in Personality, 44.

Komarraju, M. (2013). Personality Influences. Dans J. Hattie, E. M. Anderman (Ed.), International Guide to Student Achievement. Routledge.

Komarraju, M., Karau, S. J., Schmeck, R. R. (2009). Role of the big five personality traits in predicting college student’s academic motivation and achievement. Learning and Individual Differences, 19.

Linnenbrink, E. A., Pintrich, P. R. (2002). The role of motivational beliefs in conceptual change. Dans M. Limon, L. Mason (Ed.), Reconsidering conceptual change: Issues in theory and practice. Dordrecht, Netherlands: Kluwer.

Linnenbrink-Garcia L., Tyson D. F., Patall, E. A. (2008). When are achievement goal orientations beneficial for academic achievement? A closer look at moderating factors. International Review of Social Psychology, 21.

Locke, E. A., Latham, G. P. (2002). Building practically usefull theory of goal setting and task motivation. American Psychologist, 57.

Maglio, S. J., Trope, Y., Liberman, N. (2012). Distance From a Distance: Psychological Distance Reduces Sensitivity to Any Further Psychological Distance. Journal of Experimental Psychology: General.

Marks, H. M. (2000). Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years. American Educational Research Journal, 37 (1).

Marsh, H. W., Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1 (2).

Marsh, H. W., Craven, R. G. (2005). A reciprocal effects model of the causal ordering of self-concept and achievement: New support for the benefits of enhancing self-concept. Dans H. W. Marsh, R. G. Craven, D. M. McInerney (Ed.), The new frontiers of self-research, vol. 2. Greenwich, CT: Information Age.

Marsh, H. W., Seaton, M. (2013). Academic Self-Concept. Dans J. Hattie, E. M. Anderman (Ed.), International Guide to Student Achievement. Routledge.

Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores : Reciprocal effects models of causal ordering. Child development, 76 (2).

Martin, A. J. (2013a). Goal Orientation. Dans J. Hattie, E. M. Anderman (Ed.), International Guide to Student Achievement. Routledge.

Martin, A. J. (2013b). Goal Setting and Personal Best Goals. Dans J. Hattie, E. M. Anderman (Ed.), International Guide to Student Achievement. Routledge.

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