activation cognitive; études supérieures; genre; mathématiques; orientation scolaire; motivation
Abstract :
[fr] La présente recherche menée auprès d’un échantillon d’élèves de 6e secondaire en Fédération Wallonie-Bruxelles vise à étudier l’influence de la perception des pratiques des enseignants de mathématiques sur d’une part les aspirations aux études supérieures à forte composante mathématiques et d’autre part trois variables motivationnelles (perception de soi, sentiment d’auto-efficacité et utilité perçue des mathématiques) connues pour favoriser ce choix d’orientation. Si les pratiques d’activation cognitive sont directement favorables aux aspirations aux études mathématiques, la perception d’un enseignement pertinent est liée positivement à la perception de soi et à l’utilité perçue des mathématiques (particulièrement dans les cours à faible volume horaire).
Disciplines :
Education & instruction
Author, co-author :
Jaegers, Doriane ; Université de Liège - ULiège > Département des Sciences de l'éducation > Analyse des systèmes et pratiques d'enseignement
Dupont, Virginie ; Université de Liège - ULiège > Département des Sciences de l'éducation > Analyse des systèmes et pratiques d'enseignement
Lafontaine, Dominique ; Université de Liège - ULiège > Département des Sciences de l'éducation > Analyse des systèmes et pratiques d'enseignement
Language :
French
Title :
Perceptions des pratiques des enseignants de mathématiques en fin de secondaire: quelles influences sur les choix d'études STIM?
ACADÉMIE DE RECHERCHE ET D’ENSEIGNEMENT SUPÉRIEUR, 2017. Indicateurs sur le public de l'enseignement supérieur. Https://www.ares-ac.be/fr/statistiques/indicateurs#01-%C3%A9volution-du-nombre-d%E2%80%99hommes-et-de-femmes-dans-l%E2%80%99enseignement-sup%C3%A9rieur
ATLAY, C., TIEBEN, N., HILLMERT, S. & FAUTH, B., 2019. Instructional quality and achievement inequality: How effective is teaching in closing the social achievement gap? In: Learning and Instruction, 63. Https://doi.org/10.1016/j.learninstruc.2019.05.0087
BANERJEE, M., SCHENKE, K., LAM, A. & ECCLES, J., 2018. The Roles of Teachers, Classroom Experiences, and Finding Balance: A Qualitative Perspective on the Experiences and Expectations of Females Within STEM and Non-STEM Careers. In: International Journal of Gender, Science and Technology, 10, 2, 288-307.
BARTH, J. & MASTERS, S., 2020. Effects of Classroom Quality, Gender Stereotypes, and Efficacy on Math and Science Interest over School Transitions. In: International Journal of Gender, Science and Technology, 12, 1, 4-31.
BRESSOUX, P., 2008. Modélisation statistique appliquée aux sciences humaines, Bruxelles, Belgique: De Boeck.
CARMICHAEL, C., CALLINGHAM, R. & WATT, H., 2017. Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics. In: ZDM, 49, 449-460.
CARRELL, S. E., PAGE, M. E. & WEST, J. E., 2010. Sex and science: How professor gender perpetuates the gender gap. In: Quarterly Journal of Economics, 125, 1101–1144.
CHO, I., 2012. The effect of teacher-student gender matching: Evidence from OECD countries. In: Economics of Education Review, 31, 54-67.
DECI, E. & RYAN, R., 2000. The “What” and the “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11, 4, 227-268.
ECCLES, J., 2005. Subjective Task Value and the Eccles et al. Model of Achievement-Related Choices. In: A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation. Guilford Press. 105-121.
FAUTH, B., DECRISTAN, J., RIESER, S., KLIEME, E. & BüTTNER, G., 2014. Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes. In: Learning and instruction, 29, 1-9.
GERMAIN, S. & SAMSON, G., 2014. Représentations des filles à l’égard des disciplines technoscientifiques au secondaire dans un contexte de non-mixité. In: A. ROY, D. MUJAWAMARIYA, & L. LAFORTUNE (Eds.), Des actions pédagogiques pour guider des filles et des femmes en sciences, technos, ingénierie et maths. Presses de l’Université du Québec. 39-53.
GUO, J., PARKER, P., MARSH, H. & MORIN, A., 2015. Achievement, Motivation, and Educational Choices: A Longitudinal Study of Expectancy and Value Using a Multiplicative Perspective. In: Developmental Psychology, 5, 8, 1163-1176.
HEYDER, A., STEINMAYR, R. & KESSELS, U., 2019. Do Teachers' Beliefs About Math Aptitude and Brilliance Explain Gender Differences in Children's Math Ability Self-Concept. In: Frontiers in Education, 4, 183-193.
JAEGERS, D., & LAFONTAINE, D. 2018. Perceptions par les élèves du climat de soutien en mathématiques: validation d'échelles et études des différences selon le genre en 5e secondaire. In: Mesure et Évaluation en Éducation, 41, 2, 97-130.
JAEGERS, D. & LAFONTAINE, D. In press A. Pourquoi les filles boudent-elles les STEM? Performances, motivation et choix d'orientation selon le genre. In: L'orientation scolaire et professionnelle.
JAEGERS, D. & LAFONTAINE, D. In press B. Aspirer à une carrière mathématique: quel rôle jouent le soutien et les attentes de l’enseignant chez les filles et les garçons? In: Revue française de pédagogie.
KLIEME, E., LIPOWSKY, F., RAKOCZY, K. & RATSKA, N., 2006. Qualitätsdimensionen und Wirksamkeit von Mathematikunterricht. Theoretische Grundlagen und ausgewählte Ergebnisse des Projekts “Pythagoras”. In: M. PRENZEL & L. ALLOLIO-NäCKE (Eds.), Untersuchungen zur Bildungsqualität von Schule. Abschlussbericht des DFG-Schwerpunktprogramms. Waxmann. 123-146.
KLIEME, E., PAULI, C. & REUSSER, K., 2009. The Pythagoras Study: Investigating effects of teaching and learning in Swiss and German mathematics classrooms. In: T. JANIK & T. SEIDER (Eds.). The power of video studies in investigating teaching and learning in the classroom. Waxmann. 137-160.
LAZARIDES, R. & WATT, H., 2015. Student-perceived mathematics teacher beliefs, math classroom learning environments and gendered, math career intentions. In: Contemporary Educational Psychology, 41, 51–61.
LIPOWSKY, F., RAKOCZY K., PAULI, K., DROLLINGER-VETTER, B., KLIEME, E., & REUSSER, K., 2009. Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem. In: Learning and Instruction, 19, 6, 527-537.
MAKAROVA, E., AESCHLIMANN, B. & HERZOG, W., 2019. The Gender Gap in STEM Fields: The Impact of the Gender Stereotype of Math and Science on Secondary Students’ Career Aspirations. In: Frontiers in Education, 4, 1-11.
OCDE, 2015. L’égalité des sexes dans l’éducation: Aptitudes, comportement et confiance, Paris: Éditions OCDE, http://dx.doi.org/10.1787/9789264230644-fr.
PETERSON, E., RUBIE-DAVIES, C., OSBORBE, D. & SIBLEY, C., 2016. Teachers' explicit expectations and implicit prejudiced attitudes to educational achievement: Relations with student achievement and the ethnic achievement gap. In: Learning and Instruction, 42, 123-140.
PRAETORIUS, A.-K., KLIEME, E., HERBERT, B. & PINGER, P., 2018. Generic dimensions of teaching quality: the German framework of Three Basic Dimensions. In: ZDM, 50(3), 407-426.
RICE, L., BARTH, J., GUADAGNO, R., SMITH, G. & MCCALLUM, D., 2013. The role of social support in students’ perceived abilities and attitudes toward math and science. In: Journal of Youth Adolescence, 42, 1028-1040.
RIEGLE-CRUMB, C. & KING, B., 2010. Questioning a White male advantage in STEM: examining disparities in college major by gender and race-ethnicity. In: Educational Researcher, 39, 9, 656–664.
SANSONE, D., 2019. Teacher characteristics, student beliefs and the gender gap in STEM fields. In: Educational Evaluation and Policy Analysis, 41, 2, 127-144.
SAKIZ, G., PAPE, S. J. & HOY, A. W., 2012. Does perceived teacher affective support matter for middle school students in mathematics classrooms? In: Journal of School Psychology, 50, 2, 235-255.
SHAW, E. & BARBUTI, S., 2010. Patterns of persistence in intended college major with a focus on STEM majors. In: NACADA Journal, 30, 2, 19-34.
SPEARMAN, J. & WATT, H. M. G., 2013. Perception shapes experience: the influence of actual and perceived classroom environment dimensions on girls’motivations for science. In: Learning Environment Research, 16, 217-238.
STIPEK, D., 2001. Classroom context effects on young children's motivation. In: F. SALILI, C. CHIU & Y. HONG (Eds.), Plenum series on human exceptionality. Student motivation: The culture and context of learning. Kluwer Academic Publishers. 273–292.
SU, R. & ROUNDS, J., 2016. All STEM fields are not created equal: People and things interests explain gender disparities across STEM fields. In: Frontiers in Education, 6, 1-20.
WANG, M.-T., 2012. Educational and Career Interests in Math: A Longitudinal Examination of the Links Between Classroom Environment, Motivational Beliefs, and Interests. In: Developmental Psychology, 48, 6, 1643-1657.
WANG, M.-T. & DEGOL, J., 2017. Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions. In: Educational Psychology Review, 29, 1, 119-140.
WANG, M.-T. & ECCLES, J. S., 2014. Multilevel Predictors of Math Classroom Climate: A Comparison Study of Student and Teacher Perceptions. In: Journal of Research on Adolescence, 26, 3, 617-634.
WATSON, P., RUBIE-DAVIES, C., MEISSEL, K., FLINT, A., PETERSON, E., GARRETT, L. & MCDONALD, L., 2016. Gendered teacher expectations of mathematics achievement in new zealand: contributing to a kink at the base of the stem pipeline. In: International Journal of Gender, Science and Technology, 8, 1, 84-102.
WATT, H., 2006. The Role of Motivation in Gendered Educational and Occupational Trajectories Related to Maths. In: Educational Research and Evaluation, 12, 4, 305–322.
WATT, H., 2010. Gender and occupational choice. In: J. C. CHRISLER & D. R. MCCREARY (Eds.), Handbook of gender research in Psychology. Springer. Chap. 16, 379-400.
WATT, H., BUCICH, M. & DACOSTA, L., 2019. Adolescents’ Motivational Profiles in Mathematics and Science: Associations With Achievement Striving, Career Aspirations and Psychological Wellbeing. In: Frontiers in Psychology, 10, 244-266.
WATT, H., SHAPKA, J., MORRIS, Z., DURIK, A., KEATING, D. & ECCLES, J. S., 2012. Gendered Motivational Processes Affecting High School Mathematics Participation, Educational Aspirations, and Career Plans: A Comparison of Samples From Australia, Canada, and the United States. In: Developmental Psychology, 48, 1594-1611.
VINNI-LAAKSO, J., GUO, J., JUUTI, K., LOUKOMIES, A., LAVONEN, J. & SALMELA-ARO, K., 2019. The Relations of Science Task Values, Self-Concept of Ability, and STEM Aspirations Among Finnish Students From First to Second Grade. In: Frontiers in Psychology, 10, 272-286.
