Alexandre Gareau

Start: 2018-10

End: 2020-10

Alexandre’s research focuses on the motivational cognitive processes of individuals in achievement-oriented context. The differentiation between the voluntary / conscious / explicit and non-voluntary / unconscious / implicit processes of motivation is central to his research. It is by relying on self-determination theory (SDT) and principles of dual-process cognitive theories that he attempt to better understand the development of autonomous motivation in students. According to SDT, the social environment is determinant for the motivation of individuals, however, individual’s perception of the social environment is not always fully conscious. Implicit effects of the social environment may thus be revealed to better understand the interaction between individuals and the social environment. Besides those more inner aspect of the development of motivation, Alexandre is also interested in the reciprocal mechanisms between students’ academic achievement and motivation. Currently, he is analysing a longitudinal database of CEGEP students in order to reveal different motivational changes in association with their academic performance, as well as their propensity to graduate, change programs or give up their chosen program.

 

Dayuma Ixchel Vargas Lascano

Start : 2018-01

End : 2019-04

Directeur : Frédéric Guay

Dayuma's research interests focus on the psychosocial experiences that support students’ motivation and engagement with their learning, particularly during periods of educational transition. She is interested in the roles teachers, peers, parents, and other social partners play in students’ motivational processes. She is also interested in how students’ motivation and engagement change over the course of students’ education and how these experiences in earlier educational stages (e.g., secondary school) are implicated in their motivational processes during and after transitioning into higher educational levels (e.g, post-secondary education). At the moment she is investigating students’ psychoemotional profiles at the end of elementary school and the beginning of secondary school, and how these are connected to students’ motivational pathways across secondary school and related academic outcomes.  

 

Robert Stupnisky

Les facteurs psychosociaux associés aux différentes transitions scolaires, du primaire à l’université.

(Terminé)

 

Julien Chanal

La contribution de l’éducation physique à la réussite scolaire.

(Terminé)

 

Stéphane Duchesne

Étude des facteurs familiaux et des comportements lors de la transition primaire-secondaire.

(Terminé)

 

Catherine Ratelle

Étude des facteurs psychosociaux impliqués dans la persévérance en sciences.

(Terminé)