Les processus d'autorégulation collective et individuelle au cours d'un apprentissage par projet

• Main Authors: Laurent Cosnefroy (Author), Annie Jézégou (Author)
• Format: Book
• Published: Association Internationale de Pédagogie Universitaire.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2076-8427; 10.4000/ripes.744
• Keywords: apprentissage autorégulé; apprentissage par projet; autorégulation collective; fixation des buts; intérêt; sentiment d'efficacité collective; Education; L; Special aspects of education; LC8-6691
• Source: Revue Internationale de Pédagogie de l'Enseignement Supérieur, Vol 29

In order to get an insight into the processes underlying an efficient collective and individual self-regulation, a study was conducted with 73 students of a French-Engineering school engaged in a one-year project-based learning. Students were asked to fill up a questionnaire twice in December and in February. The results showed that perceived collective efficacy is a significant predictor of the final grade. They also enhanced the key role of setting precise goals, prioritizing them and adjusting them to support the development of collective efficacy and to help groups overcome difficulty. However, disagreements and asymmetrical interactions within group don't have any influence on perceived collective efficacy. Knowledge acquisition is a major path to develop an individual interest for the project. Finally, implications for teaching in project-based learning are discussed.