| Título: | Les effets directs des variables d’infl uence de la participation verbale en classe des étudiants universitaires |
| Autores: |
Kozanitis, Anastassis; École Polytechnique de Montréal Chouinard, Roch |
| Fecha: | 2007-08-30 |
| Publicador: | Canadian Journal of Higher Education |
| Fuente: |
 |
| Tipo: | research-article |
| Tema: | No aplica |
| Descripción: | L’article rapporte les résultats d’une étude qui vise à identifi er les facteurs d’infl uence de la participation verbale des étudiantes et étudiants en classe universitaire et à documenter les relations entre ces facteurs. Les données ont été recueillies à l’aide d’un questionnaire auto-rapporté administré auprès de 538 étudiants (64% de femmes et 36% d’hommes) d’une université francophone du Canada. Des analyses de variance ont été effectuées dans le but d’identifi er les éventuels effets directs et d’interaction associés aux facteurs retenus. Les résultats montrent que les hommes et les étudiants plus âgés rapportent participer verbalement davantage que les femmes et les étudiants plus jeunes. De plus, les étudiants qui poursuivent des buts intrinsèques plus élevés rapportent participer davantage que les étudiants qui poursuivent des buts intrinsèques plus faibles. Cependant, quelques résultats contrastants ont été observés au niveau des variables en lien avec l’enseignante ou l’enseignant. Enfi n, des effets modérateurs ont été identifi és, notamment pour des variables motivationnelles.The article reports the results of a study that aims to identify the factors that infl uence university classroom verbal participation and investigates the relations between these factors. The data were collected by means of a questionnaire administered to 538 students (64% female and 36% male) in a French-speaking university of Canada. Analyses of variance were used to identify the possible direct and interaction effects between factors. The results show that male students and nontraditional age students indicate that they are engaged in more verbal participation than female students and traditional age students. Furthermore, students with higher intrinsic goals report that they participate more than students with weaker intrinsic goals. However, some contrasting results were observed with the instructor related variables. Finally, moderating effects were identifi ed, notably for some motivational variables. |
| Idioma: | Francés |
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