Le rôle des enseignants dans la satisfaction/frustration des besoins psychologiques de base des élèves : une étude longitudinale au collège
DOI :
https://doi.org/10.7346/-fei-XXIII-01-25_12Mots-clés :
Besoins psychologiques de base des élèves, Soutien à l’autonomie, Comportements des enseignants, Collège, Étude longitudinaleRésumé
Cette étude, fondée sur la théorie de l’autodétermination, explore les relations longitudinales entre le soutien à l’autonomie offert par les enseignants en classe et la satisfaction/frustration des besoins psychologiques d’autonomie, de compétence et de lien social des élèves au collège. La recherche s’appuie sur un protocole quantitatif longitudinal avec collecte de données à deux moments différents, à travers un questionnaire administré à un échantillon de convenance de 305 élèves. Un modèle cross-lagged a révélé que le soutien à l’autonomie joue un rôle essentiel dans la satisfaction/frustration du besoin d’autonomie et dans la réduction de la frustration liée au besoin de compétence des élèves, deux facteurs fondamentaux pour maintenir la motivation intrinsèque et le bien-être dans le contexte scolaire sur le long terme. Les résultats offrent des pistes intéressantes pour mieux comprendre le rôle du soutien à l’autonomie au collège, ainsi que pour concevoir des interventions ciblées visant à accompagner les enseignants dans l’amélioration de leurs pratiques pédagogiques quotidiennes.
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