Une étude de validité et de fiabilité d’un questionnaire d’auto-évaluation sur l’autorégulation de l’apprentissage
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INTRODUCTION. L’importance de mesurer l’autorégulation de l’apprentissage (ARA) dans l’enseignement primaire a considérablement augmenté en raison de l’essor de la modalité virtuelle depuis la crise pandémique. Dans ce contexte, on observe que l’élève joue un rôle plus actif dans son processus d’apprentissage en appliquant diverses stratégies au cours du développement d’une tâche. OBJECTIF. Cette étude vise à valider un questionnaire d’autorégulation de l’apprentissage destiné aux enfants du 3e au 6e niveau d’Éducation de Base Régulière (EBR) au niveau primaire. MÉTHODE. Cette étude a débuté par la sélection de quatre instruments existants dans la littérature (SRQ-A, CP SRLI, OSLQ et MSLQ). Ensuite, des stratégies motivationnelles, cognitives, métacognitives et de gestion des ressources ont été choisies et adaptées sur la base de critères tels que leur relation avec la performance académique et les environnements éducatifs virtuels dans l’enseignement primaire. Enfin, la structure psychométrique de l’instrument a été validée à l’aide d’une analyse factorielle confirmatoire réalisée sur un échantillon total de 486 élèves âgés de 8 à 13 ans issus d’écoles publiques de la province d’Arequipa (Pérou). RÉSULTATS. Le questionnaire final comprend 31 items conçus pour évaluer quatre dimensions de l’ARA : l’autorégulation motivationnelle, les stratégies métacognitives, la gestion des ressources et les stratégies cognitives. Les résultats basés sur le coefficient Omega indiquent une haute fiabilité de l’instrument, à l’exception de la quatrième dimension (Gestion des ressources). DISCUSSION. Ces résultats pourraient suggérer une analyse plus approfondie de l’environnement d’apprentissage actuel, notamment en ce qui concerne la communication entre enseignants et élèves, ainsi que les ressources virtuelles disponibles dans l’enseignement primaire. Cela permettrait de mieux évaluer le niveau d’autorégulation en lien avec la dimension des ressources.
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