Le rôle des émotions dans les apprentissages : étude des devoirs d’allemand langue seconde à partir de la théorie contrôle-valeur
DOI :
https://doi.org/10.53967/cje-rce.7027Mots-clés :
émotions, devoirs, compétences spécifiques liées au sujet, enseignement d’une langue, enseignement secondaireRésumé
Si les études récentes accordent de plus en plus d’importance aux émotions en contexte scolaire, la plupart d’entre elles portent sur l’émergence des émotions lors d’accomplissement de tâches en classe. Nous souhaitons ici investiguer sur les émotions ressenties durant la réalisation des devoirs à partir de la théorie de contrôle-valeur. Nous avons sollicité 120 élèves âgés de 12 à 15 ans, et mesuré à l’aide d’un questionnaire auto-rapporté 1) leurs émotions lors de l’accomplissement des devoirs, 2) leurs perceptions de contrôle dans la réussite et la valeur attribuée aux devoirs. En outre, des analyses ont tenté d’établir s’il existait des liens entre celles-ci et leurs résultats scolaires en allemand langue seconde. Les analyses de trajectoires indiquent que les perceptions de contrôle et de valeur sont liées significativement à l’émergence de la joie, de l’anxiété et de l’ennui. Cependant, seule l’anxiété est significativement liée aux résultats scolaires. Cette étude souligne le rôle déterminant des perceptions de contrôle et de valeur dans les émotions ressenties durant les devoirs et sur les résultats scolaires. Ces résultats offrent des pistes d’applications concrètes pour les parents et les enseignants en proposant de développer le sentiment de contrôle et la valeur accordée aux devoirs.
Statistiques
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© Catherine Audrin, Noémie Vauthey 2026
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