Comment évolue la motivation pour l'école et pour la lecture des enfants entre la 1re et la 3e année primaire

Administration générale de l’Enseignement et de la Recherche scientifique

COMMENT EVOLUE LA MOTIVATION POUR L’ECOLE ET

POUR LA LECTURE DES ENFANTS ENTRE LA PREMIERE

ET LA TROISIEME ANNEE PRIMAIRE ?

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Article publié dans

Le Point sur la Recherche en Education

Février 2000 et diffusé sur

http://www.agers.cfwb.be/pedag/recheduc/point.asp

Service général des Affaires générales, de la Recherche en éducation et du Pilotage interréseaux 9-13, rue Belliard 1040 Bruxelles

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1 _{Le Point sur la Recherche en Education, N° 9, décembre 1998.} 2

Nous avons exclu de l’analyse le goût pour l’école (trop peu discriminant) et la persévérance (mesure peu valide).

3 _{Nous avons exclu de l’analyse la composante utilité de l’école dont les liens avec l’ensemble des indicateurs ne} sont dus qu’à sept enfants.

Il faut noter que, pour tous les indicateurs sous étude, la mesure s’est améliorée entre la première et la troisième primaire. C’est surtout le cas des indicateurs intérêt pour les défis, attitude de persévérance et sentiment de compétence. Les évolutions constatées sont sans doute dues en partie à cette amélioration technique sans que nous sachions en évaluer la portée exacte.

5

Les données de la recherche indiquent que les enfants qui ont fait l’objet d’une évaluation négative précoce (compétences en lecture, écriture, langage, calcul, application en classe, sociabilité, ...) ont plus de risque d’appartenir aux groupes les moins motivés.