Favoriser la motivation et la réussite scolaire en adoptant les pratiques pédagogiques qui développent les compétences sociales et comportementales
Short title:
MOTIVACTION
Project holders:
- Elise HUILLERY (LEDa, Université Paris Dauphine et LIEPP, Sciences Po)
Research team:
-
Yann ALGAN (HEC)
- Coralie CHEVALLIER (ENS, LIEPP, Sciences Po)
- Céline DARNON (LAPSCO, Université Clermont Auvergne)
- Céline BUCHS (Université de Genève)
- Pascale HAAG (EHESS)
- Marlène MARTIN (Université de Caen)
Description of the project:
MOTIVACTION aims at helping teachers to adopt new pedagogical practices to develop high levels of self-confidence, self-efficacy, cooperation, and intrinsic motivation in young students. In France, such pedagogical training may be particularly useful as self-confidence and perceptions of one’s chance of success are among the lowest of OECD countries, while anxiety and fear of failure are among the highest (PISA 2012, 2015). According to TALIS 2013, only 58% of French Teachers feel pedagogically well prepared for their profession, as compared to 89% on average in OECD countries.
MOTIVACTION is a research project aiming to fill this gap. It targets 1st grade (cours préparatoire) teachers in four Académies(Versailles, Paris, Poitiers and Bordeaux), with the goal of providing them with the most recent results in economics, psychology, sociology and cognitive sciences, as well as with practical information on the pedagogical practices that are effective for developing academic motivation based on socio-behavioral skills. The ultimate objective of the project is to increase students’ learning and academic outcomes of all students, while at the same time reducing social inequality at school.
Research group recent events
- 6th edition of the workshop ‘Experimental research on social inequalities’
- L'impact des outils numériques sur les apprentissages des élèves - Évaluation du Plan numérique de 2015
- LIEPP seminar: "Les compétences prédictives de la réussite scolaire et du bien-être des enfants"
See all events from this Research Group
Publications of the Research Group
- Agnès VAN ZANTEN, Amelia LEGAVRE, Engineering access to higher education through higher education fairs- LIEPP Working Paper, n° 22, April 2014
- Nina GUYON, Elise HUILLERY, Choix d’orientation et origine sociale : mesurer et comprendre l’autocensure scolaire LIEPP Report décembre 2014
- Agnès VAN ZANTEN, Alice OLIVIER, Les stratégies statutaires des établissements d’enseignement supérieur. Une étude des « journées portes ouvertes » , LIEPP Working Paper n°40, novembre 2015
- Yann ALGAN, Elise HUILLERY, Nina GUYON, Comment lutter contre la violence et le harcèlement à l'école et au collège ? LIEPP Policy Brief n°19, juin 2015
- Laura Perna, Improving Higher Education of All Students: Lessons from the United States , LIEPP Working Paper n°48, February 2016
- Nina GUYON, Elise HUILLERY, Track choice and socioeconomic origin: measuring and explaining academic inhibition , LIEPP Policy Brief n°23, february 2016
- Nina GUYON, Elise HUILLERY, Biased Aspirations and Social Inequality at School: Evidence from French Teenagers , LIEPP Working Paper, n°44, January 2016
- Carlo BARONE, Antonio SCHIZZEROTTO, Giovanni Maria ABBIATI, Giulia ASSIRELLI, Gender, information barriers and fields of study choice: a field experiment , LIEPP Working Paper, n°63, January 2017
- Carlo BARONE, Denis FOUGERE, Clément PIN, La lecture partagée: un levier pour réduire les inégalités scolaires? LIEPP Policy Brief n°44, septembre 2019
- Carlo BARONE, Denis FOUGERE, Clément PIN, Social origins, shared book reading and language skills in early childhood LIEPP Working Paper n°93, octobre 2019
- Clément PIN, Evaluation du Plan de simplification pour l'enseignement supérieur et la recherche LIEPP Report octobre 2019
- Giulia ASSIRELLI, Carlo BARONE, Emilio Chambouleyron, Reka Vonnak Shared Book Reading Interventions and Children's Skills LIEPP Working Paper n°98, december 2019
- Giulia ASSIRELLI, Carlo BARONE, Emilio Chambouleyron, Reka Vonnak Shared Book Reading Interventions and Children's Skills LIEPP Working Paper n°98, december 2019
- Jérôme AUST, Ulrike LEPONT, Les LABEX réinventés les appropriations paradoxales d'un instrument d'action publique en biologie LIEPP Policy Brief, n°42, Juin 2019
- Béatrice BOUTCHENIK, Pauline GIVORD, Olivier MONSO, How do restrictive zoning and parental choices impact social diversity in schools? LIEPP Working Paper n°105, February 2020
- Laudine CARBUCCIA , Interventions to foster academic aspirations adjustment among disadvantaged and female students - A PRISMA systematic review of literature , LIEPP Working Paper n°114, Novembre 2020
- Clément PIN, Évaluation d'un plan national de simplification administrative. Le cas de l'enseignement supérieur et de la recherche LIEPP Policy Brief n°50, Mars 2021
- Marco OBERTI, Mathieu ROSSIGNOL-BRUNET, Elise TENRET, Pauline BARRAUD DE LAGERIE, Yannick SAVINA Reconfiguration du champ des formations en sciences humaines en Île-de-France : le poids de la sélection LIEPP Working Paper n°121, Juin 2021
- Pauline GIVORD, How age at school entry affects future educational and socioemotional outcomes: Evidence from PISA. LIEPP Working Paper n°120, Mai 2021
- Pauline GIVORD, Qu'est-ce qu'un bon lycée ? Questions de mesure LIEPP Policy Brief n°54, octobre 2021
- Pauline GIVORD, Francesco AVVISATI The learning gain over one school year among 15-year-olds: An international comparison based on PISA Sciences Po LIEPP Working paper, July, 2022
- Per ENGZELL, Bastian BETTHAUSER, Anders BACH-MORTENSEN A systematic review and meta-analysis of the impact of the COVID-19 pandemic on learning LIEPP Working Paper n°134, May 2022
- Laudine CARBUCCIA, Carlo BARONE, Coralie CHEVALLIER, Valentin THOUZEAU Unequal access to early childcare : What role do demand-side factors play ? A PRISMA systematic review LIEPP Working Paper n°138, 2023
- Olivier MONSO, Audrey FARGES Fréquenter l'internat à l'entrée du lycée a-t-il un impact sur la réussite scolaire ? Une évaluation sur les lycées publics de l'Éducation nationale LIEPP Working Paper n°141, 2023