{"id":11879,"date":"2022-10-17T11:00:18","date_gmt":"2022-10-17T09:00:18","guid":{"rendered":"http:\/\/sydologie.com\/?p=11879"},"modified":"2024-11-22T11:44:13","modified_gmt":"2024-11-22T10:44:13","slug":"motivation-et-apprentissage-le-cas-controverse-de-la-recompense","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2022\/10\/motivation-et-apprentissage-le-cas-controverse-de-la-recompense\/","title":{"rendered":"Motivation et apprentissage : le cas controvers\u00e9 de la r\u00e9compense"},"content":{"rendered":"

J\u2019ai d\u00e9j\u00e0 eu l\u2019occasion de vous pr\u00e9senter la th\u00e9orie de l\u2019auto-d\u00e9termination<\/a> qui constitue un cadre th\u00e9orique sur les aspects motivationnels dirigeant l\u2019apprentissage de vos apprenants. Pour rappel, on distingue la motivation intrins\u00e8que (issue de l\u2019activit\u00e9 en elle-m\u00eame) de la motivation extrins\u00e8que (issue d\u2019\u00e9l\u00e9ments ext\u00e9rieurs \u00e0 la t\u00e2che). Il reste \u00e0 d\u00e9terminer les facteurs pertinents quand il s\u2019agit de motiver intrins\u00e8quement un apprenant.<\/strong> C\u2019est ce que nous allons voir, en commen\u00e7ant par la r\u00e9compense.
\n <\/p>\n

La r\u00e9compense comme vecteur de motivation <\/h2>\n

 
\nL’effet d’une r\u00e9compense sur la motivation est un sujet controvers\u00e9. Sur la motivation intrins\u00e8que, il est g\u00e9n\u00e9ralement consid\u00e9r\u00e9 comme n\u00e9gatif si la r\u00e9compense est re\u00e7ue pour une t\u00e2che qu’on accomplit d\u00e9j\u00e0 avec plaisir<\/strong>, c\u2019est-\u00e0-dire pour laquelle nous serions d\u00e9j\u00e0 motiv\u00e9s intrins\u00e8quement. En effet, les r\u00e9compenses peuvent pousser l\u2019individu \u00e0 croire qu\u2019il ne travaille pas pour l\u2019activit\u00e9 elle-m\u00eame, mais pour obtenir la r\u00e9compense. Les personnes qui ont \u00e9t\u00e9 r\u00e9compens\u00e9es pour r\u00e9aliser une t\u00e2che ont tendance \u00e0 moins se concentrer sur l\u2019apprentissage m\u00eame de la t\u00e2che, et plus sur l\u2019obtention de la r\u00e9compense. Fabes (1989) a montr\u00e9 qu\u2019une r\u00e9compense diminue le sentiment d’autonomie et d’autod\u00e9termination, r\u00e9duit la motivation intrins\u00e8que et diminue la cr\u00e9ativit\u00e9 et la capacit\u00e9 \u00e0 r\u00e9soudre des probl\u00e8mes, ce qui d\u00e9valorise l’activit\u00e9 en tant que telle. Une autre \u00e9tude tr\u00e8s int\u00e9ressante de Sam Glucksberg (1962) a montr\u00e9 que lors d\u2019une t\u00e2che de r\u00e9solution de probl\u00e8me, les individus r\u00e9compens\u00e9s obtiennent de moins bonnes performances que le groupe contr\u00f4le (voir notamment ce tedX qui r\u00e9sume l\u2019exp\u00e9rimentation<\/a>).
\n 
\nEn revanche, la r\u00e9compense peut \u00eatre b\u00e9n\u00e9fique pour une t\u00e2che que l’on accomplit avec une faible motivation intrins\u00e8que.<\/strong> Apporter une r\u00e9compense \u00e0 un apprenant qui ne souhaite pas r\u00e9aliser cette formation sur les imp\u00f4ts peut \u00eatre judicieux dans certains cas (m\u00eame s\u2019il serait plus judicieux de trouver des moyens de rendre intrins\u00e8quement motivante l\u2019activit\u00e9).
\n 
\nDe plus, plusieurs \u00e9tudes ont \u00e9t\u00e9 men\u00e9es pour \u00e9valuer l\u2019impact des feedbacks sur l\u2019apprentissage<\/strong>, qui peut \u00eatre consid\u00e9r\u00e9 comme un type de r\u00e9compense. C\u2019est ainsi qu\u2019en 2003, Deci et ses coll\u00e8gues ont montr\u00e9 que les enfants qui recevaient des feedbacks extrins\u00e8ques sur leur travail (centr\u00e9s sur les r\u00e9sultats fournis et non sur l\u2019effort ou la m\u00e9thode utilis\u00e9e) avaient moins de capacit\u00e9s \u00e0 pers\u00e9v\u00e9rer en cas d\u2019\u00e9chec. \u00c0 l’inverse, les enfants qui recevaient des feedbacks intrins\u00e8ques<\/strong>, c\u2019est-\u00e0-dire centr\u00e9s sur le processus d\u2019apprentissage (pas sur le r\u00e9sultat mais sur l\u2019effort fourni) \u00e9taient davantage capables de pers\u00e9v\u00e9rer<\/strong> en cas d\u2019\u00e9chec.
\n 
\nUne r\u00e9compense ou un feedback peuvent donc s’av\u00e9rer utiles s\u2019ils sont directement li\u00e9s \u00e0 l\u2019activit\u00e9 en elle-m\u00eame et accompagnent l\u2019effort fourni par l\u2019apprenant. La gamification est int\u00e9ressante \u00e0 cet \u00e9gard<\/strong> puisqu\u2019elle accompagne l’apprenant par des badges, des points, etc.
\n  <\/p>\n

Pour r\u00e9sumer<\/h2>\n

 
\nIl semble donc que l\u2019utilisation de r\u00e9compenses peut r\u00e9duire la motivation intrins\u00e8que<\/strong>, c\u2019est-\u00e0-dire la motivation qui est n\u00e9e de la satisfaction qu\u2019on tire d\u2019accomplir une t\u00e2che. De plus, les r\u00e9compenses peuvent entra\u00eener une perte de motivation si elles se font attendre ou si elles ne sont pas assez importantes. Enfin, elles peuvent \u00e9galement entra\u00eener une moindre qualit\u00e9 de l\u2019apprentissage si elles encouragent l\u2019individu \u00e0 suivre la proc\u00e9dure qui a \u00e9t\u00e9 r\u00e9compens\u00e9e au lieu de r\u00e9fl\u00e9chir par lui-m\u00eame.
\n 
\nMais dans certains cas, comme celui d\u2019une personne qui ne serait pas motiv\u00e9e intrins\u00e8quement par la t\u00e2che, cela peut \u00eatre un vecteur de motivation<\/strong>. Surtout si la r\u00e9compense est utilis\u00e9e comme un reflet de l\u2019effort fourni par l\u2019apprenant. D\u2019o\u00f9 l’int\u00e9r\u00eat de la gamification et des feedbacks dans l\u2019apprentissage. Il existe d\u2019autres facteurs qui peuvent impacter la motivation. Dans un prochain article, je vous pr\u00e9senterai l\u2019impact du contexte social sur la motivation de l\u2019apprenant.
\n 
\n 
\n 
\nBibliographie :<\/strong> <\/em>
\n 
\nGlucksberg, S. (1962). The influence of strength of drive on functional fixedness and perceptual recognition. Journal of experimental psychology, 63(1), 36.
\nFabes, R. A., Fultz, J., Eisenberg, N., May-Plumlee, T., & Christopher, F. S. (1989). Effects of rewards on children’s prosocial motivation: A socialization study. Developmental psychology, 25(4), 509.
\nDeci, E. L., & Vansteenkiste, M. (2003). Self-determination theory and basic need satisfaction: Understanding human development in positive psychology.<\/em>
\n 
\n 
\n 
\n 
\nSi vous voulez d\u00e9couvrir d’autres articles sur le sujet :
\n– Motivation et apprentissage : allez les gars, on est chaud !<\/a>
\n– Motivation et apprentissage : l\u2019autod\u00e9termination<\/a><\/strong>
\n 
\n 
\n <\/p>\n","protected":false},"excerpt":{"rendered":"J\u2019ai d\u00e9j\u00e0 eu l\u2019occasion de vous pr\u00e9senter la th\u00e9orie de l\u2019auto-d\u00e9termination qui constitue un cadre th\u00e9orique sur les aspects motivationnels dirigeant l\u2019apprentissage de vos apprenants. Pour rappel, on distingue la motivation intrins\u00e8que (issue de l\u2019activit\u00e9 en elle-m\u00eame) de la motivation extrins\u00e8que (issue d\u2019\u00e9l\u00e9ments ext\u00e9rieurs \u00e0 la t\u00e2che). Il reste \u00e0 d\u00e9terminer les facteurs pertinents quand… Voir l’article<\/a>","protected":false},"author":6,"featured_media":11877,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rop_custom_images_group":[],"rop_custom_messages_group":[],"rop_publish_now":"initial","rop_publish_now_accounts":[],"rop_publish_now_history":[],"rop_publish_now_status":"pending","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2],"tags":[71,796,2000,2002,2001],"class_list":["post-11879","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-apprentissage","tag-motivation","tag-motivation-extrinseque","tag-motivation-intrinseque","tag-recompense"],"yoast_head":"\nMotivation et apprentissage : le cas controvers\u00e9 de la r\u00e9compense - Sydologie<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sydo.fr\/sydologie\/2022\/10\/motivation-et-apprentissage-le-cas-controverse-de-la-recompense\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Motivation et apprentissage : le cas controvers\u00e9 de la r\u00e9compense - Sydologie\" \/>\n<meta property=\"og:description\" content=\"J\u2019ai d\u00e9j\u00e0 eu l\u2019occasion de vous pr\u00e9senter la th\u00e9orie de l\u2019auto-d\u00e9termination qui constitue un cadre th\u00e9orique sur les aspects motivationnels dirigeant l\u2019apprentissage de vos apprenants. Pour rappel, on distingue la motivation intrins\u00e8que (issue de l\u2019activit\u00e9 en elle-m\u00eame) de la motivation extrins\u00e8que (issue d\u2019\u00e9l\u00e9ments ext\u00e9rieurs \u00e0 la t\u00e2che). Il reste \u00e0 d\u00e9terminer les facteurs pertinents quand... 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Aujourd\u2019hui, je rel\u00e8ve de nouveaux d\u00e9fis : - Le Bahut, l'\u00e9cole des nouveaux m\u00e9tiers (notamment Digital Learning et IA), - et C\u2019est vrai \u00e7a ?, une association qui lutte contre la d\u00e9sinformation.\",\"sameAs\":[\"http:\\\/\\\/www.sydologie.com\",\"https:\\\/\\\/x.com\\\/sylvaintillon\"]}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Motivation et apprentissage : le cas controvers\u00e9 de la r\u00e9compense - Sydologie","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/sydo.fr\/sydologie\/2022\/10\/motivation-et-apprentissage-le-cas-controverse-de-la-recompense\/","og_locale":"fr_FR","og_type":"article","og_title":"Motivation et apprentissage : le cas controvers\u00e9 de la r\u00e9compense - Sydologie","og_description":"J\u2019ai d\u00e9j\u00e0 eu l\u2019occasion de vous pr\u00e9senter la th\u00e9orie de l\u2019auto-d\u00e9termination qui constitue un cadre th\u00e9orique sur les aspects motivationnels dirigeant l\u2019apprentissage de vos apprenants. Pour rappel, on distingue la motivation intrins\u00e8que (issue de l\u2019activit\u00e9 en elle-m\u00eame) de la motivation extrins\u00e8que (issue d\u2019\u00e9l\u00e9ments ext\u00e9rieurs \u00e0 la t\u00e2che). Il reste \u00e0 d\u00e9terminer les facteurs pertinents quand... 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