[ STRATEGIES D'AUTOREGULATION, PRISE DE CONSCIENCE ET PERFORMANCES INTELLECTUELLES ]
Volume 10, Issue 4, March 2015, Pages 1186–1194
Armand Ghislain DOUALA EKAMBI1 and Alfred BESSIGA BINA2
1 Département de Psychologie, Université de Douala, Douala, Cameroun
2 Centre National de l'Education, Ministère de la Recherche Scientifique et de l'Innovation, Yaounde, Cameroun
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Studies on self-regulation strategies show that they have an impact on intellectual performance. It seemed appropriate to consider this impact in the Cameroonian academic context, where statistics show a high rate of failure. We are particularly interested in the Graduate students of the Faculties of letters and Human Sciences and legal and political sciences. The goal is to study the strategies they use during the production of text in an examination situation, and especially the consciousness that they use during execution of the task. A sample of 120 subjects have answered a questionnaire, the COMEGAM, a standardized and used tool for self-evaluation 'knowledge Metacognitives and management of mental activity', developed by Richer, Mongeau, Lafortune, Deaudelin, Doudin and Martin (2004). The results obtained following an analysis of the correlations of the different variables on the one hand show that students strongly use self-regulation strategies during the drafting of texts, but that they do not have good conscience about it. They demonstrate on the other hand that the awareness of the use of strategies and self-regulation strategies of planning, in particular, has an impact on intellectual performance.
Author Keywords: learning, self-regulation strategies, awareness, students, intellectual performance.
Volume 10, Issue 4, March 2015, Pages 1186–1194
Armand Ghislain DOUALA EKAMBI1 and Alfred BESSIGA BINA2
1 Département de Psychologie, Université de Douala, Douala, Cameroun
2 Centre National de l'Education, Ministère de la Recherche Scientifique et de l'Innovation, Yaounde, Cameroun
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Studies on self-regulation strategies show that they have an impact on intellectual performance. It seemed appropriate to consider this impact in the Cameroonian academic context, where statistics show a high rate of failure. We are particularly interested in the Graduate students of the Faculties of letters and Human Sciences and legal and political sciences. The goal is to study the strategies they use during the production of text in an examination situation, and especially the consciousness that they use during execution of the task. A sample of 120 subjects have answered a questionnaire, the COMEGAM, a standardized and used tool for self-evaluation 'knowledge Metacognitives and management of mental activity', developed by Richer, Mongeau, Lafortune, Deaudelin, Doudin and Martin (2004). The results obtained following an analysis of the correlations of the different variables on the one hand show that students strongly use self-regulation strategies during the drafting of texts, but that they do not have good conscience about it. They demonstrate on the other hand that the awareness of the use of strategies and self-regulation strategies of planning, in particular, has an impact on intellectual performance.
Author Keywords: learning, self-regulation strategies, awareness, students, intellectual performance.
Abstract: (french)
Les études sur les stratégies d'autorégulation montrent que celles-ci ont un impact sur les performances intellectuelles. Il nous a paru opportun d'étudier cet impact dans le contexte universitaire camerounais, où les statistiques font état d'un fort taux d'échec. Nous nous sommes particulièrement intéressés aux étudiants de cycle Licence des Facultés de Lettres et Sciences Humaines et Sciences Juridiques et Politiques. Il s'agissait d'étudier les stratégies qu'ils utilisent lors d'une tâche de production de texte en situation d'examen, et surtout la conscience qu'ils ont de cette utilisation lors de l'exécution de la dite tâche. Un échantillon de 120 sujets a été constitué et nous leurs avons passé un questionnaire, le COMEGAM, un outilstandardisé et servant à l'autoévaluation des « Connaissances Métacognitives et Gestion de l'Activité Mentale », élaboré par Richer, Mongeau, Lafortune, Deaudelin, Doudin et Martin (2004).. Les résultats obtenus, à la suite d'une analyse des corrélations des différentes variables, montrent d'une part que les étudiants utilisent fortement les stratégies d'autorégulation lors de la rédaction de textes, mais qu'ils n'en ont pas une bonne conscience. Ils montent d'autre part que la conscience de l'utilisation des stratégies d'autorégulation, et des stratégies de planification en particulier, a un impact sur les performances intellectuelles.
Author Keywords: apprentissage, stratégies d'autorégulation, prise de conscience, étudiants, performances intellectuelles.
How to Cite this Article
Armand Ghislain DOUALA EKAMBI and Alfred BESSIGA BINA, “SELF REGULATING STRATEGIES, GAINING CONSCIOUSNESS AND INTELLECTUAL PERFORMANCES,” International Journal of Innovation and Applied Studies, vol. 10, no. 4, pp. 1186–1194, March 2015.
