Skip to main navigation menu Skip to main content Skip to site footer
Cortica

Perspective

Vol. 1 No. 1 (2022): Research and perspectives in educational neuroscience

Supporting adolescents' academic motivation: understanding and acting on the basis of neuroeducational principles

  • Stéphanie Peters
DOI
https://doi.org/10.26034/cortica.2022.1931
Submitted
March 13, 2022
Published
2022-03-21

Abstract

Motivation is a widely recognized key factor in ensuring commitment and perseverance in action. This is also the case in the field of school learning. Many theoretical models of motivation, often complementary, are available in the literature. Yet, articles that consider the motivational process from the neuroeducation perspective are still few. That is the purpose of this paper, in which motivation to learn is considered as the result of a cost-benefit probability calculation. The focus is on secundary level students, with particular attention to the specificities of their brain development as teenagers. Suggestions for interventions are proposed, in order to promote favourable conditions to support motivation to learn, either by reducing the perceived costs of engaging in learning, or by increasing the perception of its benefits.

References

  1. Deci, E. L. et Ryan, R. M. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68 DOI: https://doi.org/10.1037/0003-066X.55.1.68
  2. Dehaene, S. (2018). Apprendre ! : Les talents du cerveau, le défi des machines. Paris : Odile Jacob.
  3. Dweck, C. (2010). Changer d’état d’esprit : Une nouvelle psychologie de la réussite. Wavre : Mardaga. DOI: https://doi.org/10.14375/NP.9782804700348
  4. Filliozat, I. (2017). On ne se comprend plus. Paris : JC Lattès.
  5. Houdé, O. & Borst, G. (2018). Le cerveau et les apprentissages, Paris : Nathan.
  6. Institut de statistique de l’UNESCO (2021, mars). Perturbations de la scolarité liées à la pandémie et impacts sur les indicateurs de maîtrise des apprentissages : étude des petites classes. Montréal.
  7. Jensen, F. E. (2016). Le cerveau adolescent. Guide de survie à l’usage des parents. Paris : JC Lattès.
  8. Joiris, T. (2018). Découvrir la neuroéducation pour favoriser les apprentissages et l’enseignement. Namur : Erasme.
  9. Lieury, A. & Fenouillet, F. (2013). Motivation et réussite scolaire. Paris : Dunod.
  10. Magee JC, Grienberger C. Synaptic Plasticity Forms and Functions. Annu Rev Neurosci. 2020 Jul 8;43:95-117. PMID: 32075520 DOI: https://doi.org/10.1146/annurev-neuro-090919-022842 DOI: https://doi.org/10.1146/annurev-neuro-090919-022842
  11. Masson, S. (2020). Activer ses neurones pourmieux appendre et enseigner. Paris : Odile Jacob.
  12. Peluau, B. (2017). La plasticité cérébrale. Dans P. Toscani (Dir.), Les neurosciences au cœur de la classe (pp. 38-43). Éditions de la Chronique sociale.
  13. Péters, S. (2020). Accompagner les ados vers la réussite scolaire: La méthode des 6 passages. Namur : Erasme.
  14. Reeve, J. (2017). Psychologie de la motivation et des émotions. Bruxelles : De Boeck.
  15. Siegel, D. (2018). Le cerveau de votre ado. Comment il se transforme de 12 à 24 ans. Paris : Les Arènes.
  16. Toscani, P. (2017). Les neurosciences au cœur de la classe. Lyon : Éditions de la Chronique sociale.
  17. Viau, R. (2015). La motivation en contexte scolaire. Bruxelles : De Boeck.
  18. Willingham, D. (2010). Pourquoi les enfants n’aiment pas l’école. Paris : La Librairie des Ecoles.
  19. Yurgelun-Todd D. Emotional and cognitive changes during adolescence. Curr Opin Neurobiol. 2007 Apr;17(2):251-7. PMID: 17383865DOI: https://doi.org/10.1016/j.conb.2007.03.009 DOI: https://doi.org/10.1016/j.conb.2007.03.009