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Traitement cognitif et compétences psychosociales des écoliers : étude comparée des stratégies mentales liées à la réception des consignes et la réalisation d’une tâche scolaire

Abstract : The research presented is akin to a dive into the depths of the learner's brain and the interactions elicited by a learning situation. It aims to understand the psychic and socio-psychological processes involved and to allow their translation in the form of mental strategies from the three main informational registers: affective, cognitive and behavioral. It also involves studying the psychosocial skills of learners and their updating, taking into account the social situation, their development space and the feedback modalities allowed by the learning context. The problem revolves mainly around the weak transfer of skills which is lacking in the school field. We postulate that the ego-ecological modalities implemented within a given education system would benefit from being further explored, clarified and articulated. On this basis, our main question is: how can the school make a greater contribution to the development of skills in view of the multitude of psychological and psychosocial issues and functioning specific to each learning situation? More precisely, to what extent can it develop psychosocial skills in learners taking into account their own personal strategies for building and appropriating learning and knowledge? Inspired by the crossing of qualitative and quantitative approaches, the quasi-experimental approach set up inspired by the AEA (Learning-Experience-Action) model, here, made it possible to understand in detail some internal and external processes activated as a result of '' transmission of educational instructions. The analysis of the results carried out from the point of view of the psychosocial skills developed during the interactions generated throughout the effective performance of the requested tasks makes it possible to further support the fundamental interest of adopting a reflective multimodal approach in the context of numerous learning in a school environment.
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https://hal.univ-lorraine.fr/tel-03199459
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Submitted on : Thursday, April 15, 2021 - 4:16:32 PM
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  • HAL Id : tel-03199459, version 1

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Ismail Chaaouf. Traitement cognitif et compétences psychosociales des écoliers : étude comparée des stratégies mentales liées à la réception des consignes et la réalisation d’une tâche scolaire. Psychologie. Université de Lorraine, 2020. Français. ⟨NNT : 2020LORR0271⟩. ⟨tel-03199459⟩

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