Personne :
Bradet, Richard

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Bradet
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Richard
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Université Laval. Département des fondements et pratiques en éducation
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ncf10279586
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Voici les éléments 1 - 3 sur 3
  • Publication
    Accès libre
    A self determination theory perspective on RIASEC occupational themes : motivation type as predictors of self-efficacy and college program domain
    (American Psychological Association, 2019-04-25) Bradet, Richard; Bureau, Julien S.; Guay, Frédéric; Ratelle, Catherine; Litalien, David
    Using the RIASEC (Realistic, Investigative, Artistic, Social, Enterprising, Conventional; Holland, 1997) model of occupational themes and a one-year prospective study, we investigated if identified, introjected and external regulations for vocational activities and their combination are relevant to understand self-efficacy and attendance in a college program over and above interests (intrinsic motivation). Participants were 966 college students (66% female) who completed measures of motivation types (Time 1) and self-efficacy (Time 1 and Time 2) toward each RIASEC occupational theme. Results based on a variable-centered approach revealed that students with autonomous motivations for a given RIASEC domain generally showed positive changes in self-efficacy in this domain. Students with high self-efficacy and identified regulation were also more likely to pursue a program in a corresponding domain. The combination of the types of motivation to predict outcomes was achieved via person-centered analyses (latent profile analyses). Results indicated three or four profiles' solution by RIASEC domain. In general, being in most adaptive profile (high levels of autonomous motivation, but low levels of controlled motivation) was more adaptive in terms of self-efficacy or attending a college program than other combination of motivation types. Results are discussed in light of Self-Determination Theory and the RIASEC model.
  • Publication
    Restreint
    Trajectories of academic self-concept during the elementary school years : a growth mixture analysis
    (JAI Press, 2022-08-17) Bradet, Richard; Boivin, Michel; Guay, Frédéric; Ahn, Jiseul Sophia; Morin, Alexandre J. S.; Marsh, Herbert W.
    In this study, we seek to identify different profiles of children following distinct developmental trajectories of academic self-concept. Moreover, we look at their developmental outcomes regarding school achievement and educational attainment. This study relied on an accelerated longitudinal design that followed three cohorts of elementary school children (445, 479 and 356 students respectively in Grade 2, 3, and 4) during three consecutive school years (49.5 % girls). Results from growth mixture analyses revealed four distinct trajectory profiles: Low Stable (28.71 %), Moderate Decreasing (40.4 %), High Decreasing (10.71 %), and High Increasing (20.18 %). Compared to children with other profiles, children with a Low Stable profile displayed lower levels of academic achievement over the elementary school years, as well as lower educational attainment 9 years later, whereas children with one of the High profiles displayed the
  • Publication
    Accès libre
    Fostering the use of pedagogical practices among teachers to support elementary students' motivation to write
    (Academic Press, 2020-09-16) Boulet, Johannie; Gilbert, William; Bradet, Richard; Falardeau, Érick; Guay, Frédéric
    Based on self-determination theory, this research aimed at evaluating the effectiveness of the CASIS professional development (PD) program for fostering (1) teachers’ use of five recommended pedagogical practices during a writing lesson and (2) students’ motivational resources (intrinsic, identified, and controlled regulations) toward writing. Two quasi-experimental studies with two-time points were conducted among preservice (Study 1, n = 32) and inservice (Study 2, n = 111) elementary teachers and their students (Study 1, n = 559; Study 2, sample 1, n = 1779; sample 2, n = 1471). In both studies, the CASIS PD program appeared to foster the use of two of the five recommended pedagogical practices. For the other three, some effects were observed in one study but were not always reproduced in the other. Although the CASIS PD program fostered greater use of the pedagogical practices, this effect did not always translate directly to the students’ motivational resources. However, some significant differences were observed between students of the CASIS and the control groups on identified and controlled regulations, as a function of the socioeconomic background of the schools in which teachers and students were sampled. The results are discussed in light of past research and relevant theories.