%0 Journal Article
%T M¨¦tacognition et formation des adultes
%A Arnim Kaiser
%A Ruth Kaiser
%J Questions Vives : Recherches en ¨¦ducation
%D 2011
%I Universit¨¦ de Provence
%R 10.4000/questionsvives.463
%X Actuellement, il existe de nombreuses ¨¦tudes empiriques abordant la relation entre la m¨¦tacognition et les analyses th¨¦oriques correspondantes, relation concernant plus particuli¨¨rement l¡¯apprentissage par auto-r¨¦gulation. En revanche, trois aspects importants demeurent, jusqu¡¯¨¤ pr¨¦sent, quelque peu exclus : les ¨¦tudes int¨¨grent rarement les adultes dans la population ¨¦tudi¨¦e, elles se consacrent tr¨¨s rarement ¨¤ la mise en  uvre d¡¯approches ¨¤ orientation m¨¦tacognitive dans un champ didactique concret et ¨¦cartent en grande partie la question de savoir de quelles comp¨¦tences doivent disposer les enseignants au sein de la formation continue si l¡¯on veut que la m¨¦tacognition devienne partie int¨¦grante de leur conception de l¡¯enseignement et de l¡¯apprentissage. La pr¨¦sente contribution se propose donc de combler quelques unes de ces lacunes de mani¨¨re cibl¨¦e en s¡¯appuyant sur les r¨¦sultats de diff¨¦rents projets de recherche dans lesquels la m¨¦tacognition joue un r le essentiel. Invariably, thinking is concomitant with metacognition. Against the background of this thesis, the article pursues a number of theoretical as well as empirical questions which arise in this context. What, precisely, is to be understood under the term metacognition? Which are the constitutive elements of the definition? What does an explicit metacognitive orientation consist of? Using a primarily empirical approach, more in-depth questions are looked into: Among adult learners, what is the distribution of developed versus less developed metacognitive orientations in the random samples available to us? Which are the personality variables that favor the acquisition and explicit application of metacognitive accesses? Does a developed metacognitive attitude have an effect on learning success, and if so, what weight does it have? The last-mentioned questions were clarified in two research projects on organized continued education of several years duration. One was focused on the explicit imparting of metacognitive techniques, the other on the design and performance of the specific verification of learning success.
%K metacognition
%K metacognitive orientation
%K learning attitude
%K learning success
%K attribution of success
%K confidence in success
%K metacognitive training
%K adult learning
%K m¨¦tacognition
%K orientation m¨¦tacognitive
%K projet d¡¯apprentissage
%K r¨¦ussite
%K attribution de la r¨¦ussite
%K confiance
%K entra nement m¨¦tacognitif
%K apprentissage chez l¡¯adulte
%U http://questionsvives.revues.org/463