La double dimension de l'apprentissage autodirigé Contribution à une théorie du sujet social apprenant

Authors

  • Philippe Carré Université Paris X - Nanterre

DOI:

https://doi.org/10.56105/cjsae.v17i1.1871

Abstract

In this article the author lays the foundation for a conceptualization of self-direction from an analysis of its place in the debates occurring in both Europe and North America. The proposed model is grounded in two meanings of the concept: the self-determined will to learn and the abilities of learning self-regulation. Self-efficacy to learn underlies these two meanings in the proposed conceptualization of self-direction.

Résumé

Cet article jette les bases d'une conceptualisation de l'autodirection à partir du débat sur cette notion en Amérique du Nord et en Europe. Le modèle théorique proposé est enracine dans deux dimensions conceptuelles : la volonté autodéterminée d'apprendre d'un côté et les capacités d'autorégulation de l'apprentissage de l'autre. Le sentiment d'efficacité personnelle à apprendre est sous-jacent à ces deux dimensions dans le modèle proposé de l'autodirection.

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Published

2003-05-01

How to Cite

Carré, P. (2003). La double dimension de l’apprentissage autodirigé Contribution à une théorie du sujet social apprenant. Canadian Journal for the Study of Adult Education, 17(1), 66–91. https://doi.org/10.56105/cjsae.v17i1.1871

Issue

Vol. 17 No. 1 (2003)

Section

Articles

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