Réaction des Femmes à une Perspective d'effort Intellectuel pour Effectuer un Apprentissage
DOI:
https://doi.org/10.56105/cjsae.v2i2.2361Abstract
Résumé
Comment les femmes réagissent-elles à la perspective d'un effort intellectuel? Ont-elles tendance à fuir les situations qui exigent un effort comme le laissent prévoir, par exemple, les recherches sur la motivation à l'accomplissement? Cette étude menée auprès de 33 femmes, enseignantes au primaire et ayant entre 35 et 40 ans, nous indique qu'elles acceptent dans une très forte majorité d'entreprendre une activité d'apprentissage qui exige un effort particulier. Les données, recueillies à l'aide d'un instrument projectif inspiré des travaux sur la motivation à l'accomplissement initiés par McClelland, font voir cependant que les causes de perception positive de l'effort sont liées a la tâche alors que les causes de perception négative sont davantage liées au sujet lui-même, à savoir son manque de confiance et la perception d'un manque d'habileté pour accomplir la tâche. D'autres recherches devront cependant être menées pour vérifier et approfondir ces résultats afin de mieux comprendre la réaction des femmes, et des adultes en général, à la perspective d'un effort intellectuel à faire pour apprendre.
How do women react in view of an intellectual effort? Do they tend to escape from situations that require an effort as one can predict from the research done on achievement motivation? The present study conducted with 33 women, teachers on the primary level and being between 35 and 40 years of age, shows that they agree in a very large proportion, to start a learning activity that requires a particular effort. Moreover, the data gathered through a projective tool developed from McClelland's work on achievement motivation, shows that the causes of a positive perception of the effort are linked to the task as the causes of a negative perception are more linked to the subject herself, that is, her lack of self-confidence and her perception of a lack of ability to achieve a task. More studies are needed however to verify and to deepen those results so one can better understand the reaction of women, and of adults in general, in view of an intellectual effort to learn.
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