Métacognition et croyances motivationnelles: Un mariage de raison

Abstract

Although the prominence of motivational beliefs in learning and academic achievement has been largely acknowledged, researchers have only recently investigated the relations between these beliefs and the metacognitive aspects of learning, especially as part of self-regulated learning. We provide an outline of the different theories and of a number of empirical studies focused on the connections between metacognition and motivation. The implications in terms of teaching, learning and cognitive education are finally discussed.cognitive development, problem solving, self-confidence, personal autonomy, cross-curricular competences, learning strategy.