Engagement scolaire, bien-être personnel et autodétermination chez des étudiants à l’université = School engagement, personal well-being and self-determination in university students

Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement

Anne Brault-Labbé

Lise Dubé

Academic Achievement Motivation

Commitment

Motivation

Positive Psychology

Self-Determination

Student Engagement

Well Being

academic commitment

motivation

personal well-being

positive psychology

school engagement

self-determination theory

This article describes a study that was conducted with a sample of 266 university students and which was guided by two objectives: (a) applying a three-dimensional model of commitment to the academic area, while therein including new motivational considerations and, (b) exploring the nature of the psychological mechanisms by which academic commitment and self-determination interact to predict students’ personal well-being. Exploratory factor analyses allowed the validation of a first version of the Academic Commitment Scale. Correlational and multiple regression analyses permitted the corroboration of the hypothesis pertaining to the positive relationship between academic commitment and personal well-being amongst students. Exploratory and confirmatory analyses led to the corroboration of the hypothesis pertaining to the mediating role of academic commitment in the association between students’ self-determination and personal well-being. The worth of using academic commitment, self-determination, and personal well-being as main targets of investigation while trying to elaborate a model of optimal academic functioning is discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

42

2

80-92

avril 2010

Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement

10.1037/a0017385

0008-400X

pdh

2010-06302-002