5 - Parents’ Engagement in Adult Literacy and its Impact on their Children’s Schooling
Corresponding Author(s) : Efua Irene Amenyah
Afrique et développement,
Vol. 37 No 3 (2012): Afrique et développement: Special Issue on Parents’ Involvement in Children’s Lives in Africa
Résumé
Cette étude analyse les effets positifs de l’engagement des adultes dans les cours d’alphabétisation et son impact sur le maintien et la performance de leurs enfants à l’école. Le postulat est que lorsque qu’ils prennent toute la mesure de la valeur des activités d’apprentissage, les adultes -poursuivant des objectifs personnels à travers leur engagement et la fréquentation des cours d’alphabétisation- voient leurs enfants fréquenter régulièrement l’école et réussir. Les données ont été collectées et analysées selon une méthodologie mixte de recherche combinant approches qualitative et quantitative. Ont été interrogés 132 apprenants adultes et 20 enseignants volontaires empruntés à dix différents cours d’alphabétisation pour adultes à travers le Togo. Les conclusions ont permis d’établir que les adultes engagés dans un apprentissage, performants et persévérants pendant les cours avaient un comportement positif à l’égard de leurs enfants et étaient donc aptes à s’impliquer dans la scolarisation de leurs enfants en les encourageant à apprendre à faire mieux et plus à l’école.
Mots-clés
Télécharger la référence bibliographique
Endnote/Zotero/Mendeley (RIS)BibTeX
- Amenyah, E.I., 2005, ‘Evaluation des programmes d’alphabétisation destinés à des auditrices au Togo’, CUSE/FASTEF, Dakar, Université Cheikh Anta Diop, UCAD.
- Amenyah, E.I., 2011, ‘La Problématique de «Départ Précoce» dans les classes d’alphabétisation des adultes au Togo’, IPSY/PSP, Louvain la Neuve, UCL.
- Amenyah, E.I., Bourgeois, E. and Frenay, M., 2010, ‘Perceived Value, Goals and Engagement in Learning in Adult Literacy Programs’, Bulgarian Comparative Education Society, Plovdiv, BCES Conference, Vol. 9, pp. 369-374.
- Amenyah, E.I., Bourgeois, E. and Frenay, M., 2010, ‘Related Cost Value, Engagement in Learning Activities and Drop-out in Adult Literacy Classes’, Occasional Papers in Education and Lifelong Learning, Vol. 4, nos. 1-2, pp. 83-95.
- Aubret, J., 2001, ‘L’engagment en formation et les rapports au travail, à autrui et à soi’, Carré, P., ed., L’engagment en formation et les rapports au travail, à autrui et à soi, Paris, Harmattan, pp. 163-182.
- Balleux, A., 2000, ‘Evolution de la notion d’apprentissage expérientiel en éducation des adultes: vingt-cinq ans de recherche’, Revue des sciences de l’éducation, Vol. 26, no. 2, pp. 263-286.
- Boekaerts, M., Pintrich, P.R. and Zeidner, M., Eds., 2000, Handbook of Self- Regulation, San Diego, Academic Press.
- Bourdon, S., 2010, ‘L’éducation des adultes, entre le biographique et le curriculaire’, Education et Francophonie, Vol. 38, no. 1, pp. 1-10.
- Bourgeois, E., 1996, ‘L’adulte en formation: regards pluriels’, Perspectives en éducation, Bruxelles, De Boeck Université.
- Bourgeois, E., 1998, ‘Apprentissage, motivation et engagement en formation’, Education Permanente, Vol. 136, no. 3, pp. 101-109.
- Bourgeois, E., 2006, ‘Se motiver à apprendre’, Chapelle, G. et Bourgeois, E., eds., Se motiver à apprendre, Paris, Apprendre, PUF.
- Bourgeois, E., 2006, ‘Tensions identitaires et engagement en formation’, Barbier, J.-M., Bourgeois, E., Kaddouri, M. et De Villers, G., eds., Tensions identitaires et engagement en formation, Perspectives en éducation, pp. 65-120, Paris: L’Harmattan, Action & Savoir.
- Bourgeois, E., 2009, ‘Motivation et Formation des adultes’, Carré, P. et Fenouillet, F., Motivation et formation des adultes, pp. 233-251, Paris, DUNOD.
- Brookfield, S., 1986, Understanding and Facilitating Adult Learning, San Francisco, Jossey-Bass.
- Carré, P., 1997, ‘Motivations et formation des adultes: état de la question’, Revue de Psychologie de l’éducation, Vol. II, no. 2, pp. 227-258.
- Carré, P., 1998, ‘Motifs et Dynamiques d’engagement en formation. Synthèse d’une étude qualitative de validation auprès de 61 adultes en formation professionnelle continue’, Education Permanente, Vol. 136, no. 3, pp. 19-131.
- Carré, P., ed., 2001, De la motivation à la formation, Paris: Harmattan. Comings, J.P., 1995, ‘Literacy Skill Retention in Adult Students in Developing Countries’, International Journal of Educational Development, Vol. 15, no. 1, pp. 37-45.
- Comings, J.P., 2007, ‘Persistence: Helping Adult Education Students Reach Their Goals’, available at www.ncsall.net/fileadmin/resources/ann_rev/comings-02.pdf, pp. 23-46.
- Comings, J.P., Parrella, A. and Soricone, L., 2000, ‘Helping Adults Persist: Four Supports’, Focus on Basis: Connecting Research & Practice, Vol. 4, issue A. Available online at http://www.ncsall.net/?id=332
- Creten, H., Lens, W. and Simons, J., 2001, ‘The Role of Perceived Instrumentality in Student Motivation’, A. Efklides et al., eds., Trends and Prospects in Motivation Research, pp. 37-45, The Netherlands: Kluwer Academic Publishers.
- Dweck, C.S. and Leggett, E. L., 1988, ‘A Social-cognitive Approach to Motivation and Personality’, Psychological Review, Vol. 95, no. 2, pp. 256-273.
- Eccles, J.S., Adler, T., Futterman, R., Goff, S., Kaczala, C., Meece, J. and Midgley, C., 1983, ‘Expectancies, Values and Academic Behaviors’, in Spence, J.T., ed., Expectancies, Values and Academic Behaviors, pp. 75-146, San Francisco: W.H. Freeman.
- Eccles, J.S. and Wigfield, A., 2002, ‘Motivational Beliefs, Values, and Goals’, Annual Review of Psychology, Vol. 59, no. 1, pp. 109-132.
- Eccles, J.S., Wigfield, A. and Rodriguez, D., 1998, ‘The Development of Children’s Motivation in School Contexts’, Review of Research in Education, Vol. 23, pp. 73-118.
- Eccles, J.S., Wigfield, A. and Schiefele, U., 1998, ‘Motivation to Succeed’, in Damon, W.S.E. and Eisenberg, N.V.E., eds., Motivation to succeed, pp. 1017- 1095, New York: Wiley.
- Feather, N.T., Ed., 1982a, Expectations and Actions: Expectancy-value Models in Psychology, Hillsdale, NJ: Earlbaum.
- Feather, N.T., 1982b, ‘Human Values and the Prediction of Action: An Expectancy- valence Analysis’, in Feather, N.T., ed., Human Values and the Prediction of Action: An Expectancy-valence Analysis, Hillsdale, NJ: Erlbaum. pp. 263-289.
- Feather, N.T., 1982c, ‘Reasons for Entering Medical School in Relation to Value Priorities and Sex of Student’, Journal of Occupational Psychology, Vol. 55, pp. 119-128.
- Feather, N.T., 1988, ‘Values, Valences, and Course Enrollment: Testing the Role of Personal Values within an Expectancy-value Framework’, Journal of Educational Psychology, Vol. 80, no. 3, pp. 381-391.
- Forster, J., Grant, H., Idson, L.C. and Higgins, E.T., 2001, ‘Success/Failure Feedback, Expectancy, and Approach/Avoidance Motivation: How Regulatory Focus Moderates Classic Relations’, Journal of Experimental Social Psychology, Vol. 37, pp. 253-260.
- Fredricks, J.A., Blumenfeld, P.C. and Paris, A.H., 2004, ‘School Engagement: Potential of the Concept, State of the Evidence’, Review of Educational Research, Vol. 74, no. 1, pp. 59-109.
- Gartner, J.L., 2005, ‘Adult Basic Education Students’ Perceptions of Personal/ Social Costs and Benefits’, Doctoral Dissertation, University of Maryland.
- Guan, J., 2004, ‘Achievement Goals Among High School Students in Physical Education’, Doctoral Dissertation, Texas A&M University.
- Lebel, C., Bélair, L.M. and Descôteaux, M., 2007, ‘L’analyse de construits au service de la persévérance’, Education et Francophonie, Vol. XXXV, no. 2, pp. 133-152.
- Lens, W., 2001, ‘How to Combine Intrinsic Task-Motivation with the Motivational Effects of the Instrumentality of Present Tasks for Future Goals’, in A. Efklides et al., eds., How to Combine Intrinsic Task-Motivation with the Motivational Effects of the Instrumentality of Present Tasks for Future Goals, Netherlands, Kluwer Academic Publishers. pp 23-36.
- Monnoye, M., 2007, ‘Motivation et engagement en formation: Le rôle de l’instrumentalité perçue dans l’engagement d’adultes en formation d’alphabétisation’, PSP, Louvain la Neuve, UCL.
- Phalet, K., Andriessen, I. and Lens, W., 2004, ‘How Future Goals Enhance Motivation and Learning in Multicultural Classrooms’, Educational Psychology Review, Vol. 16, no. 1, pp. 59-89.
- Pintrich, P.R. and De Groot, E.V., 1990, ‘Motivational and Self-regulated Learning Components of Classroom Academic Performance’, Journal of Educational Psychology, Vol. 82, no. 1, pp. 33-40.
- Pintrich, P.R. and Schunk, D.H., eds., 2002, Motivation in Education: Theory, Research and Applications, Columbus, OH: Merril Prentice Hall.
- Porter, K.E., Cuban, S., Comings, J.P. and Chase, V., 2005, ‘«One day, I will make it»: A Study of Adult Student Persistence in Library Literacy Programs’, report available at http://www.mdrc.org/publications/401/full.pdf
- Robinson-Pant, A., ed., 2004, Women Literacy and Development, Alternatives Perspectives, London and New York: Routledge.
- Salkind, N.J., 2008, Encyclopedia of Educational Psychology, Thousand Oaks: SAGE Publications.
- Sansone, C. and Harackiewicz, J.M., eds., 2000, Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance, San Diego, CA: Academic Press.
- Simons, J., Dewitte, S. and Lens, W., 2004, ‘The Role of Different Types of Instrumentality in Motivation, Study Strategies, and Performance: Know how to Learn, so you’ll Know What you Learn’, British Journal of Educational Psychology, Vol. 74, pp. 343-360.
- Thomas, A.M., 1990, L’Alphabétisation: Encourager les adultes à participer aux programmes, le Secrétariat national à l’alphabétisation: Ottawa, Canada.
- Unesco, 2006, ‘Rapport Mondial de Suivi sur l’Education Pour Tous: L’alphabétisation, un enjeu vital’, Paris. UNESCO.
- Vallerand, R.J. and Thill, E., 1993, Introduction à la psychologie de la motivation, Paris, Vigot.
- Vella, J.K., 2002, Learning to Listen and Learning to Teach, The Power of Dialogue in Educating Adults, San Francisco, CA: Jossey-Bass.
- Viau, R., 1994, La motivation en contexte scolaire, Paris, Bruxelles, De Boeck Université.
- Villemagne, C., 2011, ‘La réussite scolaire en contexte d’éducation des adultes: Résultats et Réflexions émergeant d’une recherche exploratoire’, Education et Francophonie, Vol. 39, no. 1, pp. 201-217.
- Wigfield, A., 1994, ‘Expectancy-Value Theory of Achievement Motivation: A Developmental Perspective’, Educational Psychology Review, Vol. 6, no. 1, pp. 49-78.
- Wigfield, A. and Eccles, J.S., 1992, ‘The Development of Achievement Task Values: A Theoretical Analysis’, Developmental Review, Vol. 12, no. 3, 265-310.
Les références
Amenyah, E.I., 2005, ‘Evaluation des programmes d’alphabétisation destinés à des auditrices au Togo’, CUSE/FASTEF, Dakar, Université Cheikh Anta Diop, UCAD.
Amenyah, E.I., 2011, ‘La Problématique de «Départ Précoce» dans les classes d’alphabétisation des adultes au Togo’, IPSY/PSP, Louvain la Neuve, UCL.
Amenyah, E.I., Bourgeois, E. and Frenay, M., 2010, ‘Perceived Value, Goals and Engagement in Learning in Adult Literacy Programs’, Bulgarian Comparative Education Society, Plovdiv, BCES Conference, Vol. 9, pp. 369-374.
Amenyah, E.I., Bourgeois, E. and Frenay, M., 2010, ‘Related Cost Value, Engagement in Learning Activities and Drop-out in Adult Literacy Classes’, Occasional Papers in Education and Lifelong Learning, Vol. 4, nos. 1-2, pp. 83-95.
Aubret, J., 2001, ‘L’engagment en formation et les rapports au travail, à autrui et à soi’, Carré, P., ed., L’engagment en formation et les rapports au travail, à autrui et à soi, Paris, Harmattan, pp. 163-182.
Balleux, A., 2000, ‘Evolution de la notion d’apprentissage expérientiel en éducation des adultes: vingt-cinq ans de recherche’, Revue des sciences de l’éducation, Vol. 26, no. 2, pp. 263-286.
Boekaerts, M., Pintrich, P.R. and Zeidner, M., Eds., 2000, Handbook of Self- Regulation, San Diego, Academic Press.
Bourdon, S., 2010, ‘L’éducation des adultes, entre le biographique et le curriculaire’, Education et Francophonie, Vol. 38, no. 1, pp. 1-10.
Bourgeois, E., 1996, ‘L’adulte en formation: regards pluriels’, Perspectives en éducation, Bruxelles, De Boeck Université.
Bourgeois, E., 1998, ‘Apprentissage, motivation et engagement en formation’, Education Permanente, Vol. 136, no. 3, pp. 101-109.
Bourgeois, E., 2006, ‘Se motiver à apprendre’, Chapelle, G. et Bourgeois, E., eds., Se motiver à apprendre, Paris, Apprendre, PUF.
Bourgeois, E., 2006, ‘Tensions identitaires et engagement en formation’, Barbier, J.-M., Bourgeois, E., Kaddouri, M. et De Villers, G., eds., Tensions identitaires et engagement en formation, Perspectives en éducation, pp. 65-120, Paris: L’Harmattan, Action & Savoir.
Bourgeois, E., 2009, ‘Motivation et Formation des adultes’, Carré, P. et Fenouillet, F., Motivation et formation des adultes, pp. 233-251, Paris, DUNOD.
Brookfield, S., 1986, Understanding and Facilitating Adult Learning, San Francisco, Jossey-Bass.
Carré, P., 1997, ‘Motivations et formation des adultes: état de la question’, Revue de Psychologie de l’éducation, Vol. II, no. 2, pp. 227-258.
Carré, P., 1998, ‘Motifs et Dynamiques d’engagement en formation. Synthèse d’une étude qualitative de validation auprès de 61 adultes en formation professionnelle continue’, Education Permanente, Vol. 136, no. 3, pp. 19-131.
Carré, P., ed., 2001, De la motivation à la formation, Paris: Harmattan. Comings, J.P., 1995, ‘Literacy Skill Retention in Adult Students in Developing Countries’, International Journal of Educational Development, Vol. 15, no. 1, pp. 37-45.
Comings, J.P., 2007, ‘Persistence: Helping Adult Education Students Reach Their Goals’, available at www.ncsall.net/fileadmin/resources/ann_rev/comings-02.pdf, pp. 23-46.
Comings, J.P., Parrella, A. and Soricone, L., 2000, ‘Helping Adults Persist: Four Supports’, Focus on Basis: Connecting Research & Practice, Vol. 4, issue A. Available online at http://www.ncsall.net/?id=332
Creten, H., Lens, W. and Simons, J., 2001, ‘The Role of Perceived Instrumentality in Student Motivation’, A. Efklides et al., eds., Trends and Prospects in Motivation Research, pp. 37-45, The Netherlands: Kluwer Academic Publishers.
Dweck, C.S. and Leggett, E. L., 1988, ‘A Social-cognitive Approach to Motivation and Personality’, Psychological Review, Vol. 95, no. 2, pp. 256-273.
Eccles, J.S., Adler, T., Futterman, R., Goff, S., Kaczala, C., Meece, J. and Midgley, C., 1983, ‘Expectancies, Values and Academic Behaviors’, in Spence, J.T., ed., Expectancies, Values and Academic Behaviors, pp. 75-146, San Francisco: W.H. Freeman.
Eccles, J.S. and Wigfield, A., 2002, ‘Motivational Beliefs, Values, and Goals’, Annual Review of Psychology, Vol. 59, no. 1, pp. 109-132.
Eccles, J.S., Wigfield, A. and Rodriguez, D., 1998, ‘The Development of Children’s Motivation in School Contexts’, Review of Research in Education, Vol. 23, pp. 73-118.
Eccles, J.S., Wigfield, A. and Schiefele, U., 1998, ‘Motivation to Succeed’, in Damon, W.S.E. and Eisenberg, N.V.E., eds., Motivation to succeed, pp. 1017- 1095, New York: Wiley.
Feather, N.T., Ed., 1982a, Expectations and Actions: Expectancy-value Models in Psychology, Hillsdale, NJ: Earlbaum.
Feather, N.T., 1982b, ‘Human Values and the Prediction of Action: An Expectancy- valence Analysis’, in Feather, N.T., ed., Human Values and the Prediction of Action: An Expectancy-valence Analysis, Hillsdale, NJ: Erlbaum. pp. 263-289.
Feather, N.T., 1982c, ‘Reasons for Entering Medical School in Relation to Value Priorities and Sex of Student’, Journal of Occupational Psychology, Vol. 55, pp. 119-128.
Feather, N.T., 1988, ‘Values, Valences, and Course Enrollment: Testing the Role of Personal Values within an Expectancy-value Framework’, Journal of Educational Psychology, Vol. 80, no. 3, pp. 381-391.
Forster, J., Grant, H., Idson, L.C. and Higgins, E.T., 2001, ‘Success/Failure Feedback, Expectancy, and Approach/Avoidance Motivation: How Regulatory Focus Moderates Classic Relations’, Journal of Experimental Social Psychology, Vol. 37, pp. 253-260.
Fredricks, J.A., Blumenfeld, P.C. and Paris, A.H., 2004, ‘School Engagement: Potential of the Concept, State of the Evidence’, Review of Educational Research, Vol. 74, no. 1, pp. 59-109.
Gartner, J.L., 2005, ‘Adult Basic Education Students’ Perceptions of Personal/ Social Costs and Benefits’, Doctoral Dissertation, University of Maryland.
Guan, J., 2004, ‘Achievement Goals Among High School Students in Physical Education’, Doctoral Dissertation, Texas A&M University.
Lebel, C., Bélair, L.M. and Descôteaux, M., 2007, ‘L’analyse de construits au service de la persévérance’, Education et Francophonie, Vol. XXXV, no. 2, pp. 133-152.
Lens, W., 2001, ‘How to Combine Intrinsic Task-Motivation with the Motivational Effects of the Instrumentality of Present Tasks for Future Goals’, in A. Efklides et al., eds., How to Combine Intrinsic Task-Motivation with the Motivational Effects of the Instrumentality of Present Tasks for Future Goals, Netherlands, Kluwer Academic Publishers. pp 23-36.
Monnoye, M., 2007, ‘Motivation et engagement en formation: Le rôle de l’instrumentalité perçue dans l’engagement d’adultes en formation d’alphabétisation’, PSP, Louvain la Neuve, UCL.
Phalet, K., Andriessen, I. and Lens, W., 2004, ‘How Future Goals Enhance Motivation and Learning in Multicultural Classrooms’, Educational Psychology Review, Vol. 16, no. 1, pp. 59-89.
Pintrich, P.R. and De Groot, E.V., 1990, ‘Motivational and Self-regulated Learning Components of Classroom Academic Performance’, Journal of Educational Psychology, Vol. 82, no. 1, pp. 33-40.
Pintrich, P.R. and Schunk, D.H., eds., 2002, Motivation in Education: Theory, Research and Applications, Columbus, OH: Merril Prentice Hall.
Porter, K.E., Cuban, S., Comings, J.P. and Chase, V., 2005, ‘«One day, I will make it»: A Study of Adult Student Persistence in Library Literacy Programs’, report available at http://www.mdrc.org/publications/401/full.pdf
Robinson-Pant, A., ed., 2004, Women Literacy and Development, Alternatives Perspectives, London and New York: Routledge.
Salkind, N.J., 2008, Encyclopedia of Educational Psychology, Thousand Oaks: SAGE Publications.
Sansone, C. and Harackiewicz, J.M., eds., 2000, Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance, San Diego, CA: Academic Press.
Simons, J., Dewitte, S. and Lens, W., 2004, ‘The Role of Different Types of Instrumentality in Motivation, Study Strategies, and Performance: Know how to Learn, so you’ll Know What you Learn’, British Journal of Educational Psychology, Vol. 74, pp. 343-360.
Thomas, A.M., 1990, L’Alphabétisation: Encourager les adultes à participer aux programmes, le Secrétariat national à l’alphabétisation: Ottawa, Canada.
Unesco, 2006, ‘Rapport Mondial de Suivi sur l’Education Pour Tous: L’alphabétisation, un enjeu vital’, Paris. UNESCO.
Vallerand, R.J. and Thill, E., 1993, Introduction à la psychologie de la motivation, Paris, Vigot.
Vella, J.K., 2002, Learning to Listen and Learning to Teach, The Power of Dialogue in Educating Adults, San Francisco, CA: Jossey-Bass.
Viau, R., 1994, La motivation en contexte scolaire, Paris, Bruxelles, De Boeck Université.
Villemagne, C., 2011, ‘La réussite scolaire en contexte d’éducation des adultes: Résultats et Réflexions émergeant d’une recherche exploratoire’, Education et Francophonie, Vol. 39, no. 1, pp. 201-217.
Wigfield, A., 1994, ‘Expectancy-Value Theory of Achievement Motivation: A Developmental Perspective’, Educational Psychology Review, Vol. 6, no. 1, pp. 49-78.
Wigfield, A. and Eccles, J.S., 1992, ‘The Development of Achievement Task Values: A Theoretical Analysis’, Developmental Review, Vol. 12, no. 3, 265-310.