SENTIMENT D'AUTO‐EFFICACITÉ ET EXERCICE DES PROCESSUS D'AUTORÉGULATION CHEZ DES ÉTUDIANTS DE NIVEAU COLLÉGIAL*

Abstract

This study examines the influence of self‐efficacy on the self‐regulatory mechanisms exercised during a verbal concept formation task. High or low‐self‐efficacy is experimentally induced among sixty four college students who subsequently have to solve, aloud, different problems of concept formation. Self‐regulation was examined based on the utilization of the cognitive strategies required to solve the task, the monitoring strategies applied over the cognitive enterprise and the metacognitive experiences emerging along the resolution. Both groups exhibite similar cognitive strategies, yet some of their monitoring strategies and metacognitive experiences are affected by their self‐efficacy judgments. The nature of self‐efficacy should be considered when studying the relationship between metacognitive knowledge and self‐regulation as applied during the task resolution.

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