Stratégies volitionnelles, sentiment d’autoefficacité et accompagnement étudiant : quelles relations dans un dispositif hybride?

Abstract

The research behind this article deals with the autonomy of nursing students enrolled in a hybrid learning system from the perspective of the self-regulation strategies they use to control their learning, during both in-person and distance learning sessions. It focuses on a specific type of self-regulation strategy known as “volitional”. In particular, this research studies the links between these volitional strategies and two other elements: on the one hand, the students’ perception of the support provided by their referent trainer and, on the other hand, their sense of self-efficacy regarding their persistence in training. This, it puts together these three specific elements that are rarely studied as a group, and all the less when it comes to hybrid training in higher education.