The Future of Education

This study carefully examines the evolution of motivation to learn in the context of the transition between primary and secondary school. Self-reported perceptions provided by 323 students from the Quebec (Canada) French public sector were analyzed. Our main objective was to distinguish different developmental trajectories associated to their expectations of success and the value they place on learnings. We also characterized these trajectories by considering the quality of their social relations. Results revealed three patterns of changes for both expectations of success (they were low and declining, medium and stable or high and declining) and perceived value of learnings (low and stable, average and declining or high and declining). This indicates that not all students experience a decline in motivation. We also realized that some relational dimensions were significantly related to these different patterns of changes: sense of acceptance, peers’ school attitudes and support provided by the teacher. In fact, the more students described their relationships as warm and supportive, the more motivated they were. These results call for proper examination of the quality of the relationships students cultivate during this transition, as they may reflect the state of their motivation to learn.

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