Pauline Allix (docteure en psychologie, membre associé LPCN), Amélie Lubin (MC, LPCN), Céline Lanoë (MC, LPCN), Arnaud Mortier (PRAG, membre associé LPCN) et Sandrine Rossi (PR, LPCN) ont publié un nouvel article dans la revue European Journal of Psychology of Education.
Allix, P., Lubin, A., Lanoë, C. et al. Calibrated or not? Differential effects of the Cogni’Scol programme based on student profiles. European Journal of Psychology of Education, 41, 7 (2026). https://doi.org/10.1007/s10212-025-01053-2
Abstract
Metacognition is a key concept in the field of education. Some studies showed that metacognitive programmes can benefit students’ academic success, particularly for struggling students who lack awareness of their weaknesses or efficient strategies. In this vein, our study aims to take into account the cognitive profile of middle-school French students who received the metacognitive educational programme Cogni’Scol. Using cluster analysis, we investigated the cognitive profiles of 87 middle-school students based on the alignment between their self-efficacy, cognitive measures, and their actual academic performance, whether they received the programme or not over 2 years. According to the cognitive profile and group (experimental vs. control), we then analysed the differential effects of the Cogni’Scol programme on students’ success in reading and mathematics tasks as well as on their calibration of self-efficacy with academic performance. Firstly, we identified four student cognitive profiles by integrating factors known to influence academic success (self-efficacy, memory, intellectual, executive, and metacognitive abilities), which have never been considered together in previous profiling studies. Secondly, the Cogni’Scol programme seems to promote only the calibration of self-efficacy with academic performance of some struggling students. We discuss some theoretical and methodological implications for future research.
Il est consultable via ce lien : https://doi.org/10.1007/s10212-025-01053-2. Celui-ci a été publié dans la revue European Journal of Psychology of Education. (IF : 2.8), La European Journal of Psychology of Education est une revue scientifique internationale à comité de lecture dédiée à l’analyse des processus psychologiques en contexte éducatif. Elle publie des recherches empiriques et théoriques portant sur l’apprentissage, la motivation, le développement et les interactions éducatives, dans une perspective principalement européenne et comparative, avec une ouverture internationale. La revue s’adresse aux chercheurs et universitaires en psychologie de l’éducation et en sciences de l’éducation, et vise à articuler recherche scientifique et pratiques éducatives.
Pauline Allix est une psychologue spécialisée dans le développement de l’enfant et de l’adolescent, docteure en psychologie cognitive et membre associée du Laboratoire de Psychologie Caen Normandie (Université de Caen Normandie). Sa thèse portait sur l’application des sciences cognitives à la réussite scolaire des collégiens, en mettant l’accent sur les programmes pédagogiques métacognitifs.
