Biographie

Mes intérêts de recherche se situent à l'intersection de l'éducation et de la psychologie. Plus précisément, j'étudie l'apprentissage autorégulé, la métacognition, les stratégies d'apprentissage, la recherche d'aide, la motivation et les pratiques pédagogiques qui l'influencent, la motivation des enseignants ou encore leurs connaissances et leurs croyances.

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Liste des publications

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Recherche et publications

• Publications
  153 publications

  Apprentissage autorégulé. Formation, pratiques et conceptions des enseignants
  Berger, J.-L, Cartier, S. C., Fagnant, A. (Alphil, 2024) | Ouvrage édité

  Motivational self-regulation strategies : A synthesis of three studies
  Berger, J.-L., APA Convention : (3.8.2023) | Conférence

  Motivational Typologies among Teachers and Differences Within
  Margareta M. Thomson, Zarifa Zakaria, Jean-Louis Berger, International Journal on Studies in Education (2023) | Article

  Motivational Beliefs, Metacognition, and Self-Regulated Learning: Investigating the Learning Triumvirate with Stuart Karabenick , dans Advances in Motivation and Achievement
  Berger, J.-L. (2023), ISBN: 9781804557112 | Chapitre de livre

  L’apprentissage autorégulé
  (De Boeck. (Collection Pédagogies en développement), 2023), ISBN: 9782807351233 | Ouvrage édité

  Rôles multiples des croyances motivationnelles dans l'autorégulation de l'apprentissage : état de la question , dans L'apprentissage autorégulé
  Berger, J.-L. (2023), ISBN: 9782807351233 | Chapitre de livre

  De l'importance de se mettre d'accord sur le plan terminologique , dans L'apprentissage autorégulé
  Berger, J.-L., Cartier, C. S. (2023), ISBN: 9782807351233 | Chapitre de livre

  Motivation et perspectives professionnelles d’apprenti·es du commerce de détail
  Berger, J.-L., Jan, D., Didactique (2023) | Article

  Perceptions des enseignants et des formateurs de la formation professionnelle initiale suisse à l’égard des motivations et des connaissances des apprentis
  Jutras Dupont, C., Sauli, F., Wenger, M., Berger, J.-L. , Semaine internationale de l’éducation et de la formation.: (12.9.2022) | Conférence

  Comment persévérer dans un métier qui n’est pas le mien? Une étude auprès d’apprentis en gestion du commerce de détail
  Jan, D, Berger, J.-L., Semaine internationale de l’éducation et de la formation: (12.9.2022) | Conférence

  Les tensions de rôle des apprenti·e·s comme caractéristique de la qualité en FPI duale: de leur identification à leurs implications
  Wenger, M., Sauli, F., Berger, J.-L., 6e Colloque international de didactique professionnelle: (15.6.2022) | Conférence

  Un instrument d’évaluation formative pour soutenir une formation professionnelle de qualité : l’Inventaire Qualité de l’Apprentissage Dual
  Berger, J.-L., Sauli, F., Wenger, M., 89e Congrès de l’Acfas: (13.5.2022) | Conférence

  Profils d'apprenti·e·s reflétant des tensions de rôle en formation professionelle en alternance en Suisse
  Berger, J.-L., Wenger, M., Sauli, F., Psychologie du Travail et des Organisations (2022) | Article

  Des pratiques d’évaluation constructives à l’université ? Sous quelles conditions un examen peut-il soutenir les processus d’autorégulation de l’apprentissage ?
  Berger, J.-L., Gonzague, Y., La Revue LEeE (2022) | Article

  Analyse factorielle exploratoire et analyse en composantes principales : guide pratique
  rger, Jean-Louis, (2021) | Working paper

  Supporting Apprentices’ Integration of School- and Workplace-Based Learning in Swiss Initial Vocational Education and Training
  Florinda Sauli, Matilde Wenger, Jean-Louis Berger, Research in Post-Compulsory Education (2021) | Article

  Les pratiques des corps enseignant et formateur comme élément central de la qualité de la formation professionnelle par alternance en Suisse romande
  Wenger, M., Soborun, Y., Sauli, F., Berger, J.-L., 88e colloque de l’Association canadienne-française pour l’avancement des sciences (ACFAS): (3.5.2021) | Conférence

  On bascule en ligne ! Perceptions estudiantines de l’évaluation en ligne et apprentissage autorégulé.
  Berger, J.-L., Yerly, G., 33e colloque de l’ADMEE-Europe: (3.2021) | Conférence

  L’évolution des croyances et pratiques d’enseignement durant la formation à l’enseignement : une étude par la réalisation de cartes heuristiques
  Berger, J.-L., Sauli, F., Beaucher, C. , Formation et pratiques d’enseignement en question (2021) | Article

  What constitutes quality in the Swiss initial vocational education and training dual system: An apprentice perspective , dans enticeship in dual and non-dual systems: Between tradition and innovation.
  Sauli, F., Wenger, M., Berger, J.-L. (2021) | Chapitre de livre

  Comparative perspectives on motivations and values among novice teachers
  Berger, J.-L., Thomson, M. M., IAFOR Journal of Psychology & the Behavioral Sciences (2021) | Article

  Quels ponts entre recherche en éducation et société ? Le potentiel d’une exposition grand public , dans Quels sont les verrous à l'amélioration des pratiques éducatives et comment les débloquer ?
  Lê Van, K., Berger, J.-L. (2021), ISBN: 978-2-39061-094-6 | Chapitre de livre

  Motivation à apprendre, autorégulation motivationnelle et procrastination à l’adolescence
  Berger, J.-L., Revue française de pédagogie (2021) | Article

  Le concept de développement professionnel , dans Dictionnaire des concepts-clés de la formation des enseignants en Suisse romande et au Tessin
  Berger, J.-L. (2021), ISBN: 978-2-606-01944-0 | Chapitre de livre

  Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement
  Lauermann, F. and Berger, J.-L., Learning and Instruction (2021) | Article

  Strategy Motivation and Strategy Use: Role of Student Appraisals of Utility and Cost
  Karabenick, S.A. and Berger, J.-L. and Ruzek, E. and Schenke, K., Metacognition and Learning (2021) | Article

  Les tensions de rôle chez les apprenti·e·s pour caractériser la qualité perçue de la formation professionnelle en alternance et ses conséquences
  Berger, J.-L., Wenger, M., Sauli, F., L'orientation scolaire et professionnelle (2021) | Article

  Online vs. offline course evaluation revisited: testing the invariance of a course evaluation questionnaire using a multigroup confirmatory factor analysis framework
  pper and Lars Balzer and Jean-Louis Berger, Assessment, Evaluation and Accountability (2020) | Article

  L’auto-évaluation de leurs compétences par des apprentis en centre de formation spécialisée : adéquation, changement et liens avec les croyances motivationnelles
  Berger, J.-L., Gross, V., Tolivia, D., 32e colloque de l’ADMEE-Europe: (22.1.2020) | Conférence

  Contexte et apprentissage autorégulé : un regard francophone , dans Prendre en charge son apprentissage. L’apprentissage autorégulé à la lumière des contextes.
  Cartier, S. C., Berger, J.-L. (2020), ISBN: 9782343208374 | Chapitre de livre

  Autorégulation par la recherche d’aide dans des contextes de formation professionnelle et préprofessionnelle: l’importance des perceptions de la discipline , dans Prendre en charge son apprentissage. L’apprentissage autorégulé à la lumière des contextes.
  Berger, J.-L. (2020), ISBN: 978-2-343-20837-4 | Chapitre de livre

  La qualité de la formation professionnelle duale en Suisse
  Berger, J.-L., Wenger, M., Sauli, F. , Education permanente (2020) | Article

  Prendre en charge son apprentissage. L’apprentissage autorégulé à la lumière des contextes
  Berger, J.-L., Cartier, S. C. (L’Harmattan, 2020), ISBN: 9782343208374 | Ouvrage édité

  Influence d’une intervention métacognitive sur le processus de révision de productions écrites d’élèves en formation professionnelle initiale.
  Rérat, O., Berger, J.-L., La recherche en éducation (2020) | Article

  Motivating styles in dual initial vocational education and training: Apprentices’ perceptions of autonomy support and control
  Berger, J.-L., Gross, V. , Wenger, M., Sauli, F. , Journal for Vocational, Adult and Continuing Education and Training (2020) | Article

  Vocational teachers’ classroom management style: the role of motivation to teach and sense of responsibility
  Berger, J.-L., Girardet, C. , European Journal of Teacher Education (2020) | Article

  Les travaux du regroupement de chercheurs sur l'apprentissage autorégulé au Réseau international francophone de recherche en Éducation et en Formation , dans Prendre en charge son apprentissage. L’apprentissage autorégulé à la lumière des contextes.
  Cartier, S. C., Berger, J.-L. (2020), ISBN: 978-2-343-20837-4 | Chapitre de livre

  Help seeking, epistemological beliefs, and motivational beliefs in (pre)vocational students
  Sauli, F., Berger, J.-L., 18th Biennial Conference of the European Association for Research on Learning and Instruction: (12.8.2019) | Conférence

  Qu’est-ce qu’une formation professionnelle de qualité ? Conceptions d’apprenti-e-s en construction et en coiffure
  Wenger, M., Sauli, F., Gross, V., Berger, J.-L., Congrès de la Société Suisse de Recherche en Education: (26.6.2019) | Conférence

  How the perceived quality of in-company training matters: A study with apprentices in technical and retail occupations
  Wenger, M., Sauli, F., Berger, J.-L., The 3rd Crossing Boundaries in VET Conference: (23.5.2019) | Conférence

  Linking teacher efficacy and responsibility with teachers’ motivational styles and student engagement
  Lauermann, F., Berger, J.-L. , The Annual Meeting of the American Educational Research Association: (5.4.2019) | Conférence

  Apprentices’ perceptions of quality in the Swiss initial vocational education and training dual system
  Sauli, F., Wenger, M., Berger, J.-L., The 3rd Crossing Boundaries in VET Conference: (23.3.2019) | Conférence

  Apprentices’ perceptions of teachers’ and in-company trainers’ skills at the core of training quality
  Wenger, M., Sauli, F., Gross, V., Berger, J.-L., The 8th International Network on Innovative Apprenticeship Conference.: (21.3.2019) | Conférence

  Apprentices’ perceived quality of in-company training and its relevance for learning: a study in the technical and retail fields
  Berger, J.-L., Wenger, M., Sauli, F., The 6th Congress on Research in Vocational Education and Training.: (4.3.2019) | Conférence

  What constitutes the quality of training according to apprentices in the Swiss initial vocational education and training dual system ?
  Sauli, F., Wenger, M., Berger, J.-L., The 6th Congress on Research in Vocational Education and Training: (4.3.2019) | Conférence

  Evaluer la qualité d’une formation par les perceptions des participant.e.s: premiers résultats d’une recherche dans le contexte de la formation professionnelle initiale suisse
  Berger, J.-L., Sauli, F., Wenger, M., 31ème colloque de l’ADMEE-Europe: (8.1.2019) | Conférence

  Validation de la version francophone de l’échelle du sentiment de responsabilité des enseignants (Teacher Responsibility Scale)
  Vaudroz, C., Berger, J.-L., Mesure et évaluation en éducation (2019) | Article

  Apprentices’ perceptions of teachers’ and in-company trainers’ competences at the core of training quality , dans Contemporary apprenticeship reforms and reconfigurations.
  Wenger, M., Sauli, F. , Gross, V., Berger, J.-L. (2019) | Chapitre de livre

  The quality of the swiss initial vocational education and training system through apprentices’ perception of the connections between school and training company , dans Contemporary apprenticeship reforms and reconfigurations.
  Sauli, F., Wenger, M., Gross, V. , Berger, J.-L. (2019) | Chapitre de livre

  Teacher professional identity as multidimensional: mapping its components and examining their associations with general pedagogical beliefs
  Berger, J.-L. and Le Van, K., Educational Studies (2019) | Article

  Une affaire de métacognition : l’autoévaluation des stratégies d’apprentissage par questionnaire
  Berger, J.-L., Karabenick, S. A. , Évaluer - Journal international de recherche en éducation et formation (2019) | Article

  Conceptions de la planification des cours: une analyse avec Iramuteq
  Berger, J.-L., Gagné, A., La revue des sciences de l’éducation de McGill (2019) | Article

  Les changements de pratiques d’enseignement en formation à l’enseignement par alternance: l’apport des cartes heuristiques dans leur exploration.
  Sauli, F., Berger, J.-L., Beaucher, C. , 5e colloque du groupe Evaluation des Pratiques Professionnelles: (24.10.2018) | Conférence

  Enseignement explicite et autoévaluation: influence d’un entraînement métacognitif sur les performances d’élèves en formation professionnelle initiale.
  Rérat, O., Berger, J.-L. , 5e colloque du groupe Evaluation des Pratiques Professionnelles.: (24.10.2018) | Conférence

  Change in vocational teachers’ instructional practices through the lens of mind mapping.
  Sauli, F., Berger, J.-L., Beaucher, C., The European Association for Research on Learning and Instruction Special Interest Group 14 Learning and Professional Development conference.: (12.9.2018) | Conférence

  Motivations and attributions that predict teachers’ interest and confidence in their classroom teaching: A longitudinal study.
  Richardson, P. W., Berger, J.-L., Watt, H. M. G., The European Association for Research on Learning and Instruction Special Interest Group 8 Motivation and Emotion conference.: (15.8.2018) | Conférence

  How teachers’ characteristics explain students’ perceptions of teaching.
  Berger, J.-L., Lauermann, F., The European Association for Research on Learning and Instruction Special Interest Group 8 Motivation and Emotion conference.: (15.8.2018) | Conférence

  Les enjeux de la formation professionnelle. Le « modèle » suisse sous la loupe.
  Berger, J.-L., Bonoli, L., Lamamra, N. (Seismo (Collection Recherche en formation professionnelle). , 2018) | Ouvrage édité

  Des enjeux de la formation professionnelle en Suisse : quelques éléments de contexte , dans Enjeux de la formation professionnelle. Le « modèle » suisse sous la loupe.
  Berger, J.-L., Lamamra, N., Bonoli, L. (2018) | Chapitre de livre

  Factors influencing the evolution of vocational teachers' beliefs and practices related to classroom management during teacher education
  Girardet, C. and Berger, J.-L., Australian Journal of Teacher Education (2018) | Article

  Les défis au-delà du « modèle ». , dans Enjeux de la formation professionnelle. Le « modèle » suisse sous la loupe.
  Lamamra, N., Bonoli, L., Berger, J.-L. (2018) | Chapitre de livre

  Apprendre à planifier ses cours: évolution, sources de changement et processus d'apprentissage
  Berger, J.-L., Lê Van, K., Revue suisse des sciences de l’éducation (2018) | Article

  Teaching Experience, Teachers’ Beliefs, and Self-Reported Classroom Management Practices: A Coherent Network
  Berger, J.-L. and Girardet, C. and Vaudroz, C. and Crahay, M., SAGE Open (2018) | Article

  Motivation to Become a Teacher: a Norwegian Validation of the Factors Influencing Teaching Choice Scale
  Nesje, K. and Brandmo, C. and Berger, J.-L., Scandinavian Journal of Educational Research (2018) | Article

  Les croyances pédagogiques et identitaires des enseignants de la formation professionnelle: Le rôle de l'expérience d'enseignement et de la formation pédagogique
  Gobat, E. and Berger, J.-L., Canadian Journal of Education (2018) | Article

  The Motivational Basis of Classroom Management Practices and Beliefs of Swiss Vocational Teachers , dans Global Perspectives on Teacher Motivation
  Jean-Louis Berger, Céline Girardet, Cynthia Vaudroz, Carmela Aprea (2017) | Chapitre de livre

  Identity development in Swiss vocational education and training teachers.
  Morris, Z., Berger, J.-L. , The 17th Biennial Conference of the European Association for Research on Learning and Instruction: (29.8.2017) | Conférence

  Les évolutions identitaires des enseignants de la formation professionnelle en Suisse.
  Berger, J.-L., Congrès de la Société Suisse de Recherche en Education: (26.6.2017) | Conférence

  Dans quelle mesure l’expérience d’enseignement et la formation pédagogique comptent-elles dans les conceptions des enseignants de la formation professionnelle.
  Gobat, E., Berger, J.-L., 4ème colloque du groupe Evaluation des Pratiques Enseignantes.: (16.2.2017) | Conférence

  Facing student disengagement: Vocational teachers’ evolution of their classroom management.
  Girardet, C., Berger, J.-L., Journal for Educational Research Online (2017) | Article

  Apprentissage et développement de compétences dans la planification des cours.
  Lê Van, K., Berger, J.-L., Congrès de la Société Suisse de Recherche en Education.: (29.6.2016) | Conférence

  Facing passivity: Which strategies do vocational teachers report and how do these strategies evolve through teacher education.
  Girardet, C., Berger, J.-L., The European Association for Research on Learning and Instruction Special Interest Group Teaching and Teacher Education.: (20.6.2016) | Conférence

  Measuring quality and use of reading strategies: Development and validation of three instruments.
  Mekhaiel, M., Berger, J.-L., The European Association for Research on Learning and Instruction Special interest Group Text and Graphics Comprehension: (11.6.2016) | Conférence

  Comment les conceptions pédagogiques des enseignants en école professionnelle changent-elles durant leur formation ?
  Berger, J.-L., Lê Van, K., 3ème colloque international en éducation « Enjeux actuels et futurs de la formation et profession enseignante »: (5.5.2016) | Conférence

  L’évolution des pratiques de planification chez les enseignants de la formation professionnelle : mise en évidence des sources et processus.
  Lê Van, K., Berger, J.-L., 3ème colloque international en éducation « Enjeux actuels et futurs de la formation et profession enseignante »: (5.5.2016) | Conférence

  Enseigner en école professionnelle : choix du métier et évolution des pratiques et croyances pédagogiques durant la formation à l’enseignement.
  Lê Van, K., Girardet, C., Berger, J.-L., Journée nationale de travail sur la formation professionnelle.: (22.4.2016) | Conférence

  Construct Validity of Self-Reported Metacognitive Learning Strategies
  Jean-Louis Berger and Stuart A. Karabenick, Educational Assessment (2016) | Article

  Motivation à apprendre et volition à l’adolescence : développement et étude de la validité d’un nouvel inventaire.
  Berger, J.-L., Rinaldi Davinroy, D., Mesure et évaluation en éducation (2016) | Article

  Motivation, sentiment de responsabilité et styles de gestion de classe.
  Berger, J.-L., Girardet, C., Formation et pratiques d’enseignement en question (2016) | Article

  Les croyances des enseignants sur la gestion de la classe et la promotion de l’engagement des élèves : articulations aux pratiques enseignantes et évolution par la formation pédagogique.
  Berger, J.-L., Girardet, C. , Revue française de pédagogie (2016) | Article

  Choosing to teach: Measuring motivations to teach in Norway.
  Nesje, K., Brandmo, C., Berger, J.-L., The 16th Biennial Conference of the European Association for Research on Learning and Instruction.: (25.8.2015) | Conférence

  Apprendre : la rencontre entre motivation et métacognition
  Jean-Louis Berger , Peter Lang CH (2015) | Autre

  The determinants of VET educators’ occupational choice
  Jean-Louis Berger and Céline Girardet, Education + Training (2015) | Article

  The role of teaching experience and prior education in teachers’ self-efficacy and general pedagogical knowledge at the onset of teacher education.
  Vaudroz, C., Girardet, C. , Berger, J.-L., International Journal of Learning, Teaching and Educational Research (2015) | Article

  Berufswahlmotive von Lehrkräften an beruflichen Schulen in der Schweiz.
  Berger, J.-L., Aprea, C. , Berufsbildung in Wissenschaft und Praxis BWP (2015) | Article

  How does one year of teacher education change teachers’ instructional planning.
  Berger, J.-L., Vaudroz, C., Girardet, C., Aprea, C., The EAPRIL Conference.: (25.11.2014) | Conférence

  Teachers’ identity, motivation, and pedagogical beliefs: Investigating their coherence using multidimensional scaling.
  Berger, J.-L., Vaudroz, C., Girardet, C., Aprea, C., Crahay, M., Boraita, F., The European Conference on Educational Research.: (25.9.2014) | Conférence

  How general pedagogical knowledge and teacher’s self-efficacy at the onset of teacher education depend on teaching experience and prior education ?
  Vaudroz, C., Berger, J.-L., Boraita, F., Girardet, C., Aprea, C., The European Association for Research on Learning and Instruction Special Interest Group Learning and Professional Development: (27.8.2014) | Conférence

  The development of classroom management practices: What do vocational teachers think about it ?
  Girardet, C., Berger, J.-L., Vaudroz, C., Aprea, C., The European Association for Research on Learning and Instruction Special Interest Group Learning and Professional Development.: (27.8.2014) | Conférence

  Que savent les enseignants à l’entrée en formation ?
  Vaudroz, C. , Berger, J.-L., Boraita, F., Girardet, C., Aprea, C., Congrès de la Société Suisse de Recherche en Education: (23.6.2014) | Conférence

  L’évolution des pratiques de gestion de la classe : qu’en disent les enseignants de la formation professionnelle ?
  Girardet, C., Berger, J.-L., Vaudroz, C., Aprea, C., Congrès de la Société Suisse de Recherche en Education.: (23.6.2014) | Conférence

  A Longitudinal study on motivation to teach, causal attributive style, perception of teaching experience, and burnout.
  Berger, J.-L., Watt, H. G. M., Richardson, P. W., The 14th International Conference on Motivation.: (11.6.2014) | Conférence

  Unterrichtsplanung und planungsbezogene Überzeugungen von angehenden Lehrpersonen.
  Berger, J.-L., Aprea, C. , Journal für LehrerInnenbildung (2014) | Article

  Analogical reasoning in adolescents with intellectual disability: Effects of external memories and time processing
  Denaes, C. and Berger, J.-L., Journal of Research in Special Educational Needs (2014) | Article

  The articulation between teachers’ beliefs, classroom management practices and teaching experience .
  Girardet, C., Berger, J.-L., The 15th Biennial Conference of the European Association for Research on Learning and Instruction.: (27.8.2013) | Conférence

  The relation between teachers’ beliefs and practice in course planning.
  Wanlin, P., Berger, J.-L., Girardet, C. , The 15th Biennial Conference of the European Association for Research on Learning and Instruction: (8.2013) | Conférence

  VET teachers’ motivation explains their teaching practices: Motives to become a VET teacher, sense of responsibility, and classroom management practices.
  Girardet, C., Berger, J.-L., Aprea, C. , The 3rd Interdisciplinary Congress on Research in Vocational Education and Training.: (13.3.2013) | Conférence

  Motivation à devenir enseignant de la formation professionnelle, sentiment de responsabilité et pratiques de gestion de classe.
  Girardet, C., Berger, J.-L., XXe colloque de l’Association Francophone Internationale de Recherche Scientifique en Education.: (31.1.2013) | Conférence

  Fostering self-regulated learning: An introduction.
  Berger, J.-L., Brandmo, C. , Journal of Cognitive Education and Psychology (2013) | Article

  Croyances motivationnelles, habiletés numériques et stratégies dans l’apprentissage des mathématiques en formation professionnelle
  Jean-Louis Berger, Revue des sciences de l’éducation (2013) | Article

  Motivation et métacognition : les buts de compétence prédisent les processus métacognitifs en résolution de problèmes mathématiques.
  Berger, J.-L., Psychologie française (2013) | Article

  Trouble déficit de l'attention/hyperactivité : regards multiples sur la motivation et sa régulation. , dans L’autorégulation de l’apprentissage : perspectives théoriques et recherches empiriques.
  Berger, J.-L. (2013), ISBN: 978-2-36392-026-3 | Chapitre de livre

  Le concept d’apprentissage autorégulé : une introduction , dans L’autorégulation de l’apprentissage : perspectives théoriques et recherches empiriques
  Berger, J.-L., Büchel, F. P. (2013), ISBN: 978-2-36392-026-3 | Chapitre de livre

  Les déterminants du choix de carrière des enseignants de la formation professionnelle en Suisse.
  Berger, J.-L., D’Ascoli, Y., Nouveaux cahiers de la recherche en éducation (2013) | Article

  Underexplored contexts and populations in self-regulated learning and measurement issues.
  Berger, J.-L., Brandmo, C. , Journal of Cognitive Education and Psychology (2013) | Article

  Help seeking as a self-regulated learning strategy. , dans Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman .
  Karabenick, S. A. , Berger, J.-L. (2013) | Chapitre de livre

  L’apprentissage autorégulé : perspectives théoriques et recherches empiriques.
  Berger, J.-L., Büchel, F. P. (Ovadia, 2013), ISBN: 978-2-36392-026-3 | Ouvrage édité

  L’apprentissage autorégulé un champ de recherche bourgeonnant en voie de structuration. , dans L’autorégulation de l’apprentissage : perspectives théoriques et recherches empiriques.
  Büchel, F. P., Berger, J.-L. (2013), ISBN: 978-2-36392-026-3 | Chapitre de livre

  Promouvoir l’autorégulation chez les apprentis en formation professionnelle présentant des difficultés d’apprentissage : une intervention conduite par les enseignants. , dans L’autorégulation de l’apprentissage : perspectives théoriques et recherches empiriques.
  Berger, J.-L., Kipfer, N., Büchel, F. P. (2013), ISBN: 978-2-36392-026-3 | Chapitre de livre

  Des effets d’un entraînement métacognitif sur les stratégies et les performances en compréhension de texte chez des adolescents présentant de sévères difficultés d’apprentissage.
  Berger, J.-L., Kipfer, N., Büchel, F. P. , Nouveaux cahiers de la recherche en éducation (2013) | Article

  Promouvoir l’autorégulation chez les apprentis en formation professionnelle présentant des difficultés d’apprentissage : une intervention conduite par les enseignants. , dans L’autorégulation de l’apprentissage : perspectives théoriques et recherches empiriques.
  Berger, J.-L., Kipfer, N., Büchel, F. P. (2013), ISBN: 978-2-36392-026-3 | Chapitre de livre

  Apprendre le calcul professionnel : quand les buts de compétence affectent l’autorégulation. , dans L’autorégulation de l’apprentissage : perspectives théoriques et recherches empiriques
  Berger, J.-L. (2013), ISBN: 978-2-36392-026-3 | Chapitre de livre

  Uncovering vocational students' multiple goal profiles in the learning of professional mathematics: Differences in learning strategies, motivational beliefs and cognitive abilities
  Berger, J.-L., Educational Psychology (2012) | Article

  Métacognition et croyances motivationnelles : un mariage de raison.
  Berger, J.-L., Büchel, F. P. , Revue française de pédagogie (2012) | Article

  Motivations to Become Vocational Education and Training Educators: A Person-Oriented Approach
  Berger, J.-L. and D’Ascoli, Y., Vocations and Learning (2012) | Article

  Becoming a VET teacher as a second career: Investigating the determinants of career choice and their relation to perceptions about prior occupation
  Berger, J.-L. and D’Ascoli, Y., Asia-Pacific Journal of Teacher Education (2012) | Article

  Motivational beliefs and self-regulated learning in low vocational training tracks students.
  Berger, J.-L., Journal of Developmental and Educational Psychology (2012) | Article

  Motivations to become VET educator and beliefs about the profession.
  D’Ascoli, Y. , Berger, J.-L., The Annual European Conference on Educational Research.: (13.9.2011) | Conférence

  Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms
  Jean-Louis Berger and Stuart A. Karabenick, Learning and Instruction (2011) | Article

  Multiple motivational profiles of VET teachers and trainers: Differences in socio-demographic characteristics and beliefs about the occupation.
  Berger, J.-L., D’Ascoli, Y. , The 2nd Interdisciplinary Congress on Research in Vocational Education and Training.: (23.3.2011) | Conférence

  Fragen zum Lernen: Ein Instrument zur pädagogischen Diagnostik auf der Sekundarstufe I und II.
  Berger, J.-L., Büchel, F. P., Kipfer, N. (HEP Verlag, 2011) | Livre

  Questions sur l’Apprentissage : un instrument pour le diagnostic pédagogique aux niveaux secondaires I et II.
  Büchel, F. P., Kipfer, N., Berger, J.-L. (Loisir et Pédagogie , 2011) | Livre

  Les motivations à devenir enseignant. Revue de la question chez les enseignants de première et deuxième carrière.
  Berger, J.-L., D’Ascoli, Y. , Revue française de pédagogie (2011) | Article

  Expectancy-Value and the use of learning strategies: Clarifying their longitudinal relations over a high school term.
  Berger, J.-L., Karabenick, S.A., The 12th International Conference on Motivation.: (24.9.2010) | Conférence

  How valid are self-reports of metacognitive strategies?
  Berger, J.-L., Karabenick, S.A., The 4th Biennial Meeting of the European Association for Research on Learning and Instruction Special Interest Group Metacognition.: (26.5.2010) | Conférence

  Application individualisée d’un module d’intervention métacognitive pour les apprentis en formation professionnelle initiale , dans Evaluation et intervention auprès d’élèves en difficultés
  Berger, J.-L., Kipfer, N., Büchel, F. P. (2010) | Chapitre de livre

  Intervention métacognitive avec le programme DELF auprès de personnes présentant une déficience intellectuelle , dans Evaluation et intervention auprès d’élèves en difficultés
  Berger, J.-L. (Peter Lang, 2010) | Chapitre de livre

  Strategy acquisition by children with general learning difficulties through metacognitive training.
  Bosson, M., Hessels, M. G. P., Hessels-Schlatter, C., Büchel, F. P., Berger, J.-L., Kipfer, N., Revue francophone de la déficience intellectuelle (2010) | Article

  Un modèle d’intervention métacognitive pour les apprenants en formation professionnelle initiale de deux ans. Principes d’application collective et efficacité. , dans Evaluation et intervention auprès des élèves en difficultés.
  Berger, J.-L., Kipfer, N., Büchel, F. P. (2010), ISBN: 978-3-03911-747-5 | Chapitre de livre

  Efficiency of a metacognitive intervention for vocational students with learning difficulties.
  Berger, J.-L., Kipfer, N., Büchel, F. P., The 13th Biennial Conference of the European Association for Research on Learning and Instruction.: (25.8.2009) | Conférence

  Vocational students’ multiple goals profiles for professional mathematics courses.
  Berger, J.-L., The 13th Biennial Conference of the European Association for Research on Learning and Instruction.: (25.8.2009) | Conférence

  Effect of a metacognitive intervention on mathematics problem solving in vocational students with learning difficulties.
  Kipfer, N., Berger, J.-L., Büchel, F. P., The 12th International Conference for Cognitive Education & Psychology.: (7.2009) | Conférence

  Effect of a metacognitive intervention on mathematics problem solving in vocational students with learning difficulties.
  Kipfer, N., Berger, J.-L., Büchel, F. P., The 1st Interdisciplinary Congress on Research in Vocational Education and Training.: (25.3.2009) | Conférence

  Motivation, metacognition, and cognitive aptitudes in vocational students.
  Berger, J.-L., Journal of Cognitive Education and Psychology (2009) | Article

  Fostering learning competences in vocational education. , dans VET Boost: Towards a theory of professional competencies
  Elke, A., Grieder, S., Tiaden, C., Steiner, G., Metzger, C., Nüesch, C., Büchel, F. P., Berger, J.-L., Kipfer, N. (2009) | Chapitre de livre

  Remédier aux difficultés d’apprentissage des élèves présentant un trouble déficit d’attention et hyperactivité (TDA/H) par une approche métacognitive : revue de la littérature
  Kipfer, N., Hessels-Schlatter, C. , Berger, J.-L., L’Année psychologique (2009) | Article

  The influence of achievement goals on metacognitive processes in math problem solving.
  Berger, J.-L., Journal of Cognitive Education and Psychology (2009) | Article

  Learning and transfer effects of the metacognitive program DELV: The CISP study.
  Büchel, F. P., Berger, J.-L. , Kipfer, N., The 7th European Conference “Psychological Theory and Research on Mental Retardation and Cognitive Developmental Disabilities”.: (29.5.2008) | Conférence

  Metacognitive intervention for students in low vocational training tracks.
  Kipfer, N., Berger, J.-L. , Büchel, F. P., The 7th European Conference “Psychological Theory and Research on Mental Retardation and Cognitive Developmental Disabilities”.: (29.5.2008) | Conférence

  Acquisition of strategies in a metacognitive training for children with learning difficulties.
  Bosson, M., , Hessels, C., Berger, J.-L.,, Kipfer, N., Hessels, M. G. P., Büchel, F. P., The 7th European Conference “Psychological Theory and Research on Mental Retardation and Cognitive Developmental Disabilities”.: (29.5.2008) | Conférence

  Résultats de l’application du module d’intervention métacognitive auprès des apprenants de la formation professionnelle initiale en deux ans.
  Berger, J.-L., Büchel, F. P., Kipfer, N., L’Institut fédéral des hautes études en formation professionnelle.: (8.5.2008) | Conférence

  Effects of Metacognitive Intervention in Low-Performing Vocational Students
  Berger, J.-L., Kipfer, N., Büchel, F. P. , Journal of Cognitive Education and Psychology (2008) | Article

  Group wise assessment of learning potential of pupils in mainstream primary education and special educational classes
  Hessels, M. G. P., Berger, J.-L., Bosson, M. , Journal of Cognitive Education and Psychology (2008) | Article

  Metacognitive intervention for apprentices of the two-year initial vocational training with federal certificate .
  Berger, J.-L., Kipfer, N., Büchel, F. P. , The Advisory Board seminar of the Leading House Learning Strategy.: (12.2007) | Conférence

  Evaluation of strategy acquisition and transfer in metacognitive training for children with learning difficulties
  Bosson, M., Hessels, C., Berger, J.-L., Kipfer, N., Hessels, M. G. P., Büchel, F. P., The 12th Biennial Conference of the European Association for Research on Learning and Instruction.: (28.8.2007) | Conférence

  Questions about Learning (QaL): Analysis of a questionnaire about self-controlled learning in vocational training
  Berger, J.-L., Büchel, F. P., Kipfer, N., The 12th Biennial Conference of the European Association for Research on Learning and Instruction.: (28.8.2007) | Conférence

  Strumenti per accompagnare gli apprendisti della formazione biennale: esempio delle Domande sull’Apprendimento
  Kipfer, N., Berger, J.-L., Büchel, F. P., Giornata di studio organizzata dall’IUFFP di Lugano.: (2.2007) | Conférence

  The Questionnaire about Learning: First analyses
  Berger, J.-L., Büchel, F. P. , Kipfer, N., The Advisory Board seminar of the Leading House Learning Strategy.: (12.2006) | Conférence

  Individual training for apprentices enrolled in the two-year initial vocational training with federal certificate
  Büchel, F. P., Berger, J.-L., Märki, N., Kipfer, N., The Advisory Board seminar of the Leading House Learning Strategy.: (12.2006) | Conférence

  Achievement goals orientations, self-concept, metacognition, and causal attributions of vocational students in mathematical problem solving
  Berger, J.-L., Kipfer, N. , The 10th International Conference on Motivation: (28.9.2006) | Conférence

  Metacognitive training for children with learning difficulties: Transfer of metacognitive and cognitive strategies from decontextualised tasks to mathematical problems
  Bosson, M.., Fontana, S., Berger, J.-L., Kipfer, N., Dorner, J., Büchel, F. P., Hessels, M. G. P., Hessels-Schlatter, C., The 2nd International Biennal Conference of the Metacognitive Special Interest Group of the European Association for Research on Learning and Instruction.: (19.7.2006) | Conférence

  Development and validation of an integrative model of motivation and metacognition
  Berger, J.-L., The Pre-conference for Junior Researcher of the 11th Biennial Conference of the European Association for Research on Learning and Instruction.: (22.8.2005) | Conférence

  Metacognitive skills of children with learning difficulties in a mathematics task: Adaptation of Schoenfeld’s approach to a metacognitive intervention
  Berger, J.-L., Dorner, J., The Fifth European Conference “Psychological Theory and Research on Mental Retardation and Cognitive Developmental Disabilities”.: (27.5.2004) | Conférence
• Projets de recherche

  Scholars at Risk support for Tetyana Vereshchahina
  Statut: Terminé

  Début	01.05.2022
  Fin	30.04.2023
  Financement	FNS  Voir la fiche du projet
  Mrs Vereshchahina worked at the National University of Kiv-Mohyla Academy as assitant professor. She had to flee form the Ukraine due to the war. She is now together with her mother in Fribourg. She knows the University of Fribourg because of her work with Prof. Bernadette Charlier and research stays in 2015 and 2016 here. Prof. Charlier and Prof. Berger are looking forward to integrate her in their department and support her during her stay at the Unifr.

  How is the quality of upper-secondary-level VET understood by its players, and how does it influence learner commitment?
  Statut: Terminé

  Début	01.02.2018
  Fin	30.06.2022
  Financement	Autre

  La qualité de la formation professionnelle initiale : comment les acteurs de la formation la conçoivent-ils ? Comment module-t-elle l’engagement des apprentis ? Analyse inter lieux de formation et développement d’un instrument scientifiquement fondé
  Statut: Terminé

  Début	01.02.2018
  Fin	30.06.2022
  Financement	FNS
  The notion of quality of training has become increasingly important in the policy discourse on VET/PET in Switzerland and has been enshrined in the VET Act for over ten years. Although the Swiss VET/PET system is nationally and internationally recognized as performing well, this recognition is primarily based on economic indicators such as the youth unemployment rate. However, in order to improve the quality of the training received by the majority of adolescents and young adults in Switzerland, we believe it is essential to take an interest in how those involved in training (apprentices, vocational school teachers and company trainers) define and perceive the quality of this training. Promoting the quality of training should, in particular, reduce the risk of students dropping out and improve their commitment to their training. These indicators allow us to understand the impact of quality from a more psycho-pedagogical perspective, and this project therefore has three objectives that will be achieved through three consecutive studies. First, the focus group method will be used to understand how the above-mentioned actors perceive the characteristics of high (and low) quality training. Second, based on the results of the first objective, a questionnaire will be developed to allow trainees to express their views on the quality of their training in the two main venues, thus providing formative feedback to training managers. This instrument will be theoretically and scientifically based and its validity will be tested in the course of the project. Third, a questionnaire survey will be used to analyze the impact of the quality of training perceived by trainees on their commitment. The aim is to understand which quality characteristics - as perceived by the apprentices - promote or, on the contrary, limit the apprentices' commitment (behavioral, cognitive and emotional) in the two main training locations, i.e. the training company and the vocational school. The project has both scientific and practical objectives, and will focus on four occupations in which apprenticeship contracts are most frequently broken: a) hairdressing and beauty care, b) hotel and catering, c) construction, and d) retail. The three studies will provide the scientific basis for a pedagogical tool that can be used by various training managers to assess the quality of training (from the apprentice's point of view) and thus adapt their practices and the organization of training. In terms of contribution to scientific knowledge, the project will deepen work on the quality of teaching by considering an often neglected training context, that of initial vocational training. It will broaden current conceptions of the quality of vocational education and training by looking at the two main places of training and will be anchored in specific occupational fields. The project will take a fresh look at the quality of training and illustrate its relevance.

  Teaching Practices and Students’ Engagement: Public Perceptions and Scientific Conclusions
  Statut: Terminé

  Début	01.09.2017
  Fin	31.08.2019
  Financement	FNS
  This communication project, based on research funded by the Swiss National Science Foundation on vocational education, aimed to raise public awareness of teachers' classroom management's impact on student engagement and reshape perceptions of teaching. The research focused on the evolution of 71 teachers' beliefs about classroom management and the impact of these practices on student engagement. An interactive pictorial exhibition was organized in major cities in French-speaking Switzerland to communicate these findings. Aimed at people over the age of 12 and vocational students, the exhibition allowed visitors to experience classroom scenarios, receive feedback, and engage in public debates with researchers. The project emphasized that teachers' practices significantly influence students' engagement and highlighted the importance of pedagogical preparation. A website was created to replicate the exhibition to ensure a lasting impact, and evaluations were conducted through surveys and focus groups to assess changes in public perceptions of teaching.

  L'évolution des croyances et connaissances des enseignants en formation sur la planification de cours et la gestion de la classe
  Statut: Terminé

  Début	01.08.2013
  Fin	31.08.2016
  Financement	FNS
  The professionalization of the teaching profession, to ensure a certain quality of teaching, is a current concern of educational science and educational policy. In particular, this concerns the conscious and targeted development of teachers' beliefs and knowledge (conceptions) during their initial training. As a result, empirical research is increasingly focusing on the topic of teacher thinking. There are, however, several issues - in other words, gray areas - that are currently under discussion. Research suggests that teacher education programs have a limited impact on teachers' beliefs and knowledge. This is due to several factors, including entrenched ideas about teaching based on schooling. However, given the conceptual mix that underlies this conclusion, it is important to clarify which types of beliefs do and do not evolve, and to differentiate the conditions for and resistance to these changes. In addition, the project aims to understand the factors that promote or hinder change in beliefs and knowledge. The project integrates this question with two fundamental activities of the teaching profession: lesson planning and classroom management. In addition, two populations of pre-service teachers are involved in the project, namely general secondary teachers (pre-service) and vocational teachers (in-service), allowing us to assess the degree of generality or possible differences between the two populations. Two empirical studies are proposed, combining different methods of data collection as well as qualitative and quantitative methods of analysis. Together, these studies will provide scientifically based information that will feed the knowledge base on teachers' cognitive baggage and help optimize teacher training as well as promote the implementation of pedagogical innovations.

  Cognitive validity of self-reports of learning strategies: Assessment with the cognitive pretesting method
  Statut: Terminé

  Début	01.10.2008
  Fin	31.08.2009
  Financement	FNS
  This project focuses on the issue of measuring learning strategies through self-report measures. This topic is currently under discussion in the community of educational psychologists. The measurement of learning strategies by self-reported Likert-type items is widely criticized, although it provides valid information about students' learning processes. The aim of the present study is to apply an innovative technique, called cognitive pretesting, which allows an in-depth understanding of the cognitive validity of commonly used items. This method is a structured interview that helps to assess whether the respondent understands the meaning of an item and can refer to memories that correspond to the researcher's definition of the construct and its expected range of interpretations. The cognitive validity of items can be quantified based on comparisons between the respondent's responses and the researcher's expectations. We intend to use the method of cognitive pretesting to examine the cognitive validity of items from a well-known instrument, the Motivated Strategy for Learning Questionnaire, in samples of junior high school students. The hypotheses are that some of the items are not appropriate for this population and that the cognitive validity of some scales may be low due to the high level of abstraction of the construct these items are intended to measure. The results will have implications for the measurement of such constructs in students. Improving our understanding of learning strategies will promote pedagogical interventions and teacher training.

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