Régulation des émotions académiques d’étudiants universitaires lors de leur première session d’examens

For all students, starting university is a major challenge which requires an adaptation of the learning strategies that have been adopted so far. We hypothesize that, among the many challenges they are faced with, students should be able to regulate the academic emotions they experience while preparing for their first exam session. Based on a multiphase mixed methods design, this dissertation aims to shed light on the following two questions: "how do university students regulate their emotions during the exam session?” and "why do they regulate them?". Our results show that the students’ perception of academic emotions and ability to manage them are crucial factors in the understanding of what motivates students to regulate their emotions. Our results also suggest that it’s necessary for the student’s learning goals to adopt emotion regulation strategies adapted to the context. Finally, we propose an integrative model that offers a new heuristic framework for deepening scientific knowledge about emotion regulation in learning and which can help provide learners and the education teams with useful avenues for action.