Analogical reasoning in adolescents with intellectual disability: Effects of external memories and time processing
Jean-Louis Berger, (2026) | Preprint
Construct Validity of Self-Reported Metacognitive Learning Strategies
Jean-Louis Berger, (2026) | Preprint
Uncovering Vocational Students’ Multiple Goal Profiles in the Learning of Professional Mathematics: Differences in Learning Strategies, Motivational Beliefs, and Cognitive Abilities
Jean-Louis Berger, (2026) | Preprint
Becoming a VET Teacher as a Second Career: Investigating the Determinants of Career Choice and their Relation to Perceptions about Prior Occupation
Jean-Louis Berger, (2026) | Preprint
The effects of metacognitive intervention in low-performing vocational students
Jean-Louis Berger, (2026) | Preprint
The Determinants of VET Educators' Occupational Choice
Jean-Louis Berger, Céline Girardet, (2026) | Preprint
Motivation et métacognition : les buts de compétence prédisent les processus métacognitifs en résolution de problèmes mathématiques
Jean-Louis Berger, (2026) | Preprint
Mythologie pédagogique : l'intelligence artificielle en éducation
Jean-Louis Berger, Sara Da Silva, David Jan (Zenodo, 2026)
| Book
Autoréguler sa motivation : état des lieux d’un champ de recherche en développement
Jean-Louis Berger, Laurent Cosnefroy, (2026) | Preprint
Development and Validity Evidence of the Motivational Regulation Strategies Inventory (MRSI)
Jean-Louis Berger, Laurent Cosnefroy, (2026) | Preprint
Mesurer l’autorégulation de l’apprentissage : panorama des méthodes, contributions et limites
Sara Da Silva, Olivier Rérat, Samuel Favez, Elisa Cretton, Alice Luisoni, Jean-Louis Berger, (2026) | Preprint
Students’ motivational self-regulation, procrastination, and sociodemographic characteristics in a Honduran academic context
Jean-Louis Berger, Cristian Calderón Manuel Baca, Brayam Eliezer Bustillos Rodriguez, David Jan, Sara Da Silva, (2026) | Preprint
Do motivational self-regulation strategies vary based on the motivational challenge?
Sara Da Silva, Jean-Louis Berger, Matthieu Hausman, (2026) | Preprint
Boundary Conditions of Dormitory-Based Peer Influence on L2 Engagement: A Qualitative Exploration Among Chinese University Students
Yichen WANG, Jean-Louis Berger, (2026) | Preprint
Students' formative assessment perceptions: A multilevel analysis of gender and classroom effects in primary schools in Tanzania
Rajabu Abdalah Shafii, Katherine Fulgence, Florence Kyaruzi, Jean-Louis Berger, (2026) | Preprint
Approaches to classroom assessment among primary school teachers in Tanzania: A latent class analysis.
Rajabu Abdalah Shafii, Amina Rashid Said, Jean-Louis Berger, (2026) | Preprint
Development and Validity Evidence of the Motivational Regulation Strategies Inventory (MRSI)
Jean-Louis Berger, Laurent Cosnefroy, Journal of Psychoeducational Assessment (2026) | Journal article
Motivational Regulation Strategies in EFL: Insights from a Scoping Review
Tetyana Vereshchahina, Laurent Cosnefroy, Jean-Louis Berger, (2026) | Preprint
How Students’ Perceived Formative Assessment Predicts Their Motivation and Metacognition: A Multilevel Analysis
Rajabu Shafii, David Jan, Jean-Louis Berger, (2026) | Preprint
Teacher assessment literacy, formative assessment practices, and their perceived efficacy in Tanzania: A scoping review
Rajabu Abdalah Shafii, Jean-Louis Berger, Studies in Educational Evaluation (2025) | Journal article
Understanding the Transfer of Learning in Apprentices: Individual Characteristics, Motivational Beliefs, and Training Quality
, in VETNET
Arturo Garcia de Olalla Gutierrez, Matilde Wenger, Florinda Sauli, Jean-Louis Berger (2025)
| Book chapter
Understanding the Transfer of Learning in Apprentices: Individual Characteristics, Motivational Beliefs, and Training Quality
, in VETNET
Arturo Garcia de Olalla Gutierrez, Matilde Wenger, Florinda Sauli, Jean-Louis Berger (2025)
| Book chapter
Évaluer une pratique professionnelle : besoins psychologiques, motivation et conceptions de l’évaluation
David Jan, Jean-Louis Berger (2025) | Review
Apprentissage autorégulé. Formation, pratiques et conceptions des enseignants
Berger, J.-L, Cartier, S. C., Fagnant, A. (Alphil, 2024)
| Edited book
Motivational self-regulation strategies : A synthesis of three studies
Berger, J.-L.,
APA Convention :
(3.8.2023) | Conference
Motivational Typologies among Teachers and Differences Within
Margareta M. Thomson, Zarifa Zakaria, Jean-Louis Berger, International Journal on Studies in Education (2023) | Journal article
Motivational Beliefs, Metacognition, and Self-Regulated Learning: Investigating the Learning Triumvirate with Stuart Karabenick
, in Advances in Motivation and Achievement
Berger, J.-L. (2023), ISBN: 9781804557112
| Book chapter
L’apprentissage autorégulé
(De Boeck. (Collection Pédagogies en développement), 2023), ISBN: 9782807351233
| Edited book
Rôles multiples des croyances motivationnelles dans l'autorégulation de l'apprentissage : état de la question
, in L'apprentissage autorégulé
Berger, J.-L. (2023), ISBN: 9782807351233
| Book chapter
De l'importance de se mettre d'accord sur le plan terminologique
, in L'apprentissage autorégulé
Berger, J.-L., Cartier, C. S. (2023), ISBN: 9782807351233
| Book chapter
Motivation et perspectives professionnelles d’apprenti·es du commerce de détail
Berger, J.-L., Jan, D., Didactique (2023) | Journal 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) | Conference
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) | Conference
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) | Conference
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) | Conference
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) | Journal 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) | Journal article
Analyse factorielle exploratoire et analyse en composantes principales : guide pratique
Berger, 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) | Journal 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) | Conference
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) | Conference
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) | Journal article
What constitutes quality in the Swiss initial vocational education and training dual system: An apprentice perspective
, in enticeship in dual and non-dual systems: Between tradition and innovation.
Sauli, F., Wenger, M., Berger, J.-L. (2021)
| Book chapter
Comparative perspectives on motivations and values among novice teachers
Berger, J.-L., Thomson, M. M., IAFOR Journal of Psychology & the Behavioral Sciences (2021) | Journal article
Quels ponts entre recherche en éducation et société ? Le potentiel d’une exposition grand public
, in 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
| Book chapter
Motivation à apprendre, autorégulation motivationnelle et procrastination à l’adolescence
Berger, J.-L., Revue française de pédagogie (2021) | Journal article
Le concept de développement professionnel
, in 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
| Book chapter
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) | Journal 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) | Journal 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) | Journal article
Online vs. offline course evaluation revisited: testing the invariance of a course evaluation questionnaire using a multigroup confirmatory factor analysis framework
Ellen Laupper and Lars Balzer and Jean-Louis Berger, Educational Assessment, Evaluation and Accountability (2020) | Journal 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) | Conference
Contexte et apprentissage autorégulé : un regard francophone
, in Prendre en charge son apprentissage. L’apprentissage autorégulé à la lumière des contextes.
Cartier, S. C., Berger, J.-L. (2020), ISBN: 9782343208374
| Book chapter
Autorégulation par la recherche d’aide dans des contextes de formation professionnelle et préprofessionnelle: l’importance des perceptions de la discipline
, in Prendre en charge son apprentissage. L’apprentissage autorégulé à la lumière des contextes.
Berger, J.-L. (2020), ISBN: 978-2-343-20837-4
| Book chapter
La qualité de la formation professionnelle duale en Suisse
Berger, J.-L., Wenger, M., Sauli, F. , Education permanente (2020) | Journal 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
| Edited book
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) | Journal 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) | Journal 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) | Journal article
Les travaux du regroupement de chercheurs sur l'apprentissage autorégulé au Réseau international francophone de recherche en Éducation et en Formation
, in 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
| Book chapter
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) | Conference
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) | Conference
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) | Conference
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) | Conference
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) | Conference
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) | Conference
Apprentices’ perceived quality of in-company training and its relevance for learning: a study in the technical and retail fields
Wenger, M., Sauli, F., Berger, J.-L.,
The 6th Congress on Research in Vocational Education and Training.:
(4.3.2019) | Conference
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) | Conference
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) | Conference
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) | Journal article
Apprentices’ perceptions of teachers’ and in-company trainers’ competences at the core of training quality
, in Contemporary apprenticeship reforms and reconfigurations.
Wenger, M., Sauli, F. , Gross, V., Berger, J.-L. (2019)
| Book chapter
The quality of the swiss initial vocational education and training system through apprentices’ perception of the connections between school and training company
, in Contemporary apprenticeship reforms and reconfigurations.
Sauli, F., Wenger, M., Gross, V. , Berger, J.-L. (2019)
| Book chapter
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) | Journal 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) | Journal 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) | Journal 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) | Conference
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) | Conference
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) | Conference
Motivations and attributions that predict teachers’ interest and confidence in their classroom teaching: A longitudinal study.
Berger, J.-L., Watt, H. M. G., Richardson, P. W.,
The European Association for Research on Learning and Instruction Special Interest Group 8 Motivation and Emotion conference.:
(15.8.2018) | Conference
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) | Conference
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)
| Edited book
Des enjeux de la formation professionnelle en Suisse : quelques éléments de contexte
, in Enjeux de la formation professionnelle. Le « modèle » suisse sous la loupe.
Berger, J.-L., Lamamra, N., Bonoli, L. (2018)
| Book chapter
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) | Journal article
Les défis au-delà du « modèle ».
, in Enjeux de la formation professionnelle. Le « modèle » suisse sous la loupe.
Lamamra, N., Bonoli, L., Berger, J.-L. (2018)
| Book chapter
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) | Journal 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) | Journal 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) | Journal 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) | Journal article
The Motivational Basis of Classroom Management Practices and Beliefs of Swiss Vocational Teachers
, in Global Perspectives on Teacher Motivation
Jean-Louis Berger, Céline Girardet, Cynthia Vaudroz, Carmela Aprea (2017)
| Book chapter
Identity development in Swiss vocational education and training teachers.
Berger, J.-L. , Morris, Z.,
The 17th Biennial Conference of the European Association for Research on Learning and Instruction:
(29.8.2017) | Conference
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) | Conference
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) | Conference
Facing student disengagement: Vocational teachers’ evolution of their classroom management.
Girardet, C., Berger, J.-L., Journal for Educational Research Online (2017) | Journal 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) | Conference
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) | Conference
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) | Conference
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) | Conference
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) | Conference
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) | Conference
Construct Validity of Self-Reported Metacognitive Learning Strategies
Jean-Louis Berger and Stuart A. Karabenick, Educational Assessment (2016) | Journal 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) | Journal article
Motivation, sentiment de responsabilité et styles de gestion de classe.
Berger, J.-L., Girardet, C., Formation et pratiques d’enseignement en question (2016) | Journal 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) | Journal 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) | Conference
Apprendre : la rencontre entre motivation et métacognition
Jean-Louis Berger
, Peter Lang CH
(2015) | Other
The determinants of VET educators’ occupational choice
Jean-Louis Berger and Céline Girardet, Education + Training (2015) | Journal 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) | Journal article
Berufswahlmotive von Lehrkräften an beruflichen Schulen in der Schweiz.
Berger, J.-L., Aprea, C. , Berufsbildung in Wissenschaft und Praxis BWP (2015) | Journal 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) | Conference
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) | Conference
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) | Conference
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) | Conference
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) | Conference
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) | Conference
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) | Conference
Unterrichtsplanung und planungsbezogene Überzeugungen von angehenden Lehrpersonen.
Berger, J.-L., Aprea, C. , Journal für LehrerInnenbildung (2014) | Journal 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) | Journal 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) | Conference
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) | Conference
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) | Conference
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) | Conference
Fostering self-regulated learning: An introduction.
Berger, J.-L., Brandmo, C. , Journal of Cognitive Education and Psychology (2013) | Journal 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) | Journal article
Motivation et métacognition : les buts de compétence prédisent les processus métacognitifs en résolution de problèmes mathématiques.
Berger, J.-L., Psychologie française (2013) | Journal article
Trouble déficit de l'attention/hyperactivité : regards multiples sur la motivation et sa régulation.
, in L’autorégulation de l’apprentissage : perspectives théoriques et recherches empiriques.
Berger, J.-L. (2013), ISBN: 978-2-36392-026-3
| Book chapter
Le concept d’apprentissage autorégulé : une introduction
, in L’autorégulation de l’apprentissage : perspectives théoriques et recherches empiriques
Berger, J.-L., Büchel, F. P. (2013), ISBN: 978-2-36392-026-3
| Book chapter
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) | Journal article
Underexplored contexts and populations in self-regulated learning and measurement issues.
Berger, J.-L., Brandmo, C. , Journal of Cognitive Education and Psychology (2013) | Journal article
Help seeking as a self-regulated learning strategy.
, in Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman .
Karabenick, S. A. , Berger, J.-L. (2013)
| Book chapter
L’apprentissage autorégulé : perspectives théoriques et recherches empiriques.
Berger, J.-L., Büchel, F. P. (Ovadia, 2013), ISBN: 978-2-36392-026-3
| Edited book
L’apprentissage autorégulé un champ de recherche bourgeonnant en voie de structuration.
, in L’autorégulation de l’apprentissage : perspectives théoriques et recherches empiriques.
Büchel, F. P., Berger, J.-L. (2013), ISBN: 978-2-36392-026-3
| Book chapter
Promouvoir l’autorégulation chez les apprentis en formation professionnelle présentant des difficultés d’apprentissage : une intervention conduite par les enseignants.
, in 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
| Book chapter
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) | Journal article
Promouvoir l’autorégulation chez les apprentis en formation professionnelle présentant des difficultés d’apprentissage : une intervention conduite par les enseignants.
, in 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
| Book chapter
Apprendre le calcul professionnel : quand les buts de compétence affectent l’autorégulation.
, in L’autorégulation de l’apprentissage : perspectives théoriques et recherches empiriques
Berger, J.-L. (2013), ISBN: 978-2-36392-026-3
| Book chapter
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) | Journal article
Métacognition et croyances motivationnelles : un mariage de raison.
Berger, J.-L., Büchel, F. P. , Revue française de pédagogie (2012) | Journal article
Motivations to Become Vocational Education and Training Educators: A Person-Oriented Approach
Berger, J.-L. and D’Ascoli, Y., Vocations and Learning (2012) | Journal 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) | Journal article
Motivational beliefs and self-regulated learning in low vocational training tracks students.
Berger, J.-L., Journal of Developmental and Educational Psychology (2012) | Journal 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) | Conference
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) | Journal 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) | Conference
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)
| Book
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)
| Book
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) | Journal 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) | Conference
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) | Conference
Application individualisée d’un module d’intervention métacognitive pour les apprentis en formation professionnelle initiale
, in Evaluation et intervention auprès d’élèves en difficultés
Berger, J.-L., Kipfer, N., Büchel, F. P. (2010)
| Book chapter
Intervention métacognitive avec le programme DELF auprès de personnes présentant une déficience intellectuelle
, in Evaluation et intervention auprès d’élèves en difficultés
Berger, J.-L. (Peter Lang, 2010)
| Book chapter
Strategy acquisition by children with general learning difficulties through metacognitive training.
Bosson, M., Hessels, M. G. P., Hessels-Schlatter, C., Berger, J.-L., Kipfer, N., Büchel, F. P., Revue francophone de la déficience intellectuelle (2010) | Journal article
Un modèle d’intervention métacognitive pour les apprenants en formation professionnelle initiale de deux ans. Principes d’application collective et efficacité.
, in Evaluation et intervention auprès des élèves en difficultés.
Berger, J.-L., Kipfer, N., Büchel, F. P. (2010), ISBN: 978-3-03911-747-5
| Book chapter
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) | Conference
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) | Conference
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) | Conference
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) | Conference
Motivation, metacognition, and cognitive aptitudes in vocational students.
Berger, J.-L., Journal of Cognitive Education and Psychology (2009) | Journal article
Fostering learning competences in vocational education.
, in 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)
| Book chapter
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) | Journal article
The influence of achievement goals on metacognitive processes in math problem solving.
Berger, J.-L., Journal of Cognitive Education and Psychology (2009) | Journal 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) | Conference
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) | Conference
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) | Conference
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) | Conference
Effects of Metacognitive Intervention in Low-Performing Vocational Students
Berger, J.-L., Kipfer, N., Büchel, F. P. , Journal of Cognitive Education and Psychology (2008) | Journal 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) | Journal 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) | Conference
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) | Conference
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) | Conference
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) | Conference
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) | Conference
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) | Conference
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) | Conference
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) | Conference
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) | Conference
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) | Conference
