Rôle médiateur du sentiment de compétence dans la relation entre orientation choisie ou subie et motivation scolaire chez les élèves au niveau secondaire.

The present research seeks to understand the extent to which students' academic choices (free or constraint) regarding their curricula influence their academic motivation. Two studies were conducted to reach this goal. In the first one, a questionnaire measuring students' selfdetermination perceptions within the decision-making process as well as the negative and positive influences from others (e.g., teachers, parents, peers) was developed and administered to a sample of 314 high school students. Findings supported the structural validity of the questionnaire. hi a second study, the relationships between students' academic motivation, perceptions within their curricula decision making process, and perceived competence were examined among 374 high school students. Results from this study indicate that a self-determined and a positively influenced academic choice is positively linked to a higher level of academic motivation within school. This relationship is mediated by students' level of perceived competence. Theoretical and practical implications of the results are discussed according to the Self-Determination theory.