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This thesis assesses whether a jigsaw method (Aronson & Patnoe, 2011) impacts the motivation and self-regulation trajectories and the mathematics performance of vocational school students. As motivation and self-regulation are essential for academic success (Dent & Koenka, 2016), it is necessary to build classroom environments conducive to their development. According to Slavin (2014), cooperative learning that strongly structures positive interdependence and individual responsibilities in groups is beneficial to student learning. For this reason, jigsaw classroom that was designed to structure cooperation with learning resources can be beneficial to student learning. However, empirical evidence of its effectiveness on learning, motivation and self-regulation is inconsistent. Some authors suggest jigsaw classroom is more effective when students learn with this method for several months (Roseth et al., 2019). In this thesis, we followed over two school years 5226 vocational high school students divided into three learning conditions: in structured cooperation (jigsaw method), in weakly structured cooperation and in teaching-as-usual. The results of this thesis show no difference in motivation and self-regulation trajectories between the three conditions. However, while the students did not perform better in the months following the experiment, one year later the students who learned with jigsaw classroom performed better than the teaching-as-usual condition. The results of this thesis also reveal that a good implementation fidelity of jigsaw classroom has moderated its impact. Moreover, contrary to the results of Roseth et al. (2019), regardless of the level of students' cooperative attitudes, the jigsaw classroom had no effects on their motivation, self-regulation and performance. We observe, however, that the motivation and self-regulation trajectories differed according to the conditions and the initial level in mathematics of the students. While in weak students who learned in jigsaw classroom and in unstructured cooperation these trajectories decreased over time, those of weak students who worked in teaching-as-usual were stable or even increased. In conclusive, cooperative work does not seem to be beneficial to the motivation and self-regulation of the weakest students., Cette thèse évalue dans quelle mesure apprendre en classe puzzle (Aronson & Patnoe, 2011) impacte les trajectoires de motivation et d'autorégulation ainsi que les performances en mathématiques des élèves de lycée professionnel. Comme la motivation et l'autorégulation sont au cœur de la réussite scolaire (Dent & Koenka, 2016), il est crucial de construire des environnements en classe propices à leur développement. Selon Slavin (2014), le travail coopératif qui structure fortement l'interdépendance positive et les responsabilités individuelles dans les groupes est profitable aux apprentissages des élèves. A ce titre, la méthode en classe puzzle initialement conçue pour structurer la coopération via les ressources d’apprentissage peut également être bénéfique. Pourtant, les preuves de l’efficacité de cette méthode sur les apprentissages, la motivation et l’autorégulation sont inconsistantes. Certains auteurs ont suggéré que la classe puzzle est plus efficace quand les élèves apprennent ainsi pendant plusieurs mois (Roseth et al., 2019). Dans cette thèse, nous avons suivi sur deux années scolaires 5226 lycéens professionnels répartis dans trois conditions d’apprentissage : en coopération structurée (classe puzzle), en coopération peu structurée et en condition habituelle. Les résultats de cette thèse ne montrent aucune différence de trajectoires de motivation et d'autorégulation entre les trois conditions. Cependant, alors que les élèves n’ont pas mieux performé dans les premiers mois qui ont suivi l’expérimentation, un an plus tard, les élèves ayant appris en classe puzzle avaient de meilleures performances que ceux de la condition habituelle. Les résultats de cette thèse révèlent aussi qu’une bonne fidélité d’implémentation de la classe puzzle a peu modéré son impact. De plus, contrairement aux résultats de Roseth et al. (2019), quel que soit le niveau d’attitudes coopératives des élèves, la classe puzzle n’a pas eu d’effets sur l eur motivation, leur autorégulation et leurs performances. Nous observons toutefois que les trajectoires de motivation et d’autorégulation différaient selon les conditions et le niveau initial en mathématiques des élèves. Alors que chez les élèves faibles ayant appris en classe puzzle et en coopération peu structurée ces trajectoires diminuaient au fil du temps, celles des élèves faibles qui ont travaillé de manière habituelle étaient stables, voire augmentaient. En conclusion, le travail coopératif ne semble pas être bénéfique à la motivation et à l’autorégulation des élèves les plus faibles.

Numerous studies have examined the effects of gender diversity in groups on creative performance, and no clear effect has been identified. Findings depend on situational cues making gender diversity more or less salient in groups. A large-scale study on two cohorts (N = 2,261) was conducted among business students to examine the impact of the gender diversity in small groups on divergent thinking in an idea-generation task performed by synchronous electronic brainstorming. Participants were automatically randomized in three- or four-member groups to generate ideas during 10 min on a gendered or neutral task. Then, five categories of groups where the proportion of men/women in groups varied from three/four men to three/four women were compared to examine creative performance on three divergent thinking measures (fluency, flexibility, and originality). A Multivariate Generalized Linear Mixed Model (mGLMM) showed greater fluency in all-women groups than in other groups (except mixed-gender groups composed of two men and two women), and more specifically “solo” groups composed of a single woman/man among a majority of men/women. For flexibility and originality, the superiority of all-women groups was found only in comparison to “solo” groups composed of a single woman. As gender differences are more salient in “solo” groups than in other groups faultlines may appear in groups, leading to a deleterious impact on creative performance.