L. D-'invariance-configurale-et-d-'invariance-métrique-[-voir, . Cam, and L. Vandenberg, Patterns motivationnels : nous avons utilisé une méthode non-paramétrique (Kmeans for Longitudinal data) [GENOLINI et FALISSARD Il autorise la création de groupes pour données longitudinales et en détermine la partition optimale en s'appuyant sur des indices de qualité?.qualité?. Nous avons sélectionné l'indice de Calinski et Harabatz. Parce qu'il existe une certaine incertitude dans les profils mis en évidence en fonction des méthodes 2013], nous avons mis en perspective nos résultats de la manière suivante : pour chaque ensemble de profils déterminés selon la méthode non-paramétrique, nous l'avons confronté à une méthode paramétrique, implémentée dans la bibliothèque KmL [GENOLINI et FALISSARD Nous avons pour cela sélectionné un modèle mixte à structure, ou classe latente, en s'appuyant sur la bibliothèque « Lcmm » pour Latent class mixed models, 2000.

A. R. Paulson-j, An approach to the psychology of instruction (, 1970.

A. P. Markku-n, Predicting children's mathematical performance in grade one by early numeracy, Learning and Individual Differences, vol.20, issue.5, pp.427-435, 2010.

A. K. Leskinen-e and N. , « Developmental dynamics between mathematical performance, task motivation, and teachers' goals during the transition to primary school, British Journal of Educational Psychology, vol.76, issue.1, pp.21-40, 2006.

B. M. Bressoux-p, « Effet-classe et effet-maître dans l'enseignement primaire : vers un enseignement efficace de la compréhension ?, 2009.

B. P. Ployhart-r, Growth modeling using random coefficient models: Model building, testing, and illustrations, pp.362-387, 2002.

B. S. Van and K. Groothuis-oudshoorn, mice: « Multivariate Imputation by Chained Equations in R », Journal of Statistical Software, vol.45, issue.3, pp.1-67, 2011.

C. C. Scheier-m, W. R. In, J. S. Wyer-r, and J. , Themes and issues in the self-regulation of behavior Perspectives on behavioral self-regulation: Advances in social cognition, XII, pp.1-105, 1999.

C. O. and A. T. Guimard-p, « Identification des élèves à risque de redoublement en début de scolarité élémentaire : une approche exploratoire centrée sur l'évaluation des comportements scolaires, Approche Neuropsychologique Des Apprentissages Chez l'Enfant, pp.307-316, 2010.

D. Naeghel, J. Van-keer-h, and R. Y. Vansteenkiste-m, The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective., Journal of Educational Psychology, vol.104, issue.4, pp.1006-1021, 1037.
DOI : 10.1037/a0027800

E. P. Adler-t, . Futterman-r, . B. Goff-s, and M. M. Kaczala-c, Achievement and achievement motivation, Expectancies, values, and academic behaviors, pp.75-146, 1983.

E. M. Schwab-y, « From compliance to responsibility: Social and emotional learning and classroom management, Handbook of classroom management. Research, practice, and contemporary issues, pp.309-341, 2006.

G. C. Écochard-r and . H. Jacqmin-gadda, « Copy Mean: A new method to impute intermittent missing values in longitudinal studies, Open Journal of Statistics, vol.3, issue.4, pp.26-40, 2013.

G. T. Kerr-m and . H. Medvec-v, Effect of temporal perspective on subjective confidence, Journal of Personality and Social Psychology, vol.64, issue.4, pp.552-560, 1993.

G. J. Coddington-c, Handbook of motivation at school, Reading motivation, pp.503-525, 2009.

G. J. , W. A. , and M. J. Cox-k, « Motivational and cognitive predictors of text comprehension and reading amount, Scientific Studies of Reading, vol.3, issue.3, pp.231-256, 1999.

H. J. Yates-g, Visible learning and the science of how we learn, 2014.

L. , K. N. Pakarinen-e, P. J. Viljaranta, and . H. Rasku-puttonen, « The role of teaching practices in the development of children's interest in reading and mathematics in kindergarten, Contemporary Educational Psychology, vol.37, issue.4, pp.266-279, 2012.

L. E. Latham-g, Building a practically useful theory of goal setting and task motivation, American Psychologist, vol.57, pp.705-717, 2002.

M. , H. W. Craven, and R. G. , « Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives, Perspectives on Psychological Science, vol.1, issue.2, pp.133-163, 2006.

O. D. Bybee-d and T. K. , Possible selves and academic outcomes: How and when possible selves impel action, Journal of Personality and Social Psychology, vol.91, issue.1, pp.188-204, 2006.

P. R. Cox-m, The transition to kindergarten, 1999.

P. R. Hamre-b, « Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity, pp.109-119, 2009.

P. R. Hamre-b, « Classroom processes and positive youth development: Conceptualizing, measuring, and improving the capacity of interactions between teachers and students », New Directions for Youth Development, vol.121, pp.33-46, 2009.

P. M. Roehrig-a, R. L. Dolezal-s, and M. L. Bohn-c, « Teaching processes in elementary and secondary education, Handbook of psychology, pp.153-175, 2003.

P. and A. H. Jacqmin-gadda, Analysis of multivariate mixed longitudinal data: A flexible latent process approach, British Journal of Mathematical and Statistical Psychology, vol.66, issue.3, pp.470-487, 2013.

P. Philipps-v and D. A. Liquet-b, lcmm: Estimation of extended mixed models using latent classes and latent processes, 2014.

R. Core, R: A language and environment for statistical computing, Vienna, R Foundation for Statistical Computing, 2014.

R. E. Pianta-r, « An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research, Journal of Applied Developmental Psychology, vol.21, issue.5, pp.491-511, 2000.

R. S. Hanushek-e and K. J. , « Teachers, schools, and academic achievement, Econometrica, vol.73, issue.2, pp.417-458, 2005.
DOI : 10.3386/w6691

R. Y. and «. Lavaan, An R Package for Structural Equation Modeling, Journal of Statistical Software, vol.48, issue.2, pp.1-36

S. J. Vansteenkiste-m and L. W. , « Placing motivation and future time perspective theory in a temporal perspective, Educational Psychology Review, vol.16, issue.2, pp.121-139, 2004.

T. , S. Duffy, and T. , Constructivist instruction: Success or failure?, 2009.

V. J. Lerkkanen-m.-k, P. , A. K. , and N. , « Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten, Learning and Instruction, vol.19, issue.4, pp.335-344, 2009.

W. J. Luo-l, R. A. Halpern-manners, and . Palloni-a, Do different methods for modeling age-graded trajectories yield consistent and valid results?, 2013.

Z. G. , K. B. , and M. S. Bettman-j, Discounting time and time discounting: Subjective time perception and intertemporal preferences, Journal of Marketing Research, vol.46, issue.4, pp.543-556, 2009.