ABSTRACT
This paper resumes research about failure and loss
at university. Massification, failure and abandonment rates, psychological and methodological
issues are challenges that students and teachers face daily. We took over the
disciplinary action by questioning motivational psychology, academic
educational, and methodological accompaniment contributions. Expressly,
enhancing postgraduate student motivation via aware methodological training to
self-regulate, cope, control, and persevere had concrete results. The
sociocognitive motivation theoretical model’s choice proved suitable for
improving students’ motivation, enhancing their learning strategies, and
resolving their difficulties. The following resume results from answering the
problems on which problems are due to the low studies motivation? To 2—Can methodological
accompaniment for conscious training on metacognitive, managing, motivational,
coping, control, and perseverance strategies modify students’ motivation and
mitigate their learning strategies? The experiment (conscious training at
learning strategies) indicates that a part of this student’s difficulties links
to their learning motivation. Furthermore, the methodological accompaniment
program proved a productive tool for enhancing students’ motivation through
metacognitive strategies.