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Résumé L’objectif de l’étude est d’analyser chez des élèves de 3 e de collège (14 ans et demi) deux nouveaux concepts dans le champ de la motivation, la rébellion et la fuite. Les analyses, exploratoire et confirmatoire, confirment la rébellion mais montrent deux facteurs pour la fuite : un facteur proprement dit de fuite et l’évitement. L’hypothèse est faite que les perceptions d’injustice en classe pourraient caractériser ces concepts. Une échelle d’injustice est construite et les analyses exploratoires et confirmatoires montrent trois dimensions : humiliation, indifférence du professeur et injustice. Seule, l’amotivation est liée à l’humiliation tandis que l’indifférence des professeurs est liée à la rébellion ; l’injustice dans la gestion de la classe est liée à toutes les motivations « négatives ». The aim of the study, with 9th grade students (14 and a half years old), is to analyze two new concepts in the motivation field: rebellion and escape as an alternative to amotivation. Factorial analyzes, exploratory and confirmatory, confirm rebellion (i.e., “school as it is makes me want to break everything”) but show two factors concerning escape: escape (students want to leave the school system) and avoidance (i.e.; “to go to the infirmary”). These motivations looks like amotivation: they are related to a lack of autonomy (constraint) and low perception of competence. But the rebels students feel more competent than amotived students. The hypothesis made is that the perception of unfairness in class could characterize those concepts. A scale of injustice is constructed and exploratory and confirmatory analysis show three dimensions: humiliation, teacher's indifference and unfairness. Only amotivation is linked to humiliation whereas teacher's indifference is linked to rebellion; unfairness, in the running of a classroom is linked to all “negative” motivations. These results provide some indications for educational interventions in order to make student motivation more positive. [ABSTRACT FROM AUTHOR]

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