Psychologie Francaise最新文献

Introduction

With the ubiquitous and often unavoidable use of websites, it is necessary that they present the best possible usability to satisfy users. The Design-Oriented Evaluation of Perceived Usability (DEEP) questionnaire, comprising 19 items, assesses perceived usability on the basis of six genotypic criteria: content, structure and information architecture, navigation, cognitive effort, layout consistency, and visual guidance. After completing the DEEP, designers are then able to identify the main factors of the website that cause problems.

Objective

The aim of this study was to propose a cross-cultural adaptation of the DEEP in French and to evaluate its psychometric qualities.

Method

Four hundred and seventy users completed an online survey to give their opinion on the Onisep.fr website. The survey included the French translation of the DEEP (F-DEEP) and the Net Promoter Score questionnaire. A principal component analysis (PCA) with oblimin rotation, an internal consistency analysis, several confirmatory factor analyses (CFA) and a convergent validity study between the F-DEEP and the NPS were conducted.

Results

The PCA suggests a 6-factor structure, which partly corresponds to the 6 factors of the original questionnaire. The internal consistency is very satisfactory, with a Cronbach's alpha coefficient of 0.944 and a McDonalds omega of 0.945. The CFA with the most satisfactory fit indices corresponds to the first-order model including the 6 factors of the F-DEEP. All the correlations calculated between the F-DEEP factors and the NPS are positive and highly significant.

Conclusion

The F-DEEP has very good psychometric qualities, which means that it can be used by researchers and professionals in the field of ergonomic psychology of human-computer interaction to evaluate websites for French-speaking audiences. This questionnaire can also be applied to the evaluation of the usability of mobile applications.

Objectives

Cardiovascular emotional dampening has been reported not just in normotensive individuals but also in prehypertensive and hypertensive individuals as reduced accuracy/response time/both of emotion recognition from facial photographs/videos, audios, and affect-inducing scenes with elevation in blood pressure (BP). This study explored if this phenomenon is manifested among low BP (or hypotensive) individuals and in recognition of emotions from bodily gestures. Further, sex-specific differences in BP-associated emotional dampening were also explored.

Materials and methods

Using a cross-sectional group comparison research design, Asian Indian participants belonging to middle socioeconomic status were recruited for participation. The classification of the participants into different BP groups was done on the basis of the criteria laid down by the Seventh Report of the Joint National Committee on Prevention, Detection, Evaluation, and Treatment of High Blood Pressure for adults aged 18 and older. The study assessed the participants on an emotional matching task (matching a target emotional face to the correct bodily gesture) and an emotional labelling task (labelling the emotion expressed in bodily gestures). A mixed-design ANCOVA was conducted, with BP groups and sex (male, female) as between-groups factors, and inverse efficiency score (calculated by combining speed and accuracy of emotion recognition into one variable) on both the tasks as within-groups factor, with age and education as covariates.

Results

Data from a total of 148 participants [hypotensives (n = 23), normotensives (n = 59), prehypertensives (n = 35), and hypertensives (n = 31)] were analysed. Mixed-design ANCOVA revealed a significant BP group × Task × Sex interaction. Notably, prehypertensive and hypertensive BP elevation produces more emotional dampening in females than males in emotional labelling but not matching. Moreover, while hypertensive females show explicit emotion recognition difficulties (labelling emotions), hypertensive males show decline in both implicit (matching emotions) and explicit emotion recognition, compared to other BP groups. Dampening was not evident for hypotensives.

Conclusion

The findings add significantly to expanding the growing literature on cardiovascular emotional dampening and can be used to design distinct therapeutic interventions to improve both implicit and explicit emotion recognition for hypertensive males but just explicit emotion recognition for hypertensive females. Females with higher-than-normal BP need to be targeted more for emotion recognition interventions than males.

Introduction

There is little research on how to judge a woman in a cross-cultural context.

Objective

The purpose of this study is to examine how women from North Africa are perceived socially, through observation of representations of this minority group in a judicial context.

Method

In this study, 277 French students (132 men and 145 women) read a scenario describing a North African woman who hits another woman, and who adopted one of the four acculturation strategies (assimilation, integration, separation or marginalization). They then judged the act and its perpetrator. The participants’ level of social dominance orientation (SDO) was also assessed.

Results

The results show that men judged the perpetrator more harshly than women and perceived as posing greater threat. The acculturation strategy adopted by the offender did not interact with the sex of the participants, but men perceived adoption of the host culture as an aggravating circumstance. Social dominance orientation moderated the effect of sex on the participants’ perception of the perpetrator, but not on their judgment of the act.

Conclusion

This study has important implications regarding the way relationships of domination are affected by an offender who belongs to two minority groups.

Introduction

This article aims to consider the experience of cancer treated by oral chemotherapy as a frame for investigating the construction and the transmission of knowledge related to illness and treatment in the context of therapeutic patient education. This work is based on a doctoral thesis carried out in Social and health Psychology in which we investigated, according to a socio-constructivist approach, the contexts and the circumstances in which patients’ knowledge are assimilated and mobilized.

Method

Based on field research conducted in a Rhone-Alpes university hospital center, we led two qualitative studies, which combined research interviews (n = 27) and ethnographic data of a therapeutic education program (including non-participant observation of 44 therapeutic education sessions). For analyzing these qualitative data, we relied on the principles of analysis using conceptualizing categories.

Results

Our results show that the relationship between sick people and cancer and treatment refers to the intertwining of medical knowledge and lay knowledge. These are constructed and actualized in therapeutic relationships and the social situations through which participants experience their illness. This polyphasic knowledge operates as an active process of decoding the perceptions of the body and of the disease, and guides health behaviors.

Conclusion

This article shows the contributions of a comprehensive and holistic approach as well as a multi-methodological design to investigate the complexity of the illness and treatment representational elaboration, by highlighting its cognitive, affective, social, and symbolic dimensions.

Introduction

Burnout and its predictors are an increasingly important health issue in the teaching profession.

Objective

The present study aimed at identifying teacher profiles at risk of burnout, and to explore their associations with coping processes and sense of self-efficacy using a dual variable and person-centered approach.

Method

A sample of 171 teachers (58.50% female) from a French-speaking canton of Switzerland completed the Shirom-Melamed Burnout Measure (i.e., physical fatigue, cognitive weariness, emotional exhaustion), the Teachers’ Sense of Efficacy Scale (i.e., instructional strategies, student engagement, classroom management) and the Coping Scale by Dewe (i.e., need to communicate, traditional style of teaching, problem-focused and avoidant coping).

Results

Problem-focused coping was the only variable that negatively predicted all three dimensions of burnout. Avoidant coping negatively predicted physical fatigue and cognitive weariness while classroom management self-efficacy negatively predicted emotional exhaustion. Additional findings suggested the moderating role of the number of students with special educational needs (SEN) in the relationship between some variables. Three profiles were identified based on a hierarchical cluster analysis. Multinomial logistic regression analysis showed that a higher number of students with SEN, as well as low levels of coping (i.e., problem-focused and avoidant) and sense of self-efficacy in classroom management were associated with a greater likelihood of belonging to the burnout risk profile (representing 21.64% of the total sample).

Conclusion

Findings from this study not only highlight a relatively large proportion of teachers at risk of burnout, but also a possible co-action of some coping processes and sense of self-efficacy.

The aim of this study is to examine the perceived parental stress levels during the NICU hospitalization of the premature infant during the first lockdown and to analyze its relationship with the construction of the first bond. Fifty-two parents, that is 20 fathers and 32 mothers completed online the following scales: the Parental Stress Scale: Neonatal Intensive Care Unit (PSS-NICU), the Perinatal Questionnaire of Post-Traumatic Stress Disorder (PPQ) along with the Mother-to-Infant Bonding (MIBS). Main results showed that stress levels are moderate both for mothers and fathers, with a predominance of the parental role alteration; mothers exhibit post-traumatic symptoms by as well as a more complicated construction of the first bond. These findings are discussed as per to existing literature and clinical interventions are recommended.

Introduction

Empowering leadership has been identified in the academic literature as an antecedent to employees’ psychological empowerment. It is defined by Amundsen and Martinsen (2014) as: “the process of influencing subordinates through power sharing, motivation support, and development support with intent to promote their experience of self-reliance, motivation, and capability to work autonomously within the boundaries of overall organizational goals and strategies” (p. 3). This style of leadership has been the subject of numerous theorizations. Recently, Amundsen and Martinsen (2014) developed an integrative conceptualization and a scale for measuring empowering leadership.

Objective

This study aims to translate into French and psychometrically validate the empowering leadership measurement scale developed by Amundsen and Martinsen (2014).

Methods

To this end, the original scale was translated from English into French and then counter translated by five bilingual translators. The instrument was then administered to two independent samples of French employees. We explored and confirmed the factorial structure of the instrument with two independent samples (n = 184, n = 185). Finally, correlation tests were performed to verify the predictive validity of the instrument.

Results

The results indicate that the francophone instrument has a two-dimensional factor structure consistent with Amundsen and Martinsen's (2014) conceptualization. In addition, the French empowering leadership measure is significantly and positively correlated with psychological empowerment, LMX, organizational innovation behaviours and job satisfaction, confirming the predictive validity of the instrument.

Conclusion

These results suggest that the French version of the scale can be reliably used to measure empowering leadership.

Purpose

This study is aimed to investigate the direct and indirect effects of cognitive flexibility on mental health status and sleep quality with regard to the mediating role of risk factors for COVID-19 based on Structural Equation Modeling (SEM) in adults with psychosocial vulnerability.

Methods

The participants of this study were 500 individuals that were selected by an availability sampling method within a cross-sectional study. A demographic questionnaire, the Cognitive Flexibility Inventory (CFI), the Risk Factor Checklist for COVID-19 (RFCCOVID), the Pittsburgh Sleep Quality Index (PSQI), and the Symptom Checklist (SCL-25) were used for data collection.

Results

The SEM showed that cognitive flexibility plus risk factors for COVID-19 explain 11.8% of mental health status and 25.6% of sleep quality variations in adults.

Conclusion

This conceptual model for the direct and indirect role of cognitive flexibility with the moderating influence of risk factors for COVID-19 on psychopathological and sleep problems is valuable for psychotherapeutic interventions and prevention programs in adults.

A research work that does not progress, an unsatisfactory supervision, an uncertain career prospects or the feeling of not belonging to a scientific community, these are the difficulties that many PhD students encounter during their doctoral studies. If these difficulties are the subject of a growing number of publications, very few studies have focused on the determinants of the positive experience of the doctorate. Indeed, the experience of a thesis can be extremely enriching. In this review of the literature, our objective is to exploit the current state of knowledge that enables to consider the doctorate as positive experience in order to extract helpful cues that could improve this experience. First, we present evidence issued from the scientific literature that shows that, although the doctorate can be a difficult experience, it can also be a very positive one. Secondly, we propose promising lines to improve the doctoral experience. Overall, this article is of interest to doctoral students who wish to deepen their thoughts on their working conditions, but also to all those who surround them, such as, the thesis directors, the research unit directors, and the doctoral school directors.

Introduction

Youth school disengagement is a matter for concern. The contribution of the present argumentation is to articulate research from educational psychology on the links between sources of social support and school engagement with some models from social psychology on social stigmatization in order to propose an integrative view of school disengagement. A section will be devoted to the link between each of the student's proximal sources of social support (teachers, peers, parents and family group memberships) and school engagement. It will then be argued that this link could be mediated by feelings of relative deprivation, i.e., feelings of being unfairly treated compared to more advantaged classmates.

Discussion

The articulation of research in educational psychology and social psychology allows to argue that if a student feels less well treated than his or her classmates by parents, peers, teachers or because of group membership, he or she is likely to withdraw mentally from school (or disengage psychologically) and to disengage academically by engaging in disruptive behaviors.

Conclusion

The feelings of relative deprivation experienced by the student who feels deprived in the perceived social support related to his or her school life could serve as a warning signal of school disengagement risk.