Psychologie Francaise最新文献

Objective

The main objective of this qualitative study was to explore the relationship to sexuality of patients with painful endometriosis.

Method

Sixteen women participated in a semi-structured interview that asked about their experience with the disease, their sexuality, the emotional sphere and the coping strategies they used to deal with potential difficulties.

Results

The thematic analysis of all the interviews enabled us to consider the impact of pain on the sexuality of women with endometriosis. Indeed, they suffer from sexual difficulties attributable to the feeling of pain but also to the anticipation of this same pain. The coping strategies put in place do not allow for a better well-being and provoke a vicious circle of emotional and cognitive fixation on the pain.

Conclusion

These results lead us to rethink pain management and to consider the impact of this symptom on patients’ sexuality.

The main goal of this study was to clarify if students at risk of Mathematics Learning Disabilities had deficits in symbolic, non-symbolic processing, or both. Other purpose was to know if the Open Algorithm Based on Numbers (OBN) teaching method offers advantages over Closed Algorithms Based on Ciphers (CBC) method. A total of 307 Early Childhood Education students participated in this study. Based on student’ scores obtained in Test of Early Mathematics Ability (TEMA-3), that assesses formal and informal thinking, three analysis groups were designed: low-performance group, average-performance group, and high-performance group. There were significant differences in symbolic comparison and, consequently, the post hoc analysis showed significant differences between all groups in symbolic comparison except between the High and Average groups calculation. However, there were no differences in non-symbolic comparison between any of the groups. The teaching method and the mathematical competence showed a significant effect only on the symbolic comparison, resulting in a small size of effect for both the method and the Early Math Competence rate. These data support the dual representation hypothesis, in which the non-symbolic magnitudes would activate the Numerical Approximation System (ANS) and the symbolic quantities an exact representation of the numbers. This being a significant source of mathematical learning that could contribute to the improvement of the ANS.

Introduction

Over the past two decades, France has been marked by several waves of terrorist attacks that have had a strong emotional impact on the population.

Objective

The objective of this study is to understand the social representations of terrorism and the emotions associated with it, in the French context. Moreover, we investigated the difference in the emotional relationship of the participants with respect to the event (the terrorist attack) but also to the individual behind the attack (the terrorist individual).

Method

An online survey was completed by 308 participants. A free association task based on the inductive term “terrorism” has been proposed. Subsequently, questions of emotional characterization were asked for the word “terrorism”, then for iconographic supports representing the attack and the terrorist individual.

Results

The analyzes carried out on free associations have highlighted a dichotomization of the concept of terrorism into two dimensions (that of the event and that of the terrorist individual, who is described there using a stereotypical vocabulary) as well that the central place of emotion. Quantitative data analyzes showed a difference in emotions and intensity between the attack (more characterized by sadness) and the terrorist individual (more characterized by fear and disgust).

Conclusion

Insofar as social representations and emotions impact attitudes and intergroup behaviors, these results can contribute to a better understanding of the societal impact of terrorism and provide insights into certain discriminatory behaviors.

The repetition of multitasking episodes leads to a reinforcement of the generic and specific processes solicited, resulting in an improvement of the performance in these same tasks, up to a final state which corresponds to expertise. However, the expert's performance is attributed to processes considered as “domain specific”. Thus, the reinforcement of generic processes developed during the pathway to expertise seems to have disappeared. What happened to the reinforced generic processes? This review articulates several discrete theoretical fields: that of expertise acquisition (Logan, 1988), acquired expertise (Gobet & Simon, 1996), dual-task situations (Pashler, 1994) and executive functions (Miyake et al., 2000). We show that it is possible to envisage reinforcement of executive functions throughout the process of developing expertise and we propose that this reinforcement ceases when expertise is acquired.

Introduction

Anglo-Saxon research shows that the evaluation of intimate partner violence varies according to the gender of the perpetrator and the victim.

Objective

The purpose of this research was to clarify, in the French context, the effects of gender and sexual orientation on the perception of and reaction to intimate partner homicide.

Method

We presented 201 subjects with an intimate partner homicide in a between-subjects procedure in which the sex of the perpetrator and the victim was varied and which involved opposite- or same-sex couples. The subjects were then asked to judge the perpetrator and the victim and decide on punishment.

Results

The results show that the judgments of responsibility and punishment assignments are the most severe when the perpetrator is a man, the victim a woman, the least severe when the perpetrator is a woman, the victim a man. This difference is more present for women than for men. It is noted that the judgments for the author in the couples of same-sex (lesbian and especially gay) are more moderate, being most often between those of the couples of opposite sex.

Conclusion

In discussion, the impact of the sociological reality of intimate partner violence, gender representations and penal philosophies on these judgments and the interest of sensitizing judicial actors and jurors to these gender-related effects are evoked.

“Know thyself”. This famous statement, attributed to Socrates, has gone through the centuries. However, this capacity to know and regulate our cognitive activities, called metacognition, is receiving a growing and ongoing interest, notably because of its essential character for learning. To our knowledge, there is no complete and recent synthesis on metacognition, even less in French. This article aims at clarifying its conceptual framework by presenting what we know about its components, its functioning, its characteristics, and its development, according to the most recent scientific results. This theoretical insight reveals the daily importance of our ability to become aware of the cognitive processes involved in reaching optimal management. It leads us to discuss the perspectives applied to the field of education that result from it. We then address the relevance of metacognition in school learning in order to show that it constitutes an interesting approach to the problem of school failure. Based on the available knowledge about existing metacognitive programs, we discuss the need to implement such programs in francophone schools.

This study focuses on the theme of the influence of adolescents on parents, from a transcultural perspective considering the socio-cultural contexts of Belgium and Togo. The research question is: “How do parents experience the influence of their teenagers who is using the psychoactive substances?”. Through an inductive qualitative approach, the study highlighted, not the incidence of this phenomenon, but its existence and meaning, by the method of the interpretative phenomenological analysis. In order to reinforce the validity of the results, triangulations were made: triangulation of data sources (differences and diversity of participant characteristics), environmental triangulation (data collection from indigenous people in Belgium and Togo) and triangulation of investigators (involvement of co-authors at all stages: choice of methods, data collection and analysis). The analysis of the data collected from participants of Belgium brought out the following themes: (1) it is difficult for a parent to set limits on his child who is using the substances, (2) the substance use has benefits as well, (3) massive upset the parents’ emotions, (4) the society doesn’t offer enough protection against marginality, (5) it is necessary to protect oneself from society's accusing gaze. The themes that emerged from the analysis of data from participants of Togo are: (1) I cannot get respect in my own home, (2) exacerbation of parents’ vulnerabilities, (3) beware that society's judgment is humiliating, (4) the chronic disorders have a religious explanation, (5) the relationship with the adolescent is complex and ambivalent. The results of this study thus show that where some participants refer to the difficult character of the adolescent to explain their educational failure, others may suspect, in addition, the intervention of mystical forces. They also suggest that the influence of substance-using teenager has essentially negative meanings and is a powerful factor of the parents’ feelings and their educational practices that must be considered in psychotherapy.

Objective

The objective of this descriptive study was twofold. First, to examine, for the first time, some psychometric properties of the French version of the Revised Conflict Tactics Scales (CTS2), assessing intimate partner violence (IPV), and second, to explore the gender symmetry in IPV among young female students (n = 1856).

Method

Both versions of the CTS2, the CTS2-Victimization and the CTS2-Perpetration, were administered to a sample of female students (n = 1856).

Results

Our results confirmed the validity of the initial factor structure of the CTS2, and showed the good reliability of its scores. Also, our results revealed that: (a) gender symmetry concerned psychological and physical violence: female students reported perpetrating this violence more than experiencing it, and (b) gender asymmetry concerned sexual violence and violence causing injuries: female students reported experiencing this violence more than perpetrating it.

Conclusion

This research provides an insight into a poorly documented, if not ignored, phenomenon. And the extent of some IPV allows recommending the implementation of awareness campaigns against IPV in high schools and campuses as often as possible.

This study aims to explore the perceptions of giftedness among 24 gifted students aged 6 to 11 from a Quebec School Board. Subject to an exploratory lexical analysis (using ALCESTE software) and a thematic analysis (using NVivo software), the results highlight the inherent plurality of perceptions of giftedness within a group of gifted students. In addition, the intellectual and socioaffective dimensions are at the heart of how these students perceive their status as gifted children/students. Questioning the perceptions of giftedness with this population allows us to consider the reality of these young people in all its diversity but also highlights their particular needs.

Providing a good education for their child is a daily concern for most parents. Some of them end up adopting overprotective behaviors, thinking they are doing well. The objective of this article is to provide a brief literature review on this topic. In the first part of the article, the definition of parental overprotection and its negative implications for children's and adolescents’ development are exposed. Then, the various child and parental factors that may elicit overprotective behaviors are discussed. Finally, in the last part of the article, special attention is devoted to the macro-contextual factors that allow for a better understanding of this form of contemporary parenting. In particular, overprotective parenting may be influenced by societal expectations regarding how to raise children well, the socio-economic situation of the parents and their perception of the world outside.