L'optimisme : une analyse synthétique.

While the current usage wants that optimism and pessimism are considered as being at the extremities of the same continuum, the results of recent researches reveal that their reality is much more complex, much more than lets it understand their common usage. The aim of this article is to present their various facets and conceptions, their definitions and measures, their consequences and potential origins, even the available strategies of intervention to increase the level of optimism and\or reduce the level of pessimism. The questions, which arouse these concepts, will be put, possible answers evoked and perspectives in terms of further researches envisaged.Alors que l'usage courant veut qu'optimisme et pessimisme soient considérés comme étant aux extrémités d'un même continuum, les résultats de recherches récentes révèlent que leur réalité est beaucoup plus complexe, bien plus que le laisse entendre leur usage courant. L'objet de cet article est de présenter leurs différentes facettes et conceptions, leurs définitions et mesures, leurs conséquences et leurs antécédents potentiels, voire les stratégies d'intervention disponibles pour augmenter le niveau d'optimisme et/ou réduire le niveau de pessimisme. Les questions que suscitent ces concepts seront posées, des pistes de réponses évoquées et des perspectives de recherche envisagées

The Moderating Effects of Explanatory Style in Physical Education Performance: A Prospective Study

International audienceExplanatory style (ES) reflects the way people usually explain disparate bad or good events involving the self. The purpose of this study was twofold: (a) to test whether ES moderates the effect of perceived ability on students' expectancies and subjective task value, and (b) to explore the mediating effects of success expectancies and subjective task value in the relationships between ES and students' grades in physical education classes (GPEC). A one-year prospective study was conducted with 182 high school students in physical education classes. First, regression analyses corroborated that ES interacted with perceived ability to predict success expectancies and subjective task value. An optimistic ES reduced the effects of a low perceived ability on subjective task value, whereas a pessimistic ES increased its harmful effects. Moreover, the more optimistic ES, the higher success expectancies are. Second, structural equation modelling analysis showed that ES had only a distal effect on students' GPEC and was mediated by more proximal variables such as success expectancies and subjective task value

Validation française de l'échelle multidimensionnelle de satisfaction de vie chez l'élève

29 pagesInternational audienceThis study presents a validation of the Multidimensional Students' Life Satisfaction Scale (MSLSS, Huebner, 1994) into French on the basis of an 853 student sample selected from grades 9 and 12. The internal reliabilities of all sub-scales (Cronbach's Alpha coefficient ) were above the criterion of 0.70. Exploratory analysis supported a five factor solution, whilst the confirmatory analysis enabled the validation of a six-factor model with five first-order factors fitting onto one second order factor. Convergent analysis demonstrated that the MSLSS correlates well with depression and other well-being measures, as expected. The MSLSS was found to be reliable and valid for the French context. Furthermore, it appears that the scale, and more specifically its academic dimension, is moderately predictive of student achievement.Cette recherche présente la validation en français de la Multidimensional Students' Life Satisfaction Scale (MSLSS) de Huebner (1994) sur 853 élèves de la 9e et de la 12e année. Les consistances internes (coefficient alpha de Cronbach) sont toutes supérieures à .70. L'analyse exploratoire permet bien de retrouver les cinq contextes de l'échelle, et l'analyse confirmatoire permet de valider le modèle en six facteurs avec cinq facteurs de premier ordre et un facteur de second ordre. Des analyses complémentaires montrent que l'échelle corrèle bien avec d'autres mesures liées au bien-être et à la dépression. Les différents résultats montrent que la version française de la MSLSS offre une bonne validité et permet de façon adéquate de mesurer le bien-être scolaire des élèves dans les différents contextes de l'échelle. Enfin, il s'avère que l'échelle, et plus spécifiquement sa dimension scolaire, est modérément prédictive des résultats scolaires des élèves de troisième mais pas de ceux de terminale

Optimal Experience in Adult Learning: Conception and Validation of the Flow in Education Scale (EduFlow-2)

While the formulation of Mihaly Csikszentmihalyi's theory of flow, including the experience dimensions, has remained stable since its introduction in 1975, its dedicated measurement tools, research methodologies, and fields of application, have evolved considerably. Among these, education stands out as one of the most active. In recent years, researchers have examined flow in the context of other theoretical constructs such as motivation. The resulting work in the field of education has led to the development of a new model for understanding flow experience in education, specifically dedicated to adult learning. As a result of both a meticulous analysis of existing models and consideration of more recent developments, a new flow scale has thus been developed. The aim of this study is therefore twofold: to validate the new flow measurement scale dedicated to the educational environment, EduFlow-2, and to test a new theoretical model. Students taking a course (N = 6,596), some on-site and others in a MOOC, participated. Several scales were administered online at the end of the participants' course during the 2017 academic year. The factor structure of EduFlow-2 was tested using Exploratory Structural Equation Modeling. Several models were tested. The model with a second-order factor best fit the data. We tested the invariance of the flow scale measure for gender and for the type of training (MOOC/on-site). We were able to show that the flow scale is invariant of the modalities of these two variables. Results revealed good psychometric qualities for the scale, making it suitable for both on-site and distance learning. The analysis also revealed significant relationships with the classic variables of motivation, self-efficacy, learning climate, and life satisfaction. Furthermore, all four dimensions of the model were found to be adequate and consistent with the underlying theoretical arguments. In the end, this new, short flow scale and the theoretical model were demonstrated to be promising for future studies in the field of education

Validation of a French version of the Athlete Burnout Questionnaire: In Competitive Sport and Physical Education Context.

International audienceThe purpose of this research was to develop a psychometrically sound measure of the Athlete Burnout Questionnaire (ABQ, Raedeke & Smith, 2001) in French. First, a preliminary version was developed. Second, 895 French adolescents involved in competitive sport or physical education at school completed the survey. The results showed good internal consistency (all Cronbach's alphas > .75). Confirmatory factor analysis with the three subscales of the ABQ (emotional and physical exhaustion, reduced sense of accomplishment, and devaluation) confirmed the structure of the instrument and good data fit (NNFI = .95, CFI = .96, GFI = .95, RMSEA = .07) in accordance with the results obtained in previous studies (e.g., Cresswell & Eklund, 2005a, 2005b; Raedeke & Smith, 2001). Furthermore, the patterns of relationships between the ABQ subscales and motivation, self confidence, and anxiety provide concurrent validity of the ABQ

Explanatory Style and Resilience after Sports Failure

International audienceSome athletes habitually explain bad events with causes that are stable in time and global in effect, and explain good events with causes that are unstable and specific. This pessimistic explanatory style constitutes a dispositional risk factor likely to lead to lower expectations of success, to increased anxiety, and to poor achievement. 62 participants (mean age 14 years) performed a basketball dribbling trial and were given false feedback indicating that they had failed. Consistent with prediction, in a second trial, the optimistic participants (N = 22) were less anxious (assessed by heart rate acceleration), more confident, and performed better than pessimistic participants (N = 20). A third group with a neutral explanatory style (N = 20) obtained scores which were between the two other groups

Anxiety and Psycho-Physiological Stress Response to Competitive Sport Exercise

Introduction: Sport is recognized as beneficial for health. In certain situation of practice, it nevertheless appears likely to induce a stress response. Anxiety is a stress response-modulating factor. Our objective is to characterize the role of anxiety in the stress response induced by a selective physical exercise.Method: Sixty-three young male military conducted a selective sporting running event (a 8-km commando-walk) and were recorded the day before, the day of the race, and the day after. The variables were psychometric [personality questionnaires, coping and anxious/stress state, and physiological (nocturnal heart rate variability and actigraphy)]. The subjects were classified, using scores on anxiety questionnaires at baseline, into two groups according to their anxious (G ANX) or non-anxious (G N-ANX).Results: Before the race, the G ANX was characterized by a lower level of self-esteem, higher scores in dysfunctional coping and a greater perceived stress compared to the G N-ANX. Compared to G N-ANX, the stress response to the exercise was higher in G ANX: G ANX exhibited (Selye, 1950) in immediate post-exercise, greater level in activation markers, and mental fatigue associated with a same level of physical fatigue and (Kim et al., 2018) in nocturnal post-exercise, an increase in sympathetic activation associated with a higher sleep fragmentation.Conclusion: A competition selection sport exercise causes a stress response, particularly for anxious subjects. Anxious status could be involved in the risk of emergence of overtraining in sport practice. These results must be taken into account when sport practice is used for anxiety management

Language of Lullabies: The Russification and De-Russification of the Baltic States

This article argues that the laws for promotion of the national languages are a legitimate means for the Baltic states to establish their cultural independence from Russia and the former Soviet Union

Optimisme et espoir : définition -2 (MOOC "Introduction à la psychologie positive - Module 3/Séquence 2)

Optimisme et espoir  3.2. Quelles définitions ? par Charles Martin Krum