Stress et Stratégies de Coping d'étudiants En Première Année Universitaire : Rôles Distinctifs de Facteurs Transactionnels et Dispositionnels

International audienceThe aim of this study is to explore, among students who reach the university and are likely exposed to a stressful event, how a set of (independent) variables influences the use of various coping strategies (dependent variable). Two hundred and twenty-one first-year students filled questionnaires about daily hassle, perceived social support, neuroticism, dispositional optimism and coping. Problem-focused coping is positively related to dispositional optimism and perceived social support (which promotes the search for social support), while negatively related to neuroticism and perceived stress. Neuroticism and perceived stress are also positively related to emotion-focused coping. Finally, dispositional optimism and perceived social support prevent the employment of emotion-focused coping. The results of this research are discussed with the aim of helping students meet the challenges of entering university

In Memoriam. Jean-Pierre Deconchy (1934-2014), psychologie sociale des croyances et des idéologies

International audienc

On the relationship between the forethought phase of self-regulated learning and self-regulation failure

International audienceIn order to extend previous research on procrastination as a cause of performance failure due to faulty self-regulation, we developed a model of self-regulated learning failure and tested it in two separate studies (N1 = 378, N2 = 315). The relationships between procrastination, disorganisation, the forethought phase of self-regulated learning (SRL), academic performance and self-regulation failure are addressed. Self-report scales were used to assess procrastination, disorganisation, and forethought. Three hypotheses about the relationships between these dimensions were tested. The first is that disorganisation and procrastination are two distinct constructs; it is argued that they represent two routes via which self-regulation failure can be manifested. The second is that disorganisation and procrastination have a negative impact on academic performance; the results obtained showed that only disorganisation had a negative impact on academic performance. The third is that the implementation of high-quality processes during the forethought phase is a safeguard against disorganisation and procrastination

Do we really have to be afraid of a threat in order to act? The mediating role of fear in the persuasive effect of the vividness and framing of a message on personal motivation and the effectiveness of a diabetes screening program

Being threatened causes fear but what role does it play in the cognitive processes involved in individuals accepting a healthcare approach? Our study predicts that a strong expression of fear by the vividness and framing of a message from a diabetes health campaign should threaten the subjects (threat severity, perceived vulnerability) and lead them to react emotionally, cognitively (recommendation efficacy related to the ability to adopt it) and conatively (intention to be screened for diabetes). The results show that fear due to the perceived threat mediates the persuasive effect of the vividness of the message on its efficacy, which itself mediates the effect of fear (and threat) on behavioural intention. In this context, fear could not only be felt in the face of a strong threat but could also mobilise cognitive resources and personal motivation influencing decision-making

Do we really have to be afraid of a threat in order to act? The mediating role of fear in the persuasive effect of the vividness and framing of a message on personal motivation and the effectiveness of a diabetes screening program

Being threatened causes fear but what role does it play in the cognitive processes involved in individuals accepting a healthcare approach? Our study predicts that a strong expression of fear by the vividness and framing of a message from a diabetes health campaign should threaten the subjects (threat severity, perceived vulnerability) and lead them to react emotionally, cognitively (recommendation efficacy related to the ability to adopt it) and conatively (intention to be screened for diabetes). The results show that fear due to the perceived threat mediates the persuasive effect of the vividness of the message on its efficacy, which itself mediates the effect of fear (and threat) on behavioural intention. In this context, fear could not only be felt in the face of a strong threat but could also mobilise cognitive resources and personal motivation influencing decision-making