Facteurs d’invention,de dissémination et de diffusion d’une innovation : leçons d’une triple étude de cas

The aim of this article is to identify the factors facilitating the invention, dissemination and diffusion phases of the innovation process. An action-research was conducted in a hospital setting using mixed methods (participant observation, interviews and questionnaires). A triple case study illustrated the invention of a change management methodology, its dissemination using an interactive learning strategy and its diffusion within and outside the organization. Ten factors from various research traditions emerged. No model was able to explain all factors facilitating one phase. Phases of the innovation process were carried out dynamically, as a continuously reactivated process.     

Quel engagement organisationnel pour les salariés précaires ? Les leçons d’une étude empirique auprès de travailleurs intérimaires

The aim of this article is to focus on contingent workers’ organizational commitment. A review of literature on contingent workers’ attitudes leads to think that this type of work arrangement is associated with a high level of job insecurity, which is not favourable to organizational commitment. However, empirical studies present very contrasting results. This absence of consensus leads us to propose a research model, which puts the emphasis on the way the temporary workers interpret their job arrangement. The model was tested on 208 temporary help service workers. The results highlight the mediating role of perceived job insecurity on organizational commitment, as well as importance of perceived organizational support (POS).     

Vérification de la structure factorielle et de la fiabilité des preqis en France et test d’un modèle de prédiction de l’attachement au quartier : une étude sur un échantillon parisien

This paper has two aims: testing the Perceived Residential Environment Quality Indicators (PREQIs’, Bonaiuto et al., 2003) factorial structure and reliability in the French context and testing a three-level model where more specific PREQIs cover the first level, more molar PREQIs about pace of life (i.e., the attribution of qualities such as stimulating vs. boring and relaxing vs. distressing) cover the second level, and neighbourhood attachment represents the final outcome variable. Participants (n = 383) were residents of Paris who filled in a questionnaire including the French version of the extended PREQIs and Neighbourhood Attachment (NA) scales (Bonaiuto et al., 2006). PREQIs are validated in France with 139 items and 19 indicators (plus one indicator composed of 8 items for place attachment). The path analysis model presents an indirect connection between some PREQIs and NA via pace of life indicators, which are influenced by PREQIs and are directly associated to NA. More specifically, different PREQIs affect different pace of life dimensions: the perception of a more relaxed neighbourhood is associated to a high quality of design features, environmental health, and safety, whereas the perception of a more stimulating neighbourhood is connected to the presence of human activities and services.     

Impact de la motivation autodéterminée et de l’engagement affectif sur l’intention de rester : une étude chez les militaires

Conducted within the Canadian Forces (N=652), this study explores the role of self-determined motivation and affective commitment in relation to personnel retention within the military. Three groupings of variables are used in order to shed light on the mechanisms underlying personnel retention: a) distal antecedents (i.e. leadership styles), b) proximal antecedents (i.e. group cohesion and work climate) and c) mediators (i.e. self-determined motivation and affective commitment). Illustrated through a structural model, results demonstrate the existence of a partial mediator effect from affective commitment in the relationship between self-determined motivation and intention to stay. These findings are discussed in regards of their implications from theoretical and practical perspectives.     

Les serious games dans le monde de l’insertion : étude comparative entre méthode classique et méthode ludo-éducative

This article focuses on a comparative study between conventional methods and serious games, and their impact on learning and motivation. Two hundred and fifty-one jobseekers including 130 enjoying an edutainment and 121 enjoying a conventional counseling, participated in the study. In addition, we conducted 157 interviews with counselors of professional insertion that accompanied these jobseekers. Our results show a significant difference between serious games and conventional method. Indeed, serious games enable better learning and a stronger motivation than conventional methods and positive impact on jobseekers's professional insertion.     

Un instrument de mesure des pratiques éducatives parentales à l’adolescence : validation auprès d’adolescents du Québec et de France

This article reports the intercultural validation of a measuring instrument of parental practices. Participants are 722 adolescents (439 Quebecers and 283 French) aged between 11 and 17, with a mean age of 15.57 years. The instrument comprises six scales measuring adolescents’ perception of the parental practices of their mother and father: emotional closeness, parental rejection, parental tolerance towards peers, communication, control, and disciplinary styles of parents. The scales’ internal consistency is adequate. Confirmatory factor analyses (multigroup tests) indicate a satisfying factorial invariability, across the two cultures, for the vast majority of the 11 factors structuring the six scales of parental practices. This instrument is thus recommendable for developmental research with adolescents from Quebec and France.     

Les processus de coping et leur association avec l’auto-efficacité perçue chez des enseignants de suisse romande : résultats d’une étude préliminaire

Within the Swiss context of the present study, important on-going school reforms lead to new challenges and constraints for teachers. Thus, it is legitimate to question how teachers can deal with the difficulties inherent to their profession. The aim of the study was to explore the coping responses of 86 teachers (women = 70; men = 16; mean age = 38.9 ± 12.0), and to assess the possible relationships between those responses and teaching self-efficacy. Self-report questionnaires were administered between June 2016 and February 2017, with a return rate of 37.5%. Participants completed two questionnaires: the Ways of Coping Checklist (WCC) assessing five coping responses (solving problem, social support approbation, avoidance, positive reevaluation and self-blamed), and the Teachers’ Sense of Efficacy Scale (TSES) measuring three dimensions of teachers’ self-efficacy (for classroom management, instructional strategies and student engagement). The most frequent coping responses were social support approbation and solving problem. Positive reevaluation seemed to be used as an intermediate coping response for both women and men. Women were more likely to seek social support than men in order to deal with difficulties, whereas men did not report the use of specific process. Participants reported high levels of teaching self-efficacy, without significant difference between women and men. Moreover, teachers with high level of self-efficacy for classroom management and instructional strategies were less likely to use self-blamed and avoidance coping responses. Teachers with high level of self-efficacy for student engagement were also less likely to use self-blamed coping responses. Partial correlations with sex, age and years of experience as control variables were performed, and no variation was found. The findings of the present study demonstrate that social support approbation and solving problem are coping responses commonly used in our sample of teachers. The high levels of teaching self-efficacy and the lack of significant correlation between this variable, social support approbation and solving problem coping responses question us about the protective role of self-efficacy. It could be considered as a coping response, helping to appropriately overcome the difficulties linked to the teaching profession. Due to the important school reforms in Switzerland, pre-service teachers need resources and tools to deal with these new challenges. Further studies are necessary in order to better understand relationships between coping responses and teaching self-efficacy, and their potential protective or damaging effects.     

Validation francophone de l’inventaire des facilitateurs de l’apprentissage organisationnel (IFAO) : étude comparative de l’apprentissage perçu au niveau des individus,des groupes et de l’organisation

IntroductionThe Inventory of Organizational Learning Facilitator (IOLF) developed by Barrette, Lemyre, Corneil, and Beauregard (2012) is a self-report inventory assessing the presence of certain facilitators of organizational learning within an organizational environment. However, this scale is in English, limiting its applications with francophone populations.ObjectiveThe aim of the study was to create a French version of the Inventory of Organizational Learning Facilitators (IOLF). Furthermore, this study also aimed to verify the metrological qualities as well as the construct validity of the French version of the instrument.MethodThe instrument was translated and verified by expert translators then administered to two distinct samples (francophone and anglophone) each composed of 476 executive's directors working for the federal government's public service. The respondents also completed a three level of perceived learning measures (i.e. individual, group, and organizational).ResultsAnalyses of the factor structure, internal consistency and the pattern of correlations with external variables indicate that the French version converges with the English one.     

Étude exploratoire de l’engagement dans un dispositif de validation des acquis de l’expérience (VAE) : le rôle des valorisations et des échanges inhérents aux différents domaines de vie

The objective of this article is to report on issues and logical commitment of individuals in a course of the validation of knowledge from experience (VAE). In this way, we analyze individual strategies at work in the desire to integrate a VAE, and the role of valuations and trade developed in different areas of life. The study was conducted among 20 candidates engaged in VAE in higher education, using semi-structured interviews. The analysis of textual data “Alceste” reveals, firstly, the existence of three logical commitment in VAE and, secondly, that these are embedded logic and served by individuals in their different times and settings of socialization. The study calls for some recommendations to address professional coaching in VAE.     

Validation française de l’échelle de mesure de l’orthorexie ORTO-15 et étude des liens avec les troubles des conduites alimentaires et l’image du corps

IntroductionAlthough orthorexia is described as a pathological obsession over healthy food, its nature remains unclear. The results of the majority of studies, mainly using the ORTO-15 measurement scale, remain limited to certain countries and cannot be generalized to every culture. Furthermore, recent studies suggest that body image should be included in the orthorexia research, in addition to eating disorders.ObjectiveThe aim of this study was to propose a French adaptation of the ORTO-15 measurement scale using the Vallerand's transcultural validation procedure, explore its psychometric properties and the links between orthorexic behvaiour, symptoms of eating disorders and body image.MethodFour hundred and nine young adults (89% female), aged 18 to 25 years, completed the online version of the following scales: ORTO-15, Dunn et al. criteria (2016), the Eating-Attitudes Test (EAT-26), Binge Eating Scale (BES) and the Multidimensional Body Self Relations Questionnaire-Appearance Scale (MBSRQ-AS). Exploratory and confirmatory factor analysis (EFA and CFA, respectively) were carried out on two randomly split samples and links between different variables were explored using Spearman correlation coefficients.ResultsThe EFA yielded a single-factor 11-items structure explaining 24% of variance. The adjustment indices from the CFA were excellent. The stability of the scale was satisfactory (ICC = 0.71), despite a questionable internal consistency (α = .50). Links with other scales indicated good structural validity.ConclusionORTO-11-Fr presented satisfactory psychometric properties. Further studies are needed for identifying predictors of orthorexia as well as improving its definition and assessment.     

L’acceptation située des technologies dans et par l’activité : premiers étayages pour une clinique de l’usage

The aim of this paper is to consider that a complementary way to evaluate the acceptance of technology in the work is possible; the acceptance situated. From a critical review of the classical models of acceptability (social and practical) on the one hand, and relying on models of the activity and theories of appropriation on the other hand, we show that it is necessary to insert the ICT in its social thickness, that is to say in a more comprehensive and complex as richer activity system (real). We will discuss the four dimensions to be considered to evaluate this acceptance situated. We also indicate how this approach can become an instrument of the development of activity and can contribute to a process of (re)creation of technical instruments, laying the foundations of what we have named a clinical usage.     

Le rôle modérateur des orientations vers les objectifs dans la relation entre l’envergure de poste et l’engagement organisationnel

This paper examines the moderating role of goal orientations (learning, performance and avoidance orientation) in the relationship between job scope (i.e., a composite measure capturing task variety, autonomy, feedback and significance) and organizational commitment. Based on a sample of 314 participants, the analyses indicate that job scope is positively related to commitment and that performance orientation and avoidance orientation act as negative moderators of job scope. Specifically, job scope was more strongly related to commitment at low levels of these traits. We discuss the importance of considering the role of employee personality in the study of the effect of work context on commitment.     

Stéréotypes et préjugés à l’égard de personnes atteintes de cancer : étude auprès d’une population générale et de professionnels de santé

In a national context of the fight against cancer, it is crucial to better understand the attitudes of the public and health professionals about the disease. This study aims to examine the contents of stereotypes and prejudices of the general population and health professionals with regards to cancer patients. The execution of the study was conducted by questionnaire survey of 142 health professionals and 190 people from the general population. The results confirm the existence of a stereotype associated with cancer both in the general population and health professionals. However, there are differences on measures of attitudes about people with cancer showing a greater distancing of health professionals. The implications for health professionals and prevention programs and information about cancer are discussed.     

Maîtrise de l’oral et de l’écrit en français et en tahitien : une étude longitudinale du CP au CM2 en Polynésie française

Many international scientific studies underline the advantage of bilingual children in oral language. This is especially evident in their meta-linguistic skills, as well as their writing, reading and written expression. Bilingualism could facilitate meta-linguistic development by allowing the child to differentiate early formal and semantic aspects of the code, perceive the arbitrary relationship between “ signified ” and “ significant ” and develop greater cognitive flexibility. This study, conducted in French Polynesia, had examined the specific effect of bilingual program on the morphological awareness and the cross-lingual effects of Tahitian-French transfers via the written word. A group of 128 Polynesian students were followed longitudinally from the end of First Grade to the end of Fifth Grade. Of these 128 students, 59 were part of an experimental group involved beginning in the First Grade, in two successive educational programs with five hours per week of Polynesian language and culture, which included systematic learning of reading and writing in Tahitian. A selection of 69 other students, who had never participated in these programs, constituted the control group. All students were tested each year on their oral language skills in French and Tahitian. At the end of Third Grade, a morphological awareness assessment in French was introduced (Reder et al., 2013), as well as a task of word recognition (TIME3 of Ecalle, 2006), a reading-comprehension (Lobrot, 1980) and spelling tasks (ECS3, Khomsi, 1998). These standardized assessments have been adapted in Tahitian. The first results acknowledged a positive effect of the bilingual education curriculum on Tahitian oral skills and on cross-lingual links between written skills and morphological awareness. In addition, the Tahitian word recognition greatly helped to explain the French written skills, after controlling the level of French morphological awareness.     

L’influence des pratiques éducatives sur le sens donné à l’école : étude auprès de lycéens français

There are many studies exploring the link between meaning and learning. However, none of it examines the link between parental educational practices and the meaning of schooling. Based on a review of the literature, the objective of this article is to test the hypothesis of a link between the educational practices that high school students benefit from and the meanings that they attribute to school. Thus, we assume that educational practices play a predictive role in different processes of elaboration of the meaning of education by high school students (GH). The analysis of the results collected with the help of a measurement instrument consisting of two variables: the PEP – measuring parental educational practices – and the meaning of education (MOE) – measuring the meaning of education – questioning 390 French high school students, confirm our general hypotheses. Furthermore, it appears that a flexible educational practice is associated with a high level of meaning attributed to the school; conversely, a rigid educational practice is associated with a low level of meaning attributed to the school; and finally, a weak educational practice is not associated with an absence of meaning attributed to the school.     

Comparaison des effets de l’immersion (« Flooding ») en imagination et de l’immersion in vivo : une étude expérimentale

This study compares the efficacy of two kinds of flooding techniques: flooding in fantasy and flooding in vivo. The aversive stimulus in this experimental study was a harmless snake. The scenes described to the flooding in fantasy group were identical to the behaviors that subjects of the flooding in vivo group were asked to do. The length of treatment was 1 h. Avoidance tests were given at different stages of the experiment. Subjective measures were also taken. Although the analysis of variance did not show any significant differences, orthogonal comparisons revealed superiority for the flooding in vivo group on the avoidance test.     

Étude des effets cognitifs et affectifs de l’alphabétisation chez des adultes dans un contexte tunisien

This paper explores some of the cognitive and affective repercussions of literacy in the case of young Tunisian adults. I have evaluated the cognitive skills of 133 subjects, who are in the most part young women aged between 16 and 35 and assigned to different literacy levels. The framework of my investigation is informed by such fields as inductive reasoning, phonemic and semantic organisation and the capacity of storing and retrieving verbal information. I have appraised the intensity of the subjects’ depressive feelings so as to assess their emotional state. My aim is to demonstrate the positive impact literacy has on cognitive capacities as far as the above-mentioned fields are concerned. By the same token, I have underscored a concomitant effect upon the subjects’ emotional condition, for the intensity of illiterate people's feelings of depression is more exacerbated than in literate subjects’ case.