Vers un changement de pratique dans une filière céréalière : apport de la modélisation de l’environnement

Project management, especially in the field of sustainable development, requires to take into account not only the working environment stricto sensu, but also supra components of environmental, social, economic, legislative, etc. Ergonomists and psychologists are then led to be interested in, and to develop modeling frameworks to better understand and to make more intelligible this complex environment. The study presented here, which requires taking into account this environment, aims at setting up a novel practice for improving the food safety of a cereal chain in a global context of sustainable development: protection of the environment (flora and fauna) and the health of farmers and consumers. As part of this study, a quick fungal contamination diagnostic tool and a corresponding decontamination process have been developed for an application in the barley-malt-beer food chain. However, the use of these processes may change the agricultural practices in antifungal treatments with the regular and high dose treatments replaced by fine targeted applications only where and when necessary. In relation with this technological development, the challenge is to identify the components of the environment that may become brakes and levers to the implementation of this new practice. In this scope, this investigation mobilizes the modeling of the environment of Thatcher and Yeow (2016). This paper is consequently aimed at presenting the underlying process to this construction, and this in relation with the characteristics of the study. At last, a discussion is initiated concerning the further use of such modelling practices for purposes other than the decision-making processes on ergonomic intervention purposes.     

The interplay between parental behaviors and adolescents' sports-related values in understanding adolescents' dropout of organized sports activities

Using short-term longitudinal data, the primary goal of the present study was to examine the interplay between adolescents’ sports-related intrapersonal (e.g., sports values) and interpersonal factors (e.g., perceived parental involvement) in relation to sports dropout. A secondary goal was to explore the direction of effects in the association between intra- and interpersonal factors. A total of 420 adolescents (39% girls, M_age = 14.06; SD_age = 0.33) responded to a set of survey questions over two consecutive years. Results from structural equation modeling suggested that parental involvement predicted adolescents’ dropout one year later, via sports values. Further, the results suggested that the direction of influence is mainly from parents to adolescents. Overall, the findings indicate that adolescents whose parents attend their practices and games perceive sports activities as fun, important and useful; as a result, adolescents are less likely to dropout. The findings offer an improved understanding of how parents’ behaviors may influence adolescents’ dropout of organized sports.     

Can thematic roles leave traces of their places?

An important question in the study of language production is the nature of the semantic information that speakers use to create syntactic structures. A common answer to this question assumes that thematic roles help to mediate the mapping from messages to syntax. However, research using structural priming has suggested that the construction of syntactic frames may be insensitive to variations in thematic roles within messages (Cognition 35 (1990) 1; Psychological Review 99 (1992) 150). Because these studies involved structural alternations whose syntax covaries with the order of thematic roles, it is difficult to assess any independent contribution that role information may make to the positioning of phrases. In this study, we primed the order of the roles without changing the syntactic structure of the sentences produced, and found that the order of the roles was influenced by the priming manipulation. This implies that thematic roles or the features that differentiate them are active within the mapping between messages and sentence structures.     

Memories of school recess predict physical activity enjoyment and social-emotional well-being in adults

School recess can provide social, emotional, and physical benefits for children. Yet, not all children experience recess the same, as inequity in access to recess and variability in the quality of recess exist. Researchers have yet to understand the long-term implications of recess experiences on adult well-being and physical activity behaviors. The purpose of this study was to explore the inter-relationships between memories of recess, physical activity, and social-emotional well-being. A total of 514 adults between the ages of 19 and 79 (M = 45.56; SD = 15.62) were surveyed via Prolific, a web-based research platform. Participants were asked about their memories of recess enjoyment and recess exclusion, and current physical activity levels, physical activity enjoyment, social isolation, social role satisfaction, and sense of meaning and purpose. Structural equation modeling analysis showed that memories of recess enjoyment were associated with meaning and purpose (β = 0.138, p < .05) and PA enjoyment (β = 0.183, p < .05). Furthermore, retrospective recess exclusion predicted current social isolation (β = 0.266, p < .05) and was negatively associated with retrospective recess enjoyment (β = −0.379, p < .05). Findings highlight the importance of childhood recess experiences and its impact on current physical activity behaviors, social isolation, and meaning and purpose later in life. Consistent with other research, early positive physical activity experiences, in the form of recess, appear to provide more assurances that one will engage in healthier lifestyle behaviors and more favorable psycho-socio-emotional profiles in adulthood.     

Passion and emotions: The mediating role of cognitive appraisals

Research reveals that harmonious passion leads to more positive emotions than obsessive passion, whereas the opposite result is true with respect to negative emotions. The purpose of this research was to evaluate the role of cognitive appraisals as mediators of the passion-emotion relationships. In Study 1, 227 participants engaged in different sports completed an online questionnaire about their passion for their specific sport, as well as cognitive appraisals and emotions generally experienced during an important game of their sport. Results of a structural equation modeling analysis and an indirect effect test showed that harmonious passion was linked to positive emotions through the mediating role of challenge appraisals, and that obsessive passion was linked to negative emotions through the mediating role of threat appraisals. In Study 2, 194 athletes completed questionnaires before and after a competitive game and focused on cognitive appraisals and emotions experienced during the game. Results of analyses conducted separately in the victory and defeat conditions based on game outcomes supported the model found in Study 1 in the case of defeat for both types of passion, and in the case of victory for harmonious passion only. Obsessive passion was not linked to threat appraisals among victorious athletes. These results suggest that both types of passion trigger different cognitive appraisals that lead to corresponding emotions. Future research is needed to replicate these findings and to better understand the role of passion and cognitive appraisals in emotions experienced in the realm of sports.     

Observation as a method to enhance collective efficacy: An integrative review

ObjectivesThis review provides an integrative argument for the use of observation as an intervention to manipulate individual collective efficacy beliefs in sports teams.DesignAn exploration of the conceptual and empirical evidence underpinning observation-based interventions for increasing collective efficacy.MethodA presentation of reflections on the following. First, we reflect on existing techniques used to increase self- and collective efficacy beliefs. Second, we consider collective efficacy in the context of observational learning and the various modeling techniques employed in the sports and motor performance literature. Third, we highlight relevant literature from neuroscience, outlining the analogous neural pathways evident for social cognition (i.e., collective efficacy) and observation.ResultsThis review presents a case for the use of observation interventions to manipulate collective efficacy, drawing upon social psychological frameworks of human behavior, the observation-based literature, and contemporary understanding of brain and behavior.ConclusionsObservation-based interventions are suited for collective efficacy manipulation in sport. There is a need to advance understanding of this relationship in order to maximize improvements in collective efficacy across group contexts.     

Associations between the perceived quality of the coach–athlete relationship and athlete burnout: An examination of the mediating role of achievement goals

ObjectivesThe aim of the current study was to examine (1) associations between the quality of the coach–athlete relationship as perceived by athletes and athlete burnout and, (2) the role of achievement goals in mediating the association between the coach–athlete relationship and burnout.DesignCross-sectional.Method359 athletes completed measures of the perceived quality of the coach–athlete relationship (the 3Cs model), achievement goals (the 2 × 2 model) and burnout (the athlete burnout model).ResultsStructural equation modeling revealed negative relationships between the perceived quality of the coach–athlete relationship and the three dimensions of athlete burnout (df = 118, χ² = 215.37, RMSEA = .05 [.04; .06], TLI = .97, CFI = .97). Moreover, results suggested that mastery-approach goals partially mediated the relationship between the coach–athlete relationship and two dimensions of athlete burnout: sport devaluation (i.e., indirect and direct effects: p < .001) and reduced accomplishment (i.e., indirect and direct effects: p < .01).ConclusionThe current study confirms and broadens previous knowledge on the socio-cognitive correlates of athlete burnout by demonstrating that the level of athlete burnout is associated with the perceived quality of the relationship with the coach. Results also highlight that achievement goals partially mediate these relationships.     

The Problem with Having Two Watches: Assessment of Fit When RMSEA and CFI Disagree

The root mean square error of approximation (RMSEA) and the comparative fit index (CFI) are two widely applied indices to assess fit of structural equation models. Because these two indices are viewed positively by researchers, one might presume that their values would yield comparable qualitative assessments of model fit for any data set. When RMSEA and CFI offer different evaluations of model fit, we argue that researchers are likely to be confused and potentially make incorrect research conclusions. We derive the necessary as well as the sufficient conditions for inconsistent interpretations of these indices. We also study inconsistency in results for RMSEA and CFI at the sample level. Rather than indicating that the model is misspecified in a particular manner or that there are any flaws in the data, the two indices can disagree because (a) they evaluate, by design, the magnitude of the model's fit function value from different perspectives; (b) the cutoff values for these indices are arbitrary; and (c) the meaning of “good” fit and its relationship with fit indices are not well understood. In the context of inconsistent judgments of fit using RMSEA and CFI, we discuss the implications of using cutoff values to evaluate model fit in practice and to design SEM studies.     

On the optimal degree of fluctuations in practice for motor learning

In human movement science, it is widely accepted that random practice generally enhances complex motor-skill learning compared to repetitive practice. In two experiments, a particular variability-related concept is put to empirical test, namely the concept of differencial learning (DL), which assumes (i) that learners should not be distracted from task-space exploration by corrections, and (ii) that learning is facilitated by large inter-trial fluctuations. In both experiments, the advantage of DL over repetitive learning was not statistically significant. Moreover, learning was more pronounced when participants either received corrections in addition to DL (Exp. 1) or practiced in an order in which differences between consecutive trials were relatively small (Exp. 2). These findings suggest that the positive DL effects reported in literature cannot be attributed to the reduction of feedback or to the increase of inter-trial fluctuations. These results are discussed in the light of the structural-learning approach and the two-state model of motor learning in which structure-related learning effects are distinguished from the capability to adapt to current changes.     

The Role of Coping Styles and Self-efficacy in the Development of Dysphoric Mood Among Nursing Students

Coping styles and self-efficacy have been recognized as important determinants of dysphoric mood. The objectives of this study were to determine the influence of these two factors on depression and anxiety in Japanese students. A set of questionnaires, including the Hospital Anxiety and Depression (HAD) Scale, the Coping Inventory for Stressful Situations (CISS), and the Self-efficacy Scale (SES) was distributed to 146 nursing students. Structural equation modelling was conducted to specify the relationships between measured variables. The HAD depression and anxiety scores were predicted by emotion-oriented coping. The HAD depression alone was predicted by avoidance-oriented coping. Self-efficacy scores predicted the emotion-oriented coping and HAD depression scores. Students’ dysphoric moods were influenced by emotional-oriented coping that mediated the effects of low self-efficacy, and self-efficacy also had a direct effect on depression.