Étude des déterminants personnels du comportement scolaire de l'élève : test d'un modèle structural

This study aims to grasp and understand the role of some personal features and some dynamical mechanisms of the personality in the determination of the pupil's academic behaviour. A general model is developed and tested, on a sample of 336 elementary school pupils, with respect to three principles: causal order, association and non-artificiality. The data analysis is then refined by developing a structural model. The results prove that the dynamical mechanisms of the personality relating to the affective entry characteristics should be considered as dependent and independent variables. They allow to identify the principal personal determinants of pupil rowdyism, reaction toward class, making friends and academic achievement.     

La métamémoire : analyse de sa mesure par questionnaire. Étude exploratoire

This research aims at allowing an elaboration of a metamemory questionnaire. A study of metamemory and metacognition modelisations first allowed identifying four dimensions (the stereotypes about memory aging, the subject’s beliefs about one’s abilities, his knowledge about strategies and strategy use). A content analysis of available questionnaires evidenced an incomplete operationalisation of these dimensions, and allowed us to identify some modalities for each of them. In order to check that modalities are clearly defined, we proceeded to a comparison between different subjects with one of these questionnaires. The agreement rates are satisfying, except for two modalities, but the results constrain us to complete this study with a similar one using another questionnaire.     

Mind or Virtue

Abstract— Traditional research on human learning has neglected people's beliefs about learning, the role of culture in shaping those beliefs, and people's consequent learning behavior. Recent research provides evidence that cultural beliefs about learning are essential in influencing individuals' beliefs and their actual learning. This article reviews research on Western learning beliefs, which emphasize the mind, and Chinese learning beliefs, which emphasize personal virtue, as well as on the differences these beliefs produce in people's actual learning. Developmental evidence is also presented to show that the cultural influences begin early. Future research directions are discussed.     

Perspectives de la théorie des cinq facteurs (TCF) : traits et culture

The five-factor model (FFM) is a hierarchical classification of personality traits with claims to both comprehensiveness and universality. Hundreds of studies of the FFM have revealed how traits operate, and five-factor theory (FFT) was devised to integrate these findings to show how personality develops and functions. Fundamental to FFT is the distinction between basic tendencies (which include the traits of the FFM) and the characteristic adaptations that evolve from the interaction of traits with the environment. We outline FFT, with special attention to the role of culture. According to FFT, culture has little or no impact on traits themselves, but dramatic effects on the habits, beliefs, values, roles, and relationships that constitute characteristic adaptations. Modifications to FFT are considered.     

What's to Fear from Immigrants? Creating an Assimilationist Threat Scale

We argue that cultural threat, stressed in recent studies of anti-immigrant sentiment, is properly measured in the U.S. case as "assimilationist threat": a resentful perception that immigrants are failing to adopt the cultural norms and lifestyle of their new homeland. We explore the meaning and form of assimilationist threat in the minds of Americans through an analysis of four focus groups, two in Los Angeles, CA, and two in Columbus, OH. Using information from the focus groups, we develop and test a set of survey questions covering three dimensions of immigrants' commitment to their new country: language, productivity, and citizenship. We produce a summary scale of assimilationist threat that can be used by other researchers seeking to understand the causes and consequences of anti-immigrant sentiment.     

我们时代的境遇——临床诊疗行为中的医患文化冲突

就临床诊疗工作中的医患文化冲突问题,从何谓文化冲突、它的行为表现、文化冲突的原因等方面进行了探讨,从认知、情感、社会心理、环境变迁、价值观多元等社会文化的层面来认识和分析医患之间的复杂关系,并就正确看待和弱化医患文化冲突提出了意见。     

生命伦理之争的文化视角——以安乐死和人工流产为例

从文化的角度看,生命伦理之争是文化之争。也就是说,生命伦理之争的背后是不同文化传统之间、同一文化内部不同派别之间、对同一经典的不同诠释之间的争论。然而,东西方文化之间,以及同一文化内部各派别之间也并非完全不可通约,未来生命伦理学的发展必须保持其普世性和多元性之间的张力。     

Conditions d'efficience du sentiment d'efficacité personnelle dans la régulation d'une perturbation professionnelle : la dynamique du système des activités

This research deals with the controversy stated by Bandura about the level of generality-specificity it is advisable to appraise self-efficacy beliefs. The authors argue that the stake is not to challenge or not the interest of a general self-efficacy appraisal (compared with specific self-efficacy appraisals) but to study the conditions of general self-efficacy efficiency, for instance in the regulation of disruptions. With reference to the model of System of Activities, the data collected among 157 teachers recently recruited show how general self-efficacy beliefs attenuate the effects of an occupational disruption (the mismatches related to the mastery of required skills) on occupational satisfaction and general well-being, only if newcomers develop a middle level of exchanges between their different domains of life.     

Les manifestations comportementales de l'habilitation au travail : développement d'un cadre conceptuel et d'un instrument de mesure

Despite a strong interest for empowerment in business organizations, specific conceptual framework and measurement instruments do not exist to assess in a behavioural way if employees are really empowered. First, based on a literature review and interviews with twenty managers, seven behavioural indicators associated with empowerment have been identified and integrated in a theoretical framework distinguishing three investment areas (task, group, organization) and two types of contributions (assuring efficacy or improving efficiency). Second, questionnaires based on this framework have been administrated to 374 employees and their immediate supervisors. Factor analyses that have been performed showed a five-factor solution comparable for the self-report version and the version completed by the supervisor. Strengths and limitations of the new measurement instrument as well as the new research possibilities are discussed.     

Cultural values in the home and school experiences of low-income African-American students

The present study examined the presence of specific cultural values within the preferred classroom and home activities of African-American upper elementary students. Written scenarios were constructed and used to determine whether students preferred their home and classroom activities carried out under specific cultural terms. Students also reported their perceptions of teachers and parents’ cultural value-based preferences for classroom and home activities. With analysis of variance techniques, it was shown that students and their parents have significantly stronger preferences for communal and vervistic activities at home and at school than for individualistic and competitive activities. Perceived teacher classroom preferences, however, were significantly higher for individualistic and competitive activities. Such findings underscore the presence of cultural mismatch in the classroom experiences of African-Americans and illustrate a need to enhance school-based efforts to appreciate and utilize cultural value variation.