Éditeur(s) : HAL CCSD Society for Personality Research
Résumé : International audience
The purpose of this study was to examine self-efficacy and self-esteem as predictors of claimed and behavioral self-handicapping, and to compare the relationship between behavioral and claimed self-handicaps and athletic performance. A total of 31 basketball players participated in the study. Claimed self-handicaps were significantly negatively correlated with self-esteem whereas behavioral self-handicapping was significantly negatively correlated with self-efficacy. Performance was negatively correlated with behavioral self-handicapping, but was not correlated with claimed self-handicapping. These findings reinforce the conceptual distinction between claimed and behavioral self-handicaps by demonstrating that the two strategies are indeed related to different factors and that they have different consequences for performance.
ISSN: 0301-2212

Droits : info:eu-repo/semantics/OpenAccess
hal-01343254
https://hal.univ-antilles.fr/hal-01343254
https://hal.univ-antilles.fr/hal-01343254/document
https://hal.univ-antilles.fr/hal-01343254/file/Social%20Behavior%20and%20Personality.%20HAL.pdf
DOI : 10.2224/sbp.2008.36.3.391

Éditeur(s) : HAL CCSD Elsevier
Résumé : International audience
Objectives: The purpose of the present study was to examine the mediational role of self-confidence and anxiety in the relationship between self-esteem and claimed self-handicapping in an achievement context. Design: To test this mediational role, the three-step procedure advocated by Baron and Kenny (1986) was used. Method: After hearing and reading about specific conditions of performing that were intended to favor invoking excuses for future poor performance, 68 competitive basketball players completed measures of self-esteem, anxiety (cognitive and somatic), self-confidence, and claimed self-handicapping. Then, they warmed-up and carried out a basketball task. Results: Self-esteem negatively predicted cognitive anxiety and positively predicted self-confidence. In turn, self-confidence negatively predicted claimed self-handicapping and mediated the relationship between self-esteem and claimed self-handicapping. Cognitive and somatic anxieties did not mediate the relationship between self-esteem and claimed self-handicapping. Together, these results suggest that individuals with low self-esteem use more claimed self-handicaps because they have lower self-confidence. Conclusion: These findings shed light on the psychological processes that lead people with low self-esteem to use strategies of claimed self-handicaps.
ISSN: 1469-0292

Droits : info:eu-repo/semantics/OpenAccess
hal-01343259
https://hal.univ-antilles.fr/hal-01343259
https://hal.univ-antilles.fr/hal-01343259/document
https://hal.univ-antilles.fr/hal-01343259/file/PSE%20Manuscript%2014.03.2011-HAL.pdf
DOI : 10.1016/j.psychsport.2011.05.008

Éditeur(s) : HAL CCSD Human Kinetics
Résumé : International audience
The purpose of the present experiment was to examine whether the use of self-handicapping strategies influences participants' anxiety levels before athletic performance. Seventy-one competitive basketball players participated in the study. A repeated measures design was used, such that state cognitive and somatic anxiety intensity and direction were measured before and after participants were given the opportunity to self-handicap. Overall, participants reported their cognitive anxiety to be more facilitating after they had the opportunity to self-handicap. Thus, participants who were given the opportunity to self-handicap (i.e., use claimed and behavioral self-handicaps), reported greater increases in perceptions of cog-nitive anxiety as facilitating their performance. This study shows the importance of looking at anxiety direction, and not just anxiety intensity, when examining self-handicapping's effects on anxiety. Implications for sport psychologists are proposed.
ISSN: 1543-2793

Droits : info:eu-repo/semantics/OpenAccess
hal-01343255
https://hal.univ-antilles.fr/hal-01343255
https://hal.univ-antilles.fr/hal-01343255/document
https://hal.univ-antilles.fr/hal-01343255/file/TSP%2007-54.%20Final%20Manuscript.Self-handicapping%20and%20Anxiety%20in%20Sport%20HAL.pdf
DOI : 10.1123/tsp.22.3.304

Éditeur(s) : HAL CCSD Public Library of Science
Résumé : Aim The aim of the present study was to examine whether listening to music during warming-up might influence short-term maximal performance (STMP), cognitive anxiety, self-confidence, and enjoyment during Ramadan, and whether these affects might predict STMP. Methods Nine male physical education students (age: 21 ± 1.1 years; height: 1.8 ± 0.04 m; body mass: 83 ± 5 kg) volunteered to participate in the present study. A within-subjects design consisted of four experimental sessions: Two sessions occurred one week before Ramadan and two others took place during Ramadan. They were scheduled at 5 p.m. and were conducted as follows: After a 10-minute warm-up either with or without listening to music, each participant performed a 5-m multiple shuttle run test, after which he was asked to answer items intended to assess his affective state during the experimental task. Results Our findings revealed that STMP was lower during Ramadan than before Ramadan in the no-music condition. Additionally, it was found that STMP was higher in the music condition than in the no-music condition during Ramadan, and that STMP measured before Ramadan did not differ from that measured during Ramadan in the music condition. Regarding affects, the findings revealed that enjoyment was lower during Ramadan than before Ramadan in the music condition, and that cognitive anxiety was lower in the music condition than in the no-music condition before Ramadan. Self-confidence was not influenced by the experimental conditions. Conclusion This study showed that listening to music during warming-up not only would be beneficial for STMP in Ramadan fasters, but also would counteract the negative effects of Ramadan observance on STMP.
ISSN: 1932-6203

hal-01467699
https://hal-univ-paris10.archives-ouvertes.fr/hal-01467699
DOI : 10.1371/journal.pone.0136400

Éditeur(s) : HAL CCSD
Résumé : International audience
Abstract : Since 2011, the organization of linguistic education for foreigners has changed in France. Now, the FLI concept controls the integration of foreigners in the french society by a transmission of french language and republican values. Our paper is about the questions coming from the West Indies context, specifically in Guadeloupe, and it is looking at the educational matters closed to Haitians natives' people. We are asking questions about the code switching phenomena and are trying to find, out of the blue, how some contextual specific experiments can help the students in being proud of their culture and in changing their vision of scholar and learning system. Feedback from those oral original sessions are aimed at offering solutions to establish a suitable teaching method named FLR.
Depuis 2011, la loi française a renforcé sa politique linguistique en faveur d'une intégration des migrants, mettant en place l'enseignement du français langue d'intégration (FLI). Notre contribution considère dans ce cadre épistémologique les particularités sociolinguistiques et migratoires du territoire de la Guadeloupe et s'intéresse à une didactique contextualisée, notamment en ce qui concerne le public des migrants venus d'Haïti. Les effets de contexte sont interrogés à travers une analyse du dispositif de formation, des postures des formateurs, des écarts observés entre objectifs attendus et réalisés et de l'influence des représentations des apprenants. Nous interrogeons le rôle du contact entre les langues créoles et le français dans les apprentissages. Cette note propose également un projet de remédiation pédagogique adapté aux difficultés relevées et pose les bases d'une approche didactique idoine caractérisée par un travail centré sur la réassurance affective et culturelle.Mots clés : Insécurité linguistique, diglossie, créole haïtien, confiance en soi, langue vernaculaire, langue véhiculaire, outils pédagogiques, didactique contextualisée, didactique sociolinguistique, andragogie, remédiation pédagogique, réassurance.
Troubles du langage, Langue d'enseignement et rendement scolaire. Essai de diagnostic du système éducatif haïtien dans le département de l'Artibonite, Ouvrage collectif (Coordination : Rochambeau LAINY), 2016, L'Harmattan, Paris , 320 pages.

hal-01673268
https://hal.univ-antilles.fr/hal-01673268
https://hal.univ-antilles.fr/hal-01673268/document
https://hal.univ-antilles.fr/hal-01673268/file/FINAL%20ARTICLE%20Fr%C3%A9d%C3%A9ric%20Beaubrun%20communication%20-%20Colloque%20%20Ha%C3%AFti%20pathologies%20du%20langage%20et%20rendement%20scolaire.pdf

Éditeur(s) : HAL CCSD Nordic Ecological Society
Résumé : Beta diversity is among the most employed theoretical concepts in ecology and biodiversity conservation. Up to date, a self-contained definition of it, with no reference to alpha and gamma diversity, has never been proposed. Using Kullback-Leibler divergence, we present the explicit formula of Shannon's beta entropy, a bias correction for its estimator and a confidence interval. We also provide the mathematical framework to decompose Shannon diversity into several hierarchical nested levels. From botanical inventories of tropical forest plots in French Guiana, we estimate Shannon diversity at the plot, forest and regional level. We believe this is a complete and usefulness toolbox for ecologists interested in partitioning biodiversity.
ISSN: 0030-1299

hal-01032426
https://hal.archives-ouvertes.fr/hal-01032426
DOI : 10.1111/j.1600-0706.2011.19267.x