DETERMINANTS OF SELF-HANDICAPPING STRATEGIES IN SPORT AND THEIR EFFECTS ON ATHLETIC PERFORMANCE Auteur(s) : Coudevylle, Guillaume, Martin Ginis, Kathleen Famose, Jean-Pierre Auteurs secondaires : Adaptations au Climat Tropical, Exercice et Santé (ACTES) ; Université des Antilles et de la Guyane (UAG) McMaster University [Hamilton, Ontario] Laboratoire d'Analyse de la Performance Sportive (LAPS, JE 2518) (LAPS) ; Université de Pau et des Pays de l'Adour (UPPA) 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 | Partager |
Self-esteem, self-confidence, anxiety and claimed self-handicapping: A mediational analysis Auteur(s) : Coudevylle, Guillaume, Gernigon, Christophe Martin Ginis, Kathleen Auteurs secondaires : Adaptations au Climat Tropical, Exercice et Santé (ACTES) ; Université des Antilles et de la Guyane (UAG) Université Montpellier 1 (UM1) McMaster University [Hamilton, Ontario] 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 | Partager |
TRANSMISSIONS AND LANGUAGE APPROPRIATIONS: A psycholinguistic approach to adult child interactions ; TRANSMISSIONS ET APPROPRIATIONS LANGAGIERES : Une approche psycholinguistique des interactions adultes / enfants Auteur(s) : MIEHAKANDA, M'Badi Auteurs secondaires : Laboratoire Interdisciplinaire de Recherche en Didactique, Éducation et Formation (LIRDEF) ; Université Paul-Valéry - Montpellier 3 (UM3) - Université de Montpellier (UM) Éditeur(s) : HAL CCSD Résumé : International audience How do we learn to communicate: how do we come to language or how does language come to us? Would it be a question of adaptation to the world by the act of speaking as suggested by J. Bernicot 1 (1992); would man benefit first and foremost from a genetic patrimony that enabled him to make use of language, as N. Chomsky (1985) points out by asking the existence of a competence related to generative mechanisms? J. Bruner (1996) proposes the idea of an education likely to "adapt a culture to the needs of its members and to adapt its members and their ways of learning to the needs of culture". 2. A / Motivations and objects An approach to mother-child relationships (master's thesis in developmental psychology 3, Miehakanda, 1998) has given me the opportunity to highlight the mediation of play in the structuring of relationships between the child with academic difficulties and his parents. The specific framework of this research-action was that of the educational and therapeutic care of children attending primary school (CE1-CLIS-CLAD) 4. These seven children (three girls / four boys) who were reported for various personality and behavioral disorders all had a lack of self-esteem and self-esteem affecting their relationships with those around them (peers, teachers ...). Comment apprenons-nous à communiquer : comment venons-nous au langage ou comment le langage vient-il à nous ? Serait-ce une question d'adaptation au monde par l'action de parler comme le suggère J. Bernicot 1 (1992) ; l'homme bénéficierait-il prioritairement d'un patrimoine génétique le disposant à faire usage du langage, comme l'indique N. Chomsky (1985) en posant l'existence d'une compétence reliée à des mécanismes génératifs ? J. Bruner (1996) propose l'idée d'une éducation susceptible «d'adapter une culture aux besoins de ses membres et d'adapter ses membres et leurs manières d'apprendre aux besoins de la culture» 2. A/ Motivations et objets Une approche des relations mères-enfants (mémoire de maîtrise de psychologie du développement 3 ; Miehakanda, 1998) m'a donné l'occasion de mettre en évidence la médiation du jeu dans la structuration des rapports entre l'enfant rencontrant des difficultés scolaires et ses parents. Le cadre spécifique de cette recherche-action était celui des prises en charge éducatives et thérapeutiques d'enfants scolarisés à l'école primaire (CE1-CLIS-CLAD) 4. Ces sept enfants (trois filles / quatre garçons) qui étaient signalés pour diverses formes de troubles de la personnalité et du comportement éprouvaient tous un manque de confiance en soi et d'estime de soi affectant leurs rapports avec leur entourage (pairs ; enseignants…). https://hal.univ-antilles.fr/tel-01658934 ISBN : Livre broché : ISBN-10: 3841633412 ISBN-13: 978-3841633415. 2015, pp 316 tel-01658934 https://hal.univ-antilles.fr/tel-01658934 | Partager |
Evaluation of Different Handwriting Teaching Methods by Kinematic and Quality Analyses Auteur(s) : D 'antrassi, Pierluigi Ceschia, Paola Mandarino, Carmen Perrone, Iolanda Accardo, Agostino Auteurs secondaires : Dept. of Engineering and Architecture ; University of Trieste Primary School, Don Milani ; Don Milani, Via Don Milani Department of Development Age ; ULSS 7, Via Lubin, International Graphonomics Society (IGS) Université des Antilles (UA) Céline Rémi Lionel Prévost Eric Anquetil Éditeur(s) : HAL CCSD Résumé : International audience Handwriting difficulties represent a common cause of underachievement in children education and low self-esteem in daily life. The analysis of handwriting could be an important tool for the evaluation of a teaching method in order to assess its efficacy in preventing dysgraphia. We performed a comparative analysis of the traditional handwriting method and the alternative Terzi's approach in pupils at the end of primary school, when cursive skills should have been achieved.Qualitative and kinematic parameters were considered: the first ones were calculated as a visual analysis of written texts (by using check-lists and scales regarding qualitative, postural and pen grasp aspects), while the latter ones were automatically extracted through digitizing tablet acquisitions. Results showed significant differences concerning handwriting quality and dynamic movement in pupils handwriting depending on the teaching method applied. 17th Biennial Conference of the International Graphonomics Society Pointe-à-Pitre, Guadeloupe hal-01165776 https://hal.univ-antilles.fr/hal-01165776 https://hal.univ-antilles.fr/hal-01165776/document https://hal.univ-antilles.fr/hal-01165776/file/IGS_2015_submission_10.pdf | Partager |
Communication dans le système éducatif martiniquais et exclusion sociale Auteur(s) : Cidalise-Montaise, Marie-Dominique Auteurs secondaires : Antilles-Guyane Ollivier, Bruno Résumé : Échec scolaire, délinquance, violence, exclusion, sont les fléaux de notre société moderne.À la Martinique dans les années 1950 un certain nombre de dispositifs furent mis en place pour tenter d’enrayer sinon de réduire l’ampleur du phénomène. Une maison de l’enfance et des dispositifs sanitaires et sociaux sont mis en place. Aujourd’hui face aux élèves en difficulté il existe également des structures diverses qui sont les classes spécialisées, les classes d’adaptation, les structures psycho-pédagogiques diverses. Et dans les deux cas sous couvert d’aide à l’enfance d’accompagnement et d’aides multiples des populations d’enfants ont vécu et vivent la marginalisation, l’exclusion car la différence affichée par la prise en charge de ces enfants constitue une représentation négative à leur encontre.Au cœur de notre problématique il y a la conviction que les choses peuvent changer. Il ne s’agit pas de prendre les acteurs sociaux pour des démiurges, de faire comme si ils pouvaient métamorphoser le monde à volonté, mais de bien comprendre ce qui se joue dans les interactions entre acteurs. Car il existe des forces dynamiques en présence dans les interactions d’enseignement, d’éducation, et d’assistance, ce sont les représentations.L’individu est habité par son capital culturel, il le porte en lui incorporé, inscrit dans son être biologique, dans son cerveau et son système nerveux, dans son être biologique, dans l’ensemble du corps pour un certain nombre de schèmes de perceptions et d’action, le capital culturel est l’une des variétés la moins détachable de son propriétaire. Chacun détient un capital culturel en même temps qu’il est ce capital, il lui doit sa singularité, son identité et tout ce qui lui permet d’entrer en relation avec le monde, et avec les autres.Par un retour réflexif, l’individu peut prendre conscience de son capital culturel, de ses représentations, d’une partie de son habitus, L’image qui résulte de cette prise de conscience enrichit l’ensemble des représentations, donc le capital culturel lui-même. L’image du capital culturel dont on dispose participe de l’image de soi et donc d’un processus complexe de valorisation ou de dévalorisation de soi.L’image de soi, de ce qu’on sait de ce qu’on sait faire se heurte de toute façon à l’image que nous revoient les autres, chacun apprend dès l’enfance à être jugé par sa famille puis par ses enseignants et les autres élèves. Chacun se sent jugé sur ce qu’il fait, et indirectement sur ce qu’il est ou paraît être, sur ce qu’il sait ou paraît savoir. Nul être ne peut se protéger complètement des jugements d’autrui, mais il peut essayer de les infléchir à son avantage, en particulier lorsque les jugements favorables lui vaudraient l’amour, et la reconnaissance des autres.Tel est l’enjeu fondamental de la relation éducative qui permettrait à l’élève dit en difficulté de majorer son ambition par une plus haute estime de lui même, et d’entrer ainsi dans une pédagogie de la réussite.Hier, certains élèves étaient condamnés par un système à quitter l’institution scolaire très tôt. Le regard du maître, les représentations qu’il avait des enfants pauvres ne leur permettait pas d’aller au-delà de l’école primaire et très vite ils intégraient le monde du travail. Aujourd’hui malgré une scolarité obligatoire jusqu’à seize ans les représentations que l’on a d’un élève peuvent avoir également des incidences sur son destin scolaire et l’amener à l’exclusion. C’est ce que nous allons tenter d’expliquer grâce à une expérimentation menée sur le terrain avec les différents acteurs du champ éducatif et les outils mis à leur disposition.Regard, représentations, réussite, échec sont les différents axes d’une problématique sur le jugement prédéterminé de l’enseignant et ses conséquences sur le destin de certains individus. La mission essentielle d'un enseignant étant de tout mettre en œuvre pour faire réussir tous ses élèves. School failure, delinquency, violence, exclusion, are the scourge of modern society.In 1950s Martinique a number of devices were put in place to try and stop or at least reduce the magnitude of the phenomenon. Juvenile institutions, health and social systems were put in place. Nowadays additional options are available such as specialized classes and other special educational structures. These systems unfortunately have resulted in the further marginalization and exclusion of entire generations of children, putting them under a negative light, against the core principal of the very programs that were meant to help them. At the heart of the problem is the belief that things can change. Our goal is not to portray social actors as if they could change the world at will, but rather to try and understand the interaction between the different actors. There are dynamics at play within the educational interactions and available support systems, which lead to certain representations of some of the students. The individual is inhabited by its cultural back-ground or layer. It is part of the biological being, brain and nervous system, part of his or her entire body, interfering with a number of perception patterns and actions. The cultural layer of any individual is actually the least detachable of all layers. The individual gets his or her sense of uniqueness, identity and everything that allows him or her to interact with the world and others from this cultural layer.When getting into further analysis we notice that the individual can become aware of his or her cultural heritage, of his or her representations or habits. The self-image that results from this awareness makes for a richer representation of the cultural layer which can trigger either high or low self-esteem. Our idea of our image usually clashes with the image received from others. Each and every one of us has in some way or the other been judged by his or her respective family, by teachers or other students in the classroom. Everyone feels judged because of his or her own actions, his or her appearance, or what he or she appears to know. Nobody can fully protect him or her-self from judgements passed from third parties, and in some circumstances one might attempt to use these judgements to their advantages, especially when they could lead to more empathy or acknowledgement from a third party.This is the fundamental issue of the educational relationship that would, by allowing struggling students to increase their ambitions by the way of higher self-esteem, allow for better success.In the past, some students were condemned by the system and led to leave the school system early. The way the teacher would perceive the student and poorer children in general did not allow the said student to go beyond elementary school and he or she would very soon join the workforce. Nowadays, despite mandatory education through age sixteen, the representation we have of each student can still affect academic performance and lead to exclusion. This is what we will attempt to explain through an experiment conducted with the different actors in the education field and the tools at their disposal.Perception, performance, success, failure are the different axes of a problem that leads to the predetermined judgment of teachers and the consequences of said perception on the fate of some of the students, keeping in mind that an educator’s main task is to do everything in their power to pass all students. http://www.theses.fr/2015AGUY0850/document | Partager |
Entre violence, sexualité et luttes sociales : le destin paradoxal du dancehall ; Violence, sexuality and social struggles, : the paradoxical destiny of dancehall music Auteur(s) : Marie-Magdeleine, Loïc Auteurs secondaires : Antilles-Guyane Elbaz, Gilbert Résumé : Ce travail analyse le dancehall, dernière forme en date de la musique jamaïcaine, à travers les questions de violence et de sexualité. Cette musique rencontre des difficultés sur le plan local et international non seulement à cause des thématiques abordées mais aussi par la manière dont elles sont traitées. Ainsi, le traitement de la violence à travers le gun talk, ces textes faisant l’apologie des armes à feu, entraîne des critiques, on leur reproche d’être des incitations à la violence physique, psychologique, au désordre social et on juge leur influence négative. Par ailleurs, l’approche très explicite et très crue de la sexualité entraîne également des critiques du fait de la teneur misogyne et homophobe de certaines chansons.Par conséquent, cette étude du dancehall explique les raisons pour lesquelles le contexte particulier de la Jamaïque a conduit à ce genre de propos. Puis, elle démontre que les textes incriminés pour homophobie ou misogynie renferment une codification de la sexualité qui va au-delà de l’orientation sexuelle et de l’opposition hétérosexualité/homosexualité, pour ériger un modèle valorisant et valorisé en termes de pratiques sexuelles (le coït pénis/vagin). Pour répondre à ces questions, cette analyse s’appuie sur une série d’outils offrant une vision cohérente de cette musique : les travaux précédents sur le dancehall, les traductions d’un large éventail de chansons, l’utilisation de l’Internet qui permet de suivre les derniers déroulements de ce phénomène culturel en constante évolution et enfin les entretiens et les enquêtes menés sur le terrain. Completely different to play a part in the social unrest that this country is facing. The second part of the thesis focuses on the issues of violence and sexuality in dancehall music. It shows how politics and religion have a strong influence on the population and offer some legitimacy to the lyrics which lead to the controversies surrounding dancehall music. On the one hand, religion is the cornerstone of this society (although Jamaicans have integrated some principles and do not pay much attention to others) and determines what should be endorsed or rejected. On the other hand, the politicians apply some sort of physical and psychological violence to maintain their leading position. In addition, these politicians rely on the contempt for homosexuality to create cohesion within a society that is deeply characterized by divisions and tensions of all kinds. In the Jamaican context that is deeply influenced by patriarchal values, the individuals of the lower social strata (especially males) who experience difficulties to obtain a valorizing social status can turn to violence and criminal activities, and will hang to heterosexuality and “moral” sexual practices as vehicles to restored self-esteem (this vision of sexuality is one of the only valorizing aspects of masculinity that any individual can rely on regardless of their social status). Consequently, these sexual archetypes are expressed through the lyrics of dancehall music and are promoted by the artists of dancehall, self-proclaimed spokesperson for the Jamaican population. The third part addresses the issue of the perception of dancehall music on the international level through the issue of sexuality and homosexuality. This part shows that even though the language used by the artists can be hardly understood, some lyrics leave the listeners with different way of interpreting the message, especially when it comes to threatening some people physically or psychologically on the ground of sexual orientations and practices. These songs which express strong criticism towards some individuals have triggered vehement reactions from sexual minority groups. Different campaigns on the international level have forced the artists to tone down their lyrics. These campaigns show how the music is also utilized by these gay groups to fight against discrimination. Because of or thanks to the media attention that Jamaican music enjoys, the homosexuals are able to expose to the public opinion the physical and psychological violence they are experiencing in Jamaica. In addition, the close geographic, cultural and economic relationship between Jamaica and the USA shows, on the one hand, how homosexuality is perceived on the island as an imposed foreign value and on the other hand, how this Caribbean country is labeled as a homophobic nation. And finally, the influence of Jamaica on the international level allows us to analyze dancehall music in the French Caribbean islands. This chapter shows how these local artists can use the Jamaican codes and adapt them to their own reality when they correspond with the values of their own society. http://www.theses.fr/2013AGUY0728/document | Partager |