Although overall women are better represented in higher education than men, women's psychological experience in various academic contexts is qualified by a decreased sense of belonging and academic self-efficacy, including in fields where they are not targeted by a negative stereotype. To clarify this phenomenon, we develop the hypothesis of a mismatch between female students' values and the values associated with success in the increasingly selective realm of higher education. We argue that, whatever the fields of study, these values are self-enhancement values (competitiveness, self-affirmation, dominance). Three studies showed that when success was depicted in terms of self-enhancement values, women-but not men-expressed a lower sense of belonging, had lower self-efficacy and were less likely to pursue a given academic opportunity both in STEM and non-STEM fields of study. These effects did not appear in an academic context depicting success as being rooted in selftranscendence values (helpfulness, cooperation, benevolence).

Background: We investigated the link between the endorsement of self-enhancement values (e.g., ambition, influence, authority and social power) and school achievement (i.e., grades). Aim: Adopting an intersectional framework, we argued that the link may be qualified by both students' gender and their parents' education level. We hypothesized that depending on students' different experiences in the school system as a function of their gender and their parents' level of educational attainment, the endorsement of self-enhancement values might be either beneficial or detrimental to their academic achievement. Samples: We conducted two studies: a pilot study (N = 191) and a preregistered main study (N = 652). Method: High-school students reported their endorsement of self-enhancement values, their gender and their parents' education level. The school administration provided students' grade average. Results and Conclusions:In the pilot study, we found an interaction effect between the endorsement of self-enhancement values, gender and parental level of education on grades: For male students, the endorsement of self-enhancement values was associated with lower grades when their parents had a lower education level, but there was no such association for male students whose parents had a higher education level. No such effect was found for female students. With an improved methodology, the main study found an interaction effect between the endorsement of self-enhancement values and gender on grades.

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The Covid-19 crisis has many characteristics susceptible to emphasize gendered prescriptions. In the present research, we argue that the Covid-19 crisis should promote citizenship behaviors (CB) consistent with gender stereotypes. Two preregistered experiments were conducted during lockdown in France (Study 1) and United Kingdom (Study 2). We manipulated the salience of the Covid-19 crisis using a fake newspaper article and showed that women were more likely than men to engage in CB of altruism and sacrifice. Meta-analysis results of the two studies confirmed that these gender differences were larger when the Covid-19 crisis was highly salient (vs. control condition). For women, more than for men, engaging in altruistic behaviors and making sacrifice for the greater good are perceived as the behaviors to endorse to cope with the Covid-19 crisis.

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Promoting student’s school engagement is a major goal in our society. The literature has shown that students’ proximal sources of social support can play a fundamental role in facilitating this engagement. The purpose of this study was (1) to compare perceived support from four sources (mother, father, teacher, and peers) as a function of two different middle-school student backgrounds, a priority education area and a privileged area; (2) and (3) to examine the contribution of these main sources of social support, either directly or indirectly (through sense of school belonging) to school engagement; and (4) to test whether perceived social support is more strongly related to school engagement, directly or indirectly, among students from priority education school compared to students from the advantaged area. In all, 623 middle-school students (aged 11–16) from either a privileged or priority education area participated in this study. The results showed that the mother was perceived as providing more support, followed by the father, the teachers, and the peers. Students from the priority education area perceived more support from their teachers than their counterparts from the more privileged area did. A path analysis showed that each source of social support, except for maternal support, contributed to school engagement. Peers and teachers emerged as the best source of support for school engagement, having significant direct effects among students from the priority education area and both direct and indirect (through the sense of school belonging) effects among students from the advantaged area. Peer support also appears to have a double-edged effect on school engagement among students in the priority education area. This study contributes to enlightening the phenomenon of school engagement in adolescence by clarifying the role of social support and the related mediating process. Being perceived as an important source of social support by students is not enough to contribute to their sense of school belonging and school engagement.

Résumé Cet article propose une synthèse de la littérature sur l’Expérience de mort imminente (EMI). Plusieurs caractéristiques récurrentes de l’EMI, ainsi que leur fréquence, sont présentées. La question des variations culturelles de l’EMI faisant l’objet d’un débat, nous avons choisi d’exposer les données qui supportent l’hypothèse d’invariance culturelle, mais également celles qui révèlent un impact de la culture. À la lumière des recherches récentes en neurophysiologie et en psychologie, plusieurs mécanismes potentiellement impliqués dans l’EMI sont décrits et discutés au regard des deux principaux courants théoriques qui dominent actuellement cette thématique (c’est-à-dire approche de l’ in-brain et perspective de l’ out-of-brain ). Dans une perspective plus appliquée, il apparaît que l’EMI génère à la fois des changements positifs, mais également des perturbations majeures qui soulèvent la question de la prise en charge des patients ayant vécu une EMI.