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We tested a hypothetical model that examined both the effects of implicit theories of ability on the judgement of cheating acceptability in a physical education context and the mediating role of the achievement goals defined in the social-cognitive model of achievement motivation. Data were collected from 477 middle-school students, who completed measures of implicit theories of ability, achievement goals, and judgement of cheating acceptability in team sports within a cross-sectional design. The results indicated that performance-approach and performance-avoidance goals mediated the relationships between entity theory and the judgement of cheating acceptability, and mastery-approach and mastery-avoidance goals mediated the relationships between incremental theory and the judgement of cheating acceptability. Further research is needed to determine whether these results would be replicated with other moral variables and other contexts.

This paper suggests that the process of marginalization of women bodybuilders can be analyzed according to two theoretical frameworks. The first is essentially a pessimistic interpretation based on critical sociology and the concept of alienation, which discusses the limits of applying this concept to an empirical reality (in this case, female bodybuilders). The second considers the future of female bodybuilders as being constructed through the muscle cult. Our interpretation is comprehensive. The study stresses self-realization and self-fulfillment in female bodybuilders and discusses their attachment to the bodybuilding subculture.

International audienceUsing an innovative method, a Single-Target Implicit Association Test (ST-IAT) was created to explore the implicit theories of intelligence among science and liberal arts teachers and their relationships with their gender. The results showed that for science teachers—especially for male teachers—there was a negative implicit association between " intelligence " and " modifiable " stimuli, whereas liberal arts teachers had no implicit association between these two variables. The results are discussed in comparison with previous explicit measures, and the implications for teacher training are highlighted