Chapitre 4. Croire en soi : le rôle de la mémoire autobiographique dans la construction du sentiment d'efficacité

Vanlede, Marie; Philippot, Pierre; Galand, Benoît

doi:10.3917/puf.brgeo.2006.01.0051

Cited by 6 publications

(5 citation statements)

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“…The sample, being drawn from the lowest academic track in the Swiss secondary system, is likely to be composed almost entirely of pupils who have a history of school failure and difficulty. Considering the potent effects of motivational states and attitudes (Vanlede, Philippot, & Galand, 2006), this might create a bias as pupils officially classified as low achieving might well suffer more from the pressure of a standard-grade condition and conversely be more receptive to self-affirming feedback of a high-grade condition than the average-achieving pupil.…”

Section: Discussionmentioning

confidence: 99%

Autonomy and task performance: Explaining the impact of grades on intrinsic motivation.

Pulfrey¹,

Darnon²,

Butera³

2013

Journal of Educational Psychology

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The use of grades to motivate constitutes an unresolved theoretical controversy. In 2 experiments carried out with different age groups and academic tracks, a standard-grade condition was compared with a condition in which differential scoring engendered higher grades and with a no-grade condition. The relative power of task performance and task autonomy to explain differences in subsequent intrinsic motivation (self-report task interest and continuing motivation for the task) was assessed. Results show that, compared with the standard-grade condition, both high-grade and no-grade conditions enhanced the 2 forms of subsequent intrinsic motivation. However, although task performance explained higher levels of task interest in the high-grade condition, it failed to explain higher levels of continuing motivation for the task. Task autonomy, conversely, explained the higher levels of both task interest and continuing motivation for the task experienced in the nongraded condition. Results are discussed in the light of an integrative model that differentiates the mediational role of task performance and autonomy, 2 traditional major explanations of the link between grades and intrinsic motivation.

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Section: Discussionmentioning

confidence: 99%

Autonomy and task performance: Explaining the impact of grades on intrinsic motivation.

Pulfrey¹,

Darnon²,

Butera³

2013

Journal of Educational Psychology

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“…At a conceptual level, a coherent content-and process-based rationale may be an important determinant of success. Our process-based model can be seen as a tool that allows participants to be more specific about their emotional experiences, which could foster their self-efficacy over time ( Vanlede, Philippot, & Galand, 2006). From a pedagogical perspective, our experiential, behavioral, and pragmatic training methods may be the second determinant.…”

Section: Conditions Of Improvement Inherent To the Interventionmentioning

confidence: 99%

Emotional plasticity: Conditions and effects of improving emotional competence in adulthood.

Kotsou

Nélis

Grégoire

et al. 2011

Journal of Applied Psychology

260

199

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This study aimed to investigate (a) whether it is possible to increase emotional competence (EC) in adulthood; (b) whether this improvement results in better mental, physical, and social adjustment; (c) whether this improvement can be maintained 1 year later; and (d) whether these benefits are accompanied by a reduction in stress-hormone secretion (i.e., cortisol). One hundred and thirty-two participants were randomly assigned to an EC-enhancing intervention (in group format) or to a control group. Participants in the intervention group underwent a specifically designed 15-hr intervention targeting the 5 core emotional competencies, complemented with a 4-week e-mail follow-up. Results reveal that the level of emotional competencies increased significantly in the intervention group in contrast with the control group. This increase resulted in lower cortisol secretion, enhanced subjective and physical well-being, as well as improved quality of social and marital relationships in the intervention group. No significant change occurred in the control group. Peer reports on EC and quality of relationships confirmed these results. These data suggest that emotional competencies can be improved, with effective benefits on personal and interpersonal functioning lasting for at least 1 year. The theoretical implications of these results as well as their practical implications for the construction and the development of effective emotional competencies interventions are discussed.

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“…Our hypothesis rests, in part, on the theory of autobiographical memory which suggests that, by choosing which information they will retain and by recalling memories of themselves, people seek to maintain an image of themselves that is stable and coherent and which concurs with their self-evaluation (Baddeley 1992;Vanlede et al 2006). Since self-evaluation is a subjective process which is likely to be biased, the search for information needed to construct it, in particular through social agents, is by necessity colored by the positive or negative nature of this bias (Bandura 2003;Brunot 1997;Fitzgerald 1989).…”

mentioning

confidence: 99%

Relations between impostor feelings and upward and downward identification and contrast among 10- to 12-year-old students

Chayer

Bouffard

2010

Eur J Psychol Educ

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The first objective of this study was to examine the presence of the impostor phenomenon (IP) among 740 students aged 10 to 12 years old. The second objective was twofold: (1) to examine the link between the impostor feelings and the propensity to use social comparison and (2) to examine whether this feeling is related to the processes of identification with versus contrast to others who are either doing better or worse than oneself. Results showed that, although generally of low intensity, the impostor feelings are indeed present in late elementary school children. A positive link between the impostor feelings and the propensity to use social comparison was also observed. It also appeared that, more than for others, children who feel like impostors were likely to differentiate themselves from their more capable peers while identifying themselves with less capable peers. The discussion focuses on the presence of the IP in late elementary children and on how the upward contrast and the downward identification may contribute to its development and maintenance.Résumé Le premier objectif de cette étude est d'examiner la présence du sentiment d'imposteur chez des élèves de 10-12 ans. Le second objectif est d'examiner le lien entre ce sentiment et la propension à la comparaison sociale, et le troisième de vérifier si ce même sentiment est relié aux processus d'identification et de différenciation avec une cible faisant mieux que soi ou faisant moins bien que soi. L'examen de 740 élèves a permis de constater que, même s'il est généralement de faible intensité, le sentiment d'imposteur est bel et bien présent à cet âge. On observe un lien positif entre le sentiment d'imposteur et la propension à se comparer, et, plus ce sentiment est présent chez un élève, plus il rapporte se juger différent de ses pairs qui réussissent bien et s'identifier à ceux qui réussissent plus difficilement. La discussion s'intéresse à la façon dont la différenciation ascendante Eur

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Chapitre 4. Croire en soi : le rôle de la mémoire autobiographique dans la construction du sentiment d'efficacité

Cited by 6 publications

References 0 publications

Autonomy and task performance: Explaining the impact of grades on intrinsic motivation.

Autonomy and task performance: Explaining the impact of grades on intrinsic motivation.

Emotional plasticity: Conditions and effects of improving emotional competence in adulthood.

Relations between impostor feelings and upward and downward identification and contrast among 10- to 12-year-old students

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