Muscle dysmorphia has been described as a special form of body dissatisfaction, specific of males, associated with intense physical activity. If some studies explored its relations with other variables, its psychological predictors still remain to be determined. According to the findings which showed that specific body-related-beliefs (i.e. considering the body as malleable) are related to high levels of involvement in body activities, this research aims at testing the relations between body image, body malleability and muscle dysmorphia. In this study, these three factors were assessed using self-evaluation questionnaires among a 137 male sportsmen sample. When predicting muscle dysmorphia, regression analysis indicates a significant negative interaction between body image and body malleability: a negative body perception predicts muscle dysmorphia only when sportsmen have high scores in body malleability beliefs. This result is discussed in order to improve the understanding of muscle dysmorphia and its prevention.

Ces études ont pour principal objectif d’identifier la composition du stéréotype associé aux personnes au chômage et de repérer si celle-ci diffère en fonction de l’appellation qui est faite de ces personnes, en tant que « demandeur d’emploi » ou en tant que « chômeur ». Ces contenus stéréotypiques sont étudiés selon deux méthodes complémentaires, l’association libre (Etude 1) et la méthode du ratio diagnostique (Etude 2). Une troisième étude a pour objectif d’évaluer l’impact du type de consigne (standard vs substitution) sur le contenu du stéréotype associé aux demandeurs d’emploi. Les résultats montrent que le stéréotype concernant les personnes au chômage, est globalement très négatif et que sa composition fait référence à deux facettes différentes : celle du demandeur d’emploi responsable de sa situation et celle du demandeur d’emploi victime de la société. Ils montrent également que le stéréotype associé au terme ‘chômeur’ est sensiblement plus négatif que celui associé au terme ‘demandeur d’emploi’. Enfin, les résultats de cette recherche montrent que seuls les termes dispositionnels du stéréotype sont impactés par le type de consigne. Ces derniers étant plutôt négatifs en consigne de substitution et plutôt positifs en consigne standard. L’ensemble de ces constatations est discuté, posant ainsi les limites de cette recherche et les ouvertures qu’elle suscite.

This aim of this study was to explore which kinds of working situations are regarded by psychologists as being particularly detrimental to their identity (personal and professional), how these situations are appraised in terms of threat and/or challenge, and what their impact is on perceived stress, work satisfaction, and perceived threat to occupational status. In all, 842 French psychologists answered an open format question requesting them to report a situation that was particularly difficult for them as a person and/or as a psychologist (analyzed by the way of a content analysis), and a questionnaire containing our dependant variables. Four major categories of situations were highlighted. While the first three were positively linked to threat, the “patient relations” category was negatively correlated with it. “Threat to personal identity” mediated the relationship between difficult situations and perceived stress. Situations appraised as being identity-threatening are mostly the same than those found in the stress literature and are stressful because of their impact on personal identity. Moreover, for psychologists, relations to patients, which are at the heart of the profession, seem to be protective regarding stress and identity threats.

Autonomy-supportive and controlling styles of teaching are usually considered to be the opposite ends of a single continuum. An alternative view, however, is that individuals can perceive both styles simultaneously, which suggests that they are different constructs (Bartholomew, Ntoumanis, Ryan, Bosch, & Thøgersen-Ntoumani, 2011). Using cluster analysis, Study 1 (N = 160) confirmed that both teaching styles were perceived by students. Four clusters appeared depending on the student’s score on the measures of autonomy and controlling styles (high autonomy–high control; low autonomy–low control; high autonomy–low control; low autonomy–high control). Participants in the high autonomy–low control cluster reported the highest self-determined motivation in their studies. Using path analysis and mediational analyses, Study 2 (N = 127) tested the independence of the two styles by studying the process through which they influenced motivation. The results showed that need satisfaction (specifically, the need for autonomy) mediated the path between perceived autonomy-supportive teacher behavior and motivation, and that need-thwarting (specifically, the need for autonomy and relatedness) mediated the path between perceived controlling teacher behavior and self-determined motivation, which in turn predicted academic performance. These results add to the existing literature supporting the independence of the two styles.

The aim of the present studies was to explore if students attending AC (adapted classes - remedial training, 3 times a week; 7-10 years) have a bad reputation (are considered as less able than RC students – Regular Classes) and if this bad reputation can make them vulnerable to stereotype threat. Study 1 assessed self-perceptions of students from adapted (AC) and regular classes (RC) as well as other-perceptions of RC students and meta-perceptions of AC students. Results showed that RC students perceived themselves more positively than they perceived AC students and that self-perceptions of AC students were less positive than those of RC students. They also showed that the meta-perceptions of AC students were similar to the other-perceptions of RC students. Study 2, ran 15 days after, showed that the performance of AC students was impaired when under stereotype threat. Study 3 replicated Study 2 and showed that the effect of stereotype threat on performance was still there even after controlling for initial self-perceptions. It also showed that self-perceptions of AC and RC students lowered after the threat.

Introduction

L’évaluation des risques psychosociaux est devenue une composante essentielle de la santé au travail. Il existe de nombreux outils, mais il n’est pas toujours aisé d’identifier leurs qualités psychométriques et les concepts mesurés. L’objectif de ce travail est de présenter une revue critique des principaux outils destinés à évaluer le stress et/ou les risques psychosociaux disponibles et validés en langue française.

Méthode

La recherche documentaire a été effectuée sur les bases de données Medline et PsycINFO, ainsi qu’une revue systématique des Archives des maladies professionnelles et de l’environnement. Les questionnaires entrant dans le champ des risques psychosociaux, et dont il existe une version française, ont été inclus. Les données psychométriques et les concepts mesurés ont été analysés.

Résultats

Onze questionnaires ont été conservés et classés en trois grandes catégories : (i) les questionnaires portant sur les facteurs environnementaux professionnels (i.e. RPS et/ou ‘stresseurs’), (ii) les questionnaires portant sur le processus de stress (i.e. transaction individuelle et/ou stress perçu), (iii) les questionnaires portant sur les conséquences en termes de santé et/ou de morbidité.

Conclusions

Peu d’études publiées portent sur les qualités psychométriques des versions françaises. Il nous apparaît que seuls quelques questionnaires font l’objet d’un concept théorique solide et d’une validation psychométrique suffisante.