Publications de recherche

Publications de recherche

Communication écrite

The role of intrinsic motivation in the process of stereotype threat

C2S - Cognition Santé Socialisation (EA 6291)

Sophie Berjot, Camille Amoura, Joanna Cohen, Loïc Bordier

Anglais [POSTER], 5th International Conference on Self-Determination Theory, 2013-06-27, 2013-06-30, Rochester, New York, Etats-Unis,

Article dans des revues avec comité de lecture

Autonomy-supportive and controlling styles of teaching: Opposite or distinct teaching styles?

C2S - Cognition Santé Socialisation (EA 6291)

Camille Amoura, Sophie Berjot, Nicolas Gillet, Sylvain Caruana, Joanna Cohen, Lucie Finez

Anglais, Swiss Journal of Psychology, vol.74, n°3, p.141-158, interpersonal style, need satisfaction, need-thwarting, self-determined motivation, performance,

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.

Communication écrite

De la décomposition de la valeur sociale aux buts d’accomplissement

C2S - Cognition Santé Socialisation (EA 6291)

Joanna Cohen, Patrick Mollaret, Céline Darnon

Français [POSTER], 10ème Colloque International de Psychologie Sociale en Langue Française, Paris, France,

Communication orale

Le handicap, une situation ou un rôle ? Impact sur la motivation et la performance

C2S - Cognition Santé Socialisation (EA 6291)

Joanna Cohen, Eva Louvet, Frédéric Schiffler, Patrick Mollaret

Français, 56ème Congrès National de la Société Française de Psychologie, Strasbourg, France,

Communication orale

Pourquoi les personnes handicapées ne trouvent pas de travail ? Une explication en termes de facteurs psychosociaux

C2S - Cognition Santé Socialisation (EA 6291)

Odile Rohmer, Eva Louvet, Joanna Cohen

Français, 16ème congrès de l'Association des Chercheurs en Activité Physique et Sportive, ACAPS, Nantes, France,

Article dans des revues avec comité de lecture

Distinguishing the desire to learn from the desire to perform: The social value of achievement goals

C2S - Cognition Santé Socialisation (EA 6291)

Joanna Cohen, Céline Darnon, Patrick Mollaret

Anglais, Journal of Social Psychology, vol.16, p.1-17,

We sought to distinguish mastery goals (i.e., desire to learn) from performance goals (i.e., desire to achieve more positive evaluations than others) in the light of social judgment research. In a pilot study, we made a conceptual distinction between three types of traits (agency, competence, and effort) that are often undifferentiated. We then tested the relevance of this distinction for understanding how people pursuing either mastery or performance goals are judged. On self-perception, results revealed that effort was predicted by the adoption of mastery goals and agency by performance goals (Study 1). On judgments, results showed that (a) the target pursuing mastery goals was perceived as oriented toward effort, and (b) the target pursuing performance goals was oriented toward agency (Study 2). Finally, these links were shown again by participants who inferred a target’s goals from his traits (Study 3). Results are discussed in terms of the social value of achievement goals at school.