2. Publications
  3. Publications de recherche

Publications de Leila Bensalah

Maître de Conférences en Psychologie et Ingénierie Educative

Laboratoire : C2S - Cognition Santé Socialisation (EA 6291)

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Publications de recherche

Article dans des revues avec comité de lecture

The Basic Empathy Scale in Adults (BES-A): Factor structure of a revised form

C2S - Cognition Santé Socialisation (EA 6291)

Arnaud Carré, Nicolas Stefaniak, Fanny D'Ambrosio, Leila Bensalah, Chrystel Besche-Richard

Anglais, Psychological Assessment, vol.25, n°3, p.679-691,

Article dans des revues avec comité de lecture

Acquisition of the concept of teaching and its relationship with theory of mind in French 3- to 6-year olds

C2S - Cognition Santé Socialisation (EA 6291)

Leila Bensalah, Marie Olivier, Nicolas Stefaniak

Anglais, Teaching and Teacher Education, vol.28, n°3, p.303-311,

Communication orale

Situation de tutelle entre enfants et estime de soi

C2S - Cognition Santé Socialisation (EA 6291)

Leila Bensalah, Sophie Berjot, Charline Marcoux, Dimitri Voisin, Céline Clavel

Fran̤ais, Colloque APSLF РRIPSYDEVE : Psychologie et R̩alit̩ Virtuelle, 2014-05-26, 2014-05-28, Rouen, France,

Communication orale

Conception de la situation pédagogique à 6 ans et théorie de l’esprit

C2S - Cognition Santé Socialisation (EA 6291)

Leila Bensalah, Camille Gavoille, Régis Pochon

Français, Colloque national Psychologie et réalité virtuelle [POSTER],

Article dans des revues avec comité de lecture

Stereotype threat among children attending adapted courses (7-10 years old): A study in a quasi-ordinary classroom

C2S - Cognition Santé Socialisation (EA 6291)

Sophie Berjot, Camille Amoura, Leila Bensalah, Amandine Herbay

Anglais, Revue Internationale de Psychologie Sociale / International Review of Social Psychology, vol.27, p.133-159,

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.

Chapitre(s) d'ouvrage scientifique

Theory of mind, tutoring, and children teaching

C2S - Cognition Santé Socialisation (EA 6291)

Leila Bensalah, Nicolas Stefaniak

Anglais, vol.14, p.321-340, Contemporary Perspectives in early childhood Education, Olivia, N., Saracho (Series Ed.), Chap. 14: Contemporary Perspectives on Research in Theory of Mind in Early Childhood Education, Charlotte, North Carolina., Information Age Publishing Inc, 2014,

Chapitre(s) d'ouvrage scientifique

Theory of Mind and Pedagogical Knowledge in Children: Avenues for Future Research

C2S - Cognition Santé Socialisation (EA 6291)

Leila Bensalah

Anglais, p.191, E. Sherwood (Ed.), Theory of mind: Development in children, brain mechanisms, and social implications., US, Nova Science Publisher Inc. (ebook)., 2015,

Communication orale

Estime de soi et conduites de tutelle chez l’enfant de 5-6 ans

C2S - Cognition Santé Socialisation (EA 6291)

Leila Bensalah, Sophie Berjot, Charline Marcoux, Dimitri Voisin, Régis Pochon, Céline Clavel

Fran̤ais, Colloque APSLF РRIPSYDEVE : Psychologie et R̩alit̩ Virtuelle, Rouen, France,