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Men and women are well aware of the gender pay gap. The present study involved four experiments (N = 341, student sample, N = 203 general population sample) in which we indirectly measured empathy by asking participants to rate the non-complex and complex emotions they felt when reading a scenario in which a woman described her pay situation. Experiments 1 (equal pay vs. unequal pay) and 2, 3 & 4 (angry vs. depressed reaction to pay inequality) investigate differences in empathy arousal between men and women by assessing their emotions. Globally, both men and women identified correctly emotions expressed by the women victim of pay inequity. On complex emotions, women express more other suffering emotions than men, only in Experiment 4. Coupled with expression of guilt/shame for men only, these results are discussed in the perspective of future research.

Men and women are well aware of the gender pay gap. The present study involved four experiments (N = 341, student sample, N = 203 general population sample) in which we indirectly measured empathy by asking participants to rate the non-complex and complex emotions they felt when reading a scenario in which a woman described her pay situation. Experiments 1 (equal pay vs. unequal pay) and 2, 3 & 4 (angry vs. depressed reaction to pay inequality) investigate differences in empathy arousal between men and women by assessing their emotions. Globally, both men and women identified correctly emotions expressed by the women victim of pay inequity. On complex emotions, women express more other suffering emotions than men, only in Experiment 4. Coupled with expression of guilt/shame for men only, these results are discussed in the perspective of future research.

International audience; Promoting student’s school engagement is a major goal in our society. The literature has shown that students’ proximal sources of social support can play a fundamental role in facilitating this engagement. The purpose of this study was (1) to compare perceived support from four sources (mother, father, teacher, and peers) as a function of two different middle-school student backgrounds, a priority education area and a privileged area; (2) and (3) to examine the contribution of these main sources of social support, either directly or indirectly (through sense of school belonging) to school engagement; and (4) to test whether perceived social support is more strongly related to school engagement, directly or indirectly, among students from priority education school compared to students from the advantaged area. In all, 623 middle-school students (aged 11–16) from either a privileged or priority education area participated in this study. The results showed that the mother was perceived as providing more support, followed by the father, the teachers, and the peers. Students from the priority education area perceived more support from their teachers than their counterparts from the more privileged area did. A path analysis showed that each source of social support, except for maternal support, contributed to school engagement. Peers and teachers emerged as the best source of support for school engagement, having significant direct effects among students from the priority education area and both direct and indirect (through the sense of school belonging) effects among students from the advantaged area. Peer support also appears to have a double-edged effect on school engagement among students in the priority education area. This study contributes to enlightening the phenomenon of school engagement in adolescence by clarifying the role of social support and the related mediating process. Being perceived as an important source of social support by students is not enough to contribute to their sense of school belonging and school engagement.

This registration includes the dataset from the study of the effect of social support on school engagement.

International audience

International audience

International audience

International audience

International audience

International audience

International audience

International audience

International audience

International audience

International audience

International audience; Improving intergroup attitudes and relationships have been largely studied. Empathy appears to play a mediational role between perspective taking and prejudices or attitudes towards out-groups (Baston et al., 1997; Finlay & Stephan, 2000; Vescio et al., 2003). The aim of this exploratory study is to examine how cognitive and emotional components of empathy (Jolliffe & & Farrington, 2006) were linked to the perception of immigrant targets who behave depending on the four acculturation strategies (integration, assimilation, separation and marginalization) as defined by Berry (1997). Participants first filled in a French version of the Basic Empathic Scale. Second, they read and evaluated one of the four acculurative migrant profiles (Maisonneuve & Testé; 2007) and third they filled in the blatant and subtle prejudices questionnaire (Pettigrew & Meertens, 1995). The results replicated preference for integration before assimilation and marginalization. Separated profiles were less appreciated than the three others. More interestingly, an interaction effect between conservation and emotional empathy suggests that the more people declare themselves high on the emotional component of empathy, the more they appreciate the target that conserves his culture. On subtle prejudice, no interaction effect was found. But, on blatant prejudice, interaction effects were obtained between acculturative strategies and the two components of empathy. For example, concerning participants who read the scenario of separation, the higher they declared themselves on emotional component of empathy, the less they declare blatant prejudice. More surprisingly, for participants who were in the “assimilation” condition, the higher they declared themselves on cognitive component of empathy, the higher they scored on blatant prejudice. Theoretical contributions of this study are discussed as the importance to distinguish the effects of emotional and cognitive components of empathy on perception of migrants and prejudices, depending on the migrants’ acculturative strategies. Finally, implications of these results are proposed.

International audience; Selon Archambault & Tchernonog (2012) 32% des français, soit environ 16 millions de personnes s’impliquent bénévolement dans des associations. L’engagement associatif est un élément essentiel pour la mise en œuvre de nombre de services cruciaux. Pourtant, la psychologie française a peu investi la question du bénévolat, défini comme un comportement prosocial planifié, répété dans la durée, et qui intervient dans un contexte organisationnel. L’objectif des recherches présentées ici était de construire les bases d’une approche expérimentale de ces comportements et de la manière dont ils peuvent être soumis à des contraintes normatives.Afin d’étudier les motivations à l’origine du comportement bénévole, nous avons choisi de procéder à la traduction et à la validation de la version française de l’Inventaire des Fonctions du Volontariat (Clary et al., 1998), qui est l’outil le plus communément utilisé dans la communauté scientifique internationale. Ce questionnaire est basé sur une approche fonctionnaliste des motivations qui considère qu’un même comportement vise à satisfaire des motivations multiples pouvant différer d’un individu à l’autre. On distingue ainsi 6 fonctions élémentaires, donnant chacune lieu à une échelle de 5 items : expression des Valeurs, Compréhension (‘Understanding’), Promotion du Soi (‘Enhancement’), Carrière, Sociale, et Protection du Soi.Les 3 premières études (complétion en passation collective de la version traduite du questionnaire puis d’une fiche de renseignements sur les investissements associatifs) permettent de valider la version française. L’inventaire obtenu possède une structure comparable à celle de l’inventaire originel, et même si, comme le pointent d’autres auteurs, les facteurs se dégagent moins nettement que dans la recherche initiale, l’analyse factorielle confirmatoire montre que le modèle à 6 facteurs est acceptable. La consistance interne et la stabilité temporelle de l’IFV sont comparables à celles de la version anglophone. La validité prédictive a été testée par le biais de modèles de régressions (non linéaires) sur des variables qualitatives traduisant les investissements associatifs futurs. La différence de prédicteurs significatifs montre la pertinence de la distinction des différentes échelles. Ces études révèlent cependant des différences non négligeables entre les trois versions utilisées qui présentaient les mêmes items dans des ordres différents. Cette observation conduit à s’interroger sur la nature fiable de la mesure des motivations, d’autant plus que les études suivantes suggèrent sa possible contamination par la désirabilité.Les études 4 et 5 posent la question de l’existence de normes en matière de motivation au bénévolat. En effet, le monde associatif est empreint de valeurs de gratuité et de désintéressement qui peuvent rendre certaines motivations moins acceptables que d’autres et conduire à des différences de jugement social. En utilisant le paradigme d’autoprésentation (Jellison & Green, 1981), nous montrons que la normativité est plus forte pour certaines échelles que pour d’autres : il existe un fort consensus sur le caractère socialement désirable des motivations par les Valeurs et par la Compréhension alors que les motivations carriéristes, à la protection ou à la promotion de soi font l’objet d’un consensus moindre. La comparaison d’étudiants en commerce avec des étudiants en travail social montre que ces normes diffèrent d’un public à l’autre.

International audience

International audience

International audience; Social workers intervention in cross-cultural situations often aim at improving the conditions for individuals’ social and occupational integration. In this context, this study is aimed at examining the respective roles of personal beliefs and professional norms in acculturative preferences on the professional practices of social workers in the field of employability (social service community centers). 79 social workers participated in thestudy filling through questionnaires. The results show that individualism, integration and public assimilation including the local mission are preferred to the other orientations in the professional context. Furthermore, for the majority of the acculturative orientations, professional norms predict professional practices. The implications on the professional positioning of social workers are discussed; Les interventions des travailleurs sociaux en situations interculturelles visent souvent à améliorer les conditions d’intégration sociale et professionnelle des individus. Dans ce contexte, l’objectif de cette recherche est d’examiner les rôles respectifs des croyances personnelles et des normes professionnelles en matière de préférences acculturatives sur les pratiques professionnelles des travailleurs sociaux exerçant dans le champ de l’insertion professionnelle (mission locale). 79 travailleurs sociaux ont participé à cette étude par questionnaires. Les résultats montrent que l’individualisme, l’intégration et l’assimilation publique incluant la mission locale sont préférées aux autres orientations dans le contexte professionnel. De plus, pour la majorité des orientations acculturatives, les normes professionnelles prédisent les pratiques professionnelles. Les implications sur le positionnement professionnel des travailleurs sociaux sont discutées.