Charles Martin-Krumm

Adaptation, Further Elaboration, and Validation of a Scale to Measure Hope as Perceived by People: Discriminant Value and Predictive Utility Vis-à-Vis Dispositional Hope:

Against the background of different psychological conceptualizations of hope, this article elaborates and validates a measure to assess hope as perceived by the general public adapting it from the hope and optimism subscale of the World Health Organization Quality of Life Spirituality, Religion and Personal Beliefs Questionnaire. The results presented here are part of a yearly Internet-based cross-sectional survey in Germany and Switzerland called Hope-Barometer, from which 4 samples of 3 different years with about 17,500 participants have been used. Following the results of exploratory and confirmatory factor analyses as well as convergent validity, discriminant value, and predictive utility, our findings suggest that the six items of the resulting Perceived Hope Scale exhibits robust psychometric properties, and that perceived hope is distinct and broader than dispositional hope, in which it relates not only to cognitive but also to spiritual, religious, and altruistic dimensions.

The EduFlow Model: A Contribution Toward the Study of Optimal Learning Environments

The intention of the following chapter is to shed light on primary factors that play a role in defining what we coin as an optimal learning environment, an environment that buttresses an experience of flow for learners (see Chap. 10 by Andersen in this volume). The chapter begins with an overview of flow related research reframed for the purpose of measuring the experience of flow in learning. A longitudinal study of flow experienced by students undertaking a Massive Open Online Course (MOOC) is described. The Flow in Education scale (EduFlow Scale) used in the study is described and the results of the study presented. The results illustrate the potential value and relevance of measuring flow in learning as well as the relation to the extended concept of cognitive absorption. We conclude the chapter with a presentation of a model of heuristic learning: the Individually Motivated Community model. The model builds upon three major theories of the self: Self-Determination, Self-Efficacy and Autotelism-Flow.

The structure of the State Hope Scale

The present research aimed to examine the factorial structure of the State Hope Scale (SHS). In Study 1, using confirmatory factorial analyses, two factorial structures were contrasted: a single-factor mode (representing a general hope construct) and a second-order factor model (with general hope characterized by agency and pathways). Results revealed that the two-factor model was more likely to be replicated. Furthermore, invariance analyses revealed that the two-factor structure applied equally across age groups and gender. In Study 2, the factorial structure of the SHS was evaluated again. Once more, results confirmed the superiority of the two-factor model. In addition, hope was positively linked to mental health.

Moderator Effect of Burnout in Secondary School Context

Burnout is defined as a psychological syndrome with a three-dimensional construct: emotional/physical exhaustion, reduced sense of accomplishment and devaluation (e.g., Raedeke, Journal of Sport and Exercise Psychology, 19, 396–417, 1997). It may have very negative effects on subjects’ well-being. It has been studied in several domains, but we have found only one published study focused on pupils (Oger, Martin-Krumm, & Sarrazin, 2009) and none specifically in the domain of physical education (PE) at school. A perceived ability/performance model based on obtained marks during PE classes has been improved. In this model, burnout was presumed to interact with perceived ability to predict the results the students obtained. Results among 143 students revealed that a high burnout level inhibits the positive effect of a good perceived ability on performances. Burnout did not change anything for the students who have a low perceived ability. Burnout could be taken into account in the organization of the school year for the pupils’ well-being. Ongoing researches should test this hypothesis and study how variables such as optimism or motivation could be implicated in these processes.

Anxiety and Psycho-Physiological Stress Response to Competitive Sport Exercise

Introduction: Sport is recognized as beneficial for health. In certain situation of practice, it nevertheless appears likely to induce a stress response. Anxiety is a stress response-modulating factor. Our objective is to characterize the role of anxiety in the stress response induced by a selective physical exercise. Method: Sixty-three young male military conducted a selective sporting running event (a 8-km commando-walk) and were recorded the day before, the day of the race, and the day after. The variables were psychometric [personality questionnaires, coping and anxious/stress state, and physiological (nocturnal heart rate variability and actigraphy)]. The subjects were classified, using scores on anxiety questionnaires at baseline, into two groups according to their anxious (G ANX) or non-anxious (G N-ANX). Results: Before the race, the G ANX was characterized by a lower level of self-esteem, higher scores in dysfunctional coping and a greater perceived stress compared to the G N-ANX. Compared to G N-ANX, the stress response to the exercise was higher in G ANX: G ANX exhibited (Selye, 1950) in immediate post-exercise, greater level in activation markers, and mental fatigue associated with a same level of physical fatigue and (Kim et al., 2018) in nocturnal post-exercise, an increase in sympathetic activation associated with a higher sleep fragmentation. Conclusion: A competition selection sport exercise causes a stress response, particularly for anxious subjects. Anxious status could be involved in the risk of emergence of overtraining in sport practice. These results must be taken into account when sport practice is used for anxiety management.