Fabien Fenouillet

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.

Validation of the Warwick-Edinburgh Mental Well-Being Scale (WEMWBS) in French psychiatric and general populations

The Warwick-Edinburgh Mental Well-Being Scale (WEMWBS) has been validated in general population samples in many countries. Interest in using this measure in clinical populations is growing, particularly for tertiary prevention and mental health promotion. This paper reports validation of the French WEMWBS in healthy and chronic remitted schizophrenia populations. The French WEMWBS was administered to 319 workers, 75 students and 121 patients. For non-patients, self-reported Trait- and State-Anxiety, Mindfulness, Positive and Negative Affect and the General Health Questionnaire were completed. For patients, the Positive and Negative Syndrome Scale, Clinical Global Impression Severity Scale, Birchwood Insight Scale, Social Adjustment Scale, and Global Assessment of Functioning scale were completed. Test-retest reliability and responsiveness to intervention was assessed at 6 months. Whatever the sample, response frequencies showed normal distributions, and internal consistency was good (Cronbachs α). Scree plots of eigenvalues suggested a single factor in the samples. The one-dimensional solution yielded suboptimal fit indices. Construct validity was confirmed. Significant improvement in scores was observed before and after intervention. Test-retest variation was non-significant. Impairment of insight and cognition in the assessed patients implies that attention must be paid before applying WEMWBS to all patients. Nevertheless, WEMWBS proved valid and reliable in a further European population, suggesting transcultural validity for both monitoring and evaluation of interventions in healthy as well as chronic remitted schizophrenia populations.

MOOC User Persistence

MIS –Mod´elisation Information Syst`eme–lab(EA4290)Universit´e de Picardie Jules Verne (UPJV), Francemarilyne.rosselle@u-picardie.frAbstract. This research explores user persistence in a massive open on-line course (MOOC) that was set up as an experiment before the FrenchMinistry of Higher Education and Research launched in October 2013the French Digital University initiative–a French platform for MOOCs.Persistence was looked into from the perspective of emotions. Digitaltrail data, demographic data and data from six scales were analysed.The scales were Positive A↵ect and Negative A↵ect Scales (PANAS)plus the Flow in Education scales (EduFlow). Results show that manyregistrants logged on, participated in activities and accessed resourcesseldom, while a few persisted and were active. Correlations between per-sistence and residence in Europe or Africa were found as well as patternsrelating to negative a↵ect and to well-being, again linked to geographicvariables.Key words: Massive open online course, MOOC, Persistence, Well-being, A↵ect, Flow

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.

Relation entre sentiment d'efficacité personnelle et résultats scolaires à l'école primaire : Construction et validation d'une échelle

The two studies presented in this article concern the development and validation of a scale measuring self-efficacy among primary school children both in general and at the domain-specific levels of Mathematics and French literacy. The results of exploratory factor analysis indicate a three-dimensional structure clearly distinguishing between general self-efficacy as a learner, self-efficacy in learning Mathematics and self-efficacy in learning French literacy. Structural modeling points to a four factor structure with one second-order factor and three first-order factors. The prognostic validity of these dimensions of self-efficacy is further confirmed by correlations between the various dimensions (General, Mathematics and French literacy) and the grades obtained by students in nationwide examinations in Mathematics and French literacy. However, results show that it is not General self-efficacy that best explains the overall results, but self-efficacy in French literacy. The importance given to French literacy in primary French education is suggested to explain the preeminence of academic results in French literacy on the evaluation of self-efficacy by primary school children.

Relation entre l'intérêt et le bien-être au collège et au lycée.

This research examines the relationship between interest and well-being based on data collected from 1,192 high school and school students in four different grades (6th, 9th, 10th, 12th). Three dimensions of interest (school, French, mathematics) are measured using the multidimensional scale of academic interest (EMIA). These three dimensions are related to school satisfaction and global life satisfaction. The results show a decline in interest from grade 6th to grade 9th for academic interest and French interest. A similar decrease in interest in mathematics is also observed but continues to 10th grade. A significant burst of the three forms of interest is measured in 12th grade compared to the 10th or 9th grade. A pathway model also validates the link between interest and well-being. It shows that the effect of the specific interests of the two subjects taken into account by the EMIA is mediated by the academic interest (Interest in learning).

The prod of on-site course inflexibility

The aim of this research was to study the effect of flexibility on e-learning use within the framework of the technology acceptance model (TAM). Concern with flexibility arises from university programmes increasingly blending distance education and on-site learning, made possible by internet-age computer technologies. The use of these technologies is bound to their enabling to break away from time and space constraints. In this context, our results confirm that student choices to use these technologies for their learning are strongly influenced directly and indirectly by the perceived lack of flexibility of on-site course design. The results also indicate that the absence of flexibility of on-site courses has not only more impact on the use of these technologies but also on all other variables in the TAM.