M. Rufo

The trichotomous achievement goal model and intrinsic motivation: A sequential mediational analysis.

This experiment was designed to extend the research by Elliot and Harackiewicz (1996) on the trichotomous achievement goal model in several important ways and to more thoroughly document the processes through which the goals in the trichotomous model influence intrinsic motivation. Results indicated that performance–avoidance goals undermined intrinsic motivation relative to performance–approach and mastery goals; the latter goals evidenced the same intrinsic motivation. These results were obtained using highly evaluative performance goal manipulations, with early adolescent participants, and for a motor task relevant to physical ability. Sequential mediational analyses revealed that competence valuation, state anxiety, and task absorption processes accounted for the observed effects. Perceived competence served neither mediating nor moderating roles.

Perceptions of Competence, Implicit Theory of Ability, Perception of Motivational Climate, and Achievement Goals: A Test of the Trichotomous Conceptualization of Endorsement of Achievement Motivation in the Physical Education Setting

To test and extend the conceptualization of the endorsement of achievement goals in the physical education setting Mastery, Performance-approach, and Performance-approach goals, Perception of the physical education competence, Implicit theory about sport ability, and Perception of the motivational climate were assessed among 682 boys attending five French schools. Analysis indicated that (1) Performance-approach goals were positively associated with perception of physical education Competence, Entity beliefs about sport ability, the Performance dimension of the motivational climate, and negatively associated with Incremental beliefs about sport ability. (2) Mastery goals were positively associated with perception of physical education Competence, Incremental beliefs about sport ability, the Mastery dimension of the motivational climate, and negatively associated with the Performance dimension of the motivational climate. Also, (3) Performance-avoidance goals were positively associated with Entity beliefs about sport ability and the Performance dimension of the motivational climate; these goals were negatively associated with Incremental beliefs about sport ability and perception of physical education Competence. These results clearly attested to the validity of the trichotomous model in the physical education setting.

The trichotomous model and investment in learning to prepare for a sport test: a mediational analysis.

BACKGROUND Contemporary views on motivation suggest that the approach-avoidance achievement goals conceptualization--namely the trichotomous model--can shed light on the important issue of student motivation. AIMS To test the predictive value of the trichotomous model on the investment in learning a sport task for test preparation, and to validate a model which included a set of psychological processes (i.e., state anxiety and competence valuation) which mediate the relationship between the three goals (i.e., performance-approach, performance-avoidance, and mastery goals) and test preparation. The study was designed to investigate the direct and mediational effects of three experimental goal conditions on the time in which pupils prepared for a sport test. SAMPLE French male school pupils (N = 75). Pupils were aged 13-15 years and attended schools in southern France. METHOD Pupils prepared themselves for a sport task with a 5-minute period of training, and performed in one of three experimental conditions to which they were randomly assigned: a performance goal with a positive outcome focus (performance-approach), a performance goal with a negative outcome focus (performance-avoidance), or a mastery goal. RESULTS Pupils in the performance-avoidance group reported higher state anxiety and lower competence valuation than those in the performance-approach and mastery groups, and this psychological state was associated with less time taken to prepare for the test. CONCLUSION School pupils placed in an examination preparation context that elicits a performance goal with a negative outcome focus (performance-avoidance) show motivational deficits which manifest themselves in less time spent practising. The trichotomous model appears to be valid for the study of motivational processes in school physical education.

Implicit theories of intelligence and IQ test performance in adolescents with Generalized Anxiety Disorder

During the past decade, several studies have reported positive effects of cognitive-behavioral therapy (CBT) in the treatment of children and adolescents with mental disorders. One of the most important CBT interventions is to teach children and adolescents to challenge negative thoughts that lead to maladjusted behaviors. Based on the implicit theories of intelligence framework, the main purpose of this study was to test whether an incremental theory manipulation could be used to affect IQ test performance in adolescents with Generalized Anxiety Disorder (GAD). Results showed that patients demonstrated enhanced IQ performance and experienced less state anxiety when they were exposed to an incremental theory of intelligence manipulation. Our findings suggest that incremental theory manipulation provides a useful cognitive strategy for addressing school-related anxiety in adolescents with mental disorders such as GAD.

Care in a mother-baby psychiatric unit: analysis of separation at discharge.

SummaryJoint psychiatric admission to a Mother-Baby Unit (MBU) enables a mother to obtain care for psychiatric disorders and simultaneously receive support in developing her identity as a mother. This care is meant to prevent attachment disorders and mother-baby separation. Outcome at discharge, however, may differ according to the mothers admission diagnosis. Demographic data, clinical features of parent and child, and clinical outcome of 92 consecutive admissions of mothers and their children to a MBU in Marseille were collected over a period of eight years (1991–1998). Separations occurred in 23% of the joint admissions. Women with acute postpartum psychoses and major depressive disorders had better outcomes than those with chronic psychoses: at discharge, the latter were more often separated from their children. In those cases, however, MBU admission provided time to arrange the best placement for the child. Outcome was less predictable for non-psychotic personality disorders and depended not only on the mothers disease but also on her family and social context.

When Depression Mediates the Relationship Between Entity Beliefs and Performance

The aim of this study was to determine whether depression can explain the negative relationship between academic performance and the belief that intelligence is a fixed trait, i.e., entity belief. A sample of 353 French volunteer adolescents (age 11–16) completed questionnaires assessing entity theory and depressive symptoms (Children Depression Inventory: CDI). Academic performance was assessed by math performance while controlling for baseline level of math ability. Results of this study revealed that entity theory is a significant negative predictor of academic performance and a significant positive predictor of depression. Importantly, our findings also show that depression plays a significant mediating role between entity theory and academic performance. Our findings indicate that individuals who consider their abilities to be non-malleable are more likely to develop depressive symptoms which, in turn, decrease academic performance. These findings contribute to tailoring specific prevention and treatment programs for childhood and adolescent depression.

Validité factorielle d’un questionnaire mesurant les théories implicites de l’intelligence (TIDI)

Resume Selon certains auteurs, il semble que les croyances qui concernent la nature de l’intelligence ont un impact tres puissant sur le comportement des eleves en situation d’apprentissage. Ces croyances ou theories implicites sont au nombre de deux : la theorie de l’entite de l’intelligence et la theorie incrementielle de l’intelligence. Cet article presente le developpement et la validation d’un questionnaire sur les theories implicites de l’intelligence en langue francaise (TIDI). Cet instrument est compose de deux sous-echelles de trois items mesurant la theorie incrementielle de l’intelligence et la theorie de l’entite de l’intelligence. Deux etudes ont ete realisees aupres de 662 eleves. La premiere etude avait pour but de tester la validite factorielle et la consistance interne du questionnaire. La deuxieme etude avait pour objectif de tester la fidelite temporelle de l’instrument. Les resultats obtenus sont satisfaisants et attestent de la validite de cette echelle. Ces etudes confirment egalement la coexistence chez les eleves des deux theories implicites. D’un point de vue pragmatique, ce questionnaire pourra etre utilise pour la mise en place de strategies de prevention ou de prise en charge des enfants en difficulte scolaire.

Schizophrénie à début précoce et agénésie partielle du corps calleux

We report a case of schizophrenia with partial agenesis of the corpus callosum in a 14-year-old girl. Diagnosis of schizophrenia was confirmed in the longitudinal follow-up and partial agenesis of the corpus callosum was found on brain MRI at the prodromal stage of disease. The prodromal symptom was progressive deterioration of social and academic adjustment in a context of non-specified psychotic disorder in the father. We found no abnormality in the development but a history of seizures that did not require specific treatment. Follow-up at 8 months showed an increase in negative symptoms and the onset of delusional symptoms and disorganization leading to the prescription of antipsychotic treatment. A review of the literature shows that agenesis of corpus callosum is the most reliable brain morphology abnormality in schizophrenia and is related to the neurodevelopmental and abnormal brain connectivity hypothesis in schizophrenia. Although this abnormality may be a marker of disease severity, our case report highlights the lack of longitudinal follow-up to allow the characterization of a specific outcome pattern of schizophrenic adolescents with partial agenesis of the corpus callosum.