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Academic literature on the topic 'Facteurs sociocognitifs'
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Journal articles on the topic "Facteurs sociocognitifs"
Henry, Audrey, Bruno Lenne, Camille Chavaudra, and Catherine Potard. "L’adhésion thérapeutique dans la sclérose en plaques : la place des facteurs sociocognitifs." Revue Neurologique 178 (April 2022): S114. http://dx.doi.org/10.1016/j.neurol.2022.02.386.
Full textBowen, François, Normand Rondeau, Nathalie Rajotte, and Jean Bélanger. "Évaluation d’un programme de prévention de la violence au premier cycle du primaire." Articles 26, no. 1 (October 17, 2007): 173–96. http://dx.doi.org/10.7202/032033ar.
Full textMelançon, Joanie, Sonia Lefebvre, and Stéphane Thibodeau. "Sources d’influence de l’autoefficacité relative à un enseignement intégrant les TIC chez des enseignants du primaire." Éducation et francophonie 41, no. 1 (April 3, 2013): 70–93. http://dx.doi.org/10.7202/1015060ar.
Full textTali, Fatiha, Lucie Loubère, Christiana Charalampopoulou, Jean-François Desbiens, Marie-Hélène Abe, and Jean-François Céci. "L’auto-efficacité des enseignantes et enseignants du supérieur à enseigner avec le numérique, de la période Covid à nos jours." L’Orientation scolaire et professionnelle 53/2 (2024): 313–42. http://dx.doi.org/10.4000/11ulw.
Full textFourot, Loïc. "Habitus de classe dans le comité de direction, le fonctionnement de l’élite dirigeante à l’épreuve des origines sociales." Revue internationale de psychosociologie et de gestion des comportements organisationnels Vol. XXX, no. 81 (June 25, 2024): 39–59. http://dx.doi.org/10.3917/rips1.081.0039.
Full textBornard, Fabienne, and Catherine Thévenard-Puthod. "Mieux comprendre les difficultés d’une reprise externe grâce à l’approche des représentations sociales." Revue internationale P.M.E. 22, no. 3-4 (July 21, 2010): 83–108. http://dx.doi.org/10.7202/044129ar.
Full textDissertations / Theses on the topic "Facteurs sociocognitifs"
Darnis, Florence. "Place et rôle du développement cognitif et de l'interaction sociale dans l'acte tactique en jeux et sports collectifs : facteurs cognitifs et sociocognitifs du développement de compétences tactiques au handball." Bordeaux 2, 2004. http://www.theses.fr/2004BOR21120.
Full textThis work aims at studying the role of the level of cognitive development and that of peer social interaction in the learning of tactics in handball. The theoretical framework unites genetic psychology, social development psychology and research into team sport didactics. A first study verifies the existence of a relationship between operative levels and tactical actions in fairly novice learners aged between 11 and 16 years old. The following study shows a favourable effect of verbal interaction on the learning of decision making in dyads. There is moreover the observation of the influence of cognitive level on progress made in the acquiring of tactical skills. Finally, a third study aims to study the effect of the degree of symmetrical or asymmetrical skills on results and reveals greater progress made by subjects working in a light asymmetrical dyadic situation. All the research carried out is in line with a socio-constructivist approach to the learning and teaching of team sports
Delanoë, Agathe. "Influence des facteurs sociocognitifs et de la littératie en santé sur l'intention des femmes enceintes d'utiliser un outil d'aide à la décision dans le contexte du dépistage prénatal de la trisomie 21." Master's thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/27642.
Full textPregnant women face a choice about whether or not to have a prenatal test for Trisomy 21 (T21) or Down syndrome. This choice is difficult as it involves risk, possible loss or regret, and challenges to personal values. Using decision aids (DA) could help pregnant women make evidence-based decisions aligned with their values and preferences. However, in spite of their advantages, DA are not used systematically in prenatal care. The goal of this study was therefore to identify the psychosocial and health literacy variables that influence pregnant women’s intentions to use a DA for deciding about prenatal T21 testing. For this quantitative cross-sectional descriptive study, we surveyed 350 pregnant women in the province of Quebec (Canada) using a web panel. The women completed a self-administered questionnaire based on an expanded version of the Theory of Planned Behaviour evaluating seven psychosocial constructs (intention, attitude, anticipated regret, subjective norm, descriptive norm, moral norm and perceived control) and four health literacy variables. The survey also collected sociodemographic data. We performed descriptive, bivariate and multivariate analyses. In order of importance, factors identified as determining pregnant women’s intention to use a DA were: attitude (odds ratio/OR 9.16; 95% confidence interval/CI 4.02–20.85), moral norm (OR 7.97, 95% CI 4.49–14.14), descriptive norm (OR 2.83; 95% CI 1.63–4.92) and anticipated regret (OR 2.43; 95%CI 1.71–3.46). Health literacy showed no significant effect (P values range: 0.43-0.92) on pregnant women’s intention to use a DA. These conclusions could inform the design of an intervention that takes these determining factors into account.
Charters, Kathleen Anne. "Putting health behaviour theory into context and context into health behaviour theory. : COVID-19 through the health psychology looking glass." Electronic Thesis or Diss., Paris, EHESS, 2024. http://www.theses.fr/2024EHES0042.
Full textThe COVID-19 pandemic highlighted the importance of health protective behaviours in reducing disease spread and subsequent health burden. Understanding the psychological determinants motivating behavioural engagement is therefore critical in an epidemic and pandemic setting. At the time of the pandemic outbreak, relatively little research attention had focused on the dynamics of human behavioural response to an unfolding, constantly evolving epidemic threat. This doctoral research therefore sought to address this gap in the literature firstly by investigating existing theory in the COVID-19 context, and secondly by expanding upon existing theory to account for the epidemic setting, thereby putting health behaviour theory into context and context into health behaviour theory. To this end, the first part of the doctoral research investigated two health behaviour issues of concern to researchers and health authorities: unrealistic optimism and risk compensation. Findings from the first repeated cross-sectional study (N=12,378), conducted at pre-, early and peak first-wave epidemic stages (February–April 2020) in France, Italy, Switzerland and the United Kingdom, indicated that people across all four countries became increasingly unrealistically optimistic over time and that this was associated with behavioural disengagement. Results of the second study (N=14,003) during the initial eight months of the vaccine rollout in France (February–September 2021), suggested risk compensation occurred towards the end of the vaccine rollout, particularly towards avoidance of social gatherings among those with a completed vaccination schedule.As results from these initial studies suggested that the epidemic setting influenced risk appraisal and adherence to mitigation measures, and addressing a gap in the literature due to the paucity of research in this area, the second part of the doctoral study explored the effect of the epidemiological context on behaviour and the social cognitive pathways involved. Seventeen bi-monthly surveys were conducted over nine months (March–November 2020, N=34,016). Multilevel analysis revealed that there was an association between the epidemiological context and protective behaviour, with time serving to moderate the effect of incidence on behaviour. Further pathway analysis indicated that the effect of the epidemiological context on behaviour was only partially mediated by social cognitive variables. Surprisingly, with the exception of perceived social norms, which made the greatest mediational contribution, social cognitions commonly and repeatedly found to predict behavioural response contrastingly contributed little to mediating the epidemiological context–behaviour relationship. Implications for theory, future research, public health policy and practice are discussed. Above all, these research findings highlight the need to nurture theory by examining, testing and expanding upon it in different contexts. Through its extension of extant theory to an epidemic of an emerging infectious disease, COVID-19, the current investigation explored the underlying layers of influence and possible causal mechanisms involved in the complex and dynamic psychological process of risk appraisal and behavioural engagement. By putting theory into context and context into theory, this doctoral research sought to nourish and advance theory, thereby making a significant contribution to the field of health behaviour research
Bergeron, Maude. "L'effet des pratiques des enseignants sur la cognition sociale des élèves du primaire et leurs conduites agressives proactives ou réactives." Thèse, 2006. http://hdl.handle.net/1866/17712.
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