Mirror game as a tool to influence interpersonal spontaneous behavior after performance.

Mirror game (MG) is an exercise in which participants imitate each other. Our study explored its spontaneous behavioral consequences after performance. In a baseline (BL) phase, two participants performed a joint Simon task. Then, they performed a lure task during which we measured the interpersonal distance they spontaneously adopted. The BL phase was followed by two phases (in counterbalanced order). The MG phase started with a MG, before a procedure like the BL phase. The individual movement (IM) phase started with movements performed alone before a procedure like the BL phase. Interpersonal distance analysis suggested that MG enhanced spontaneous approach toward the partner, whereas IM induced spontaneous avoidance. Moreover, the joint Simon effect (JSE) tended to be smaller after IM, suggesting a decreasing inclination to integrate the partner's response in one's own action plan. Furthermore, in IM phase, JSE decreased as interpersonal distance increased.

Distinct profiles of university students engaged in food and alcohol disturbance behaviors.

The present study aimed at exploring the combined effect of risk of eating disorders (ED), alcohol use, physical activity, and social and psychological traits in Food and Alcohol Disturbance (FAD) behaviors. Nine-hundred and seventy-six college students were included in the study. They were then divided into two groups based on the Compensatory Eating and Behaviors in Response to Alcohol Consumption Scale (CEBRACS): students with a FAD positive score and student with a FAD negative score. Both groups of participants were compared on the risk of ED, alcohol and physical activity variables, as well as social and psychological dimensions. A cluster analysis was performed on the FAD positive group to determine distinct subgroups and to explore the involvement of social and psychological dimensions in FAD behaviors. The comparison between FAD and non-FAD students demonstrated a more severe alcohol use, risk of ED, a higher level of impulsivity, anxiety, depression and more drinking motives as well as a lower self-esteem in students engaged in FAD behaviors compared with non-engaged students. The cluster analysis identified four clusters: the asceticism FAD subgroup, the damage control FAD subgroup, the emotional FAD subgroup and the recreational FAD subgroup. Overall, results reveal that FAD should not be considered as a unitary behavior but rather as a more complex pattern involving distinct psychological profiles.

Development and validation of a French version of the morningness-eveningness questionnaire.

The aim of this study was to validate a French version (FMEQ) of the morningness-eveningness questionnaire (MEQ). Study 1 consisted of a translation by experts and an evaluation. The FMEQ and MEQ were proposed to 19 bilingual participants (age = 38.7 ± 13.7 years). Strong correlations between MEQ and FMEQ were obtained for most items. Study 2 tested the factorial structure and reliability of the FMEQ on a sample of 187 participants (20.46 ± 1.31 years). The confirmatory factor analysis indicated that the model had a good fit (χ2/df = 1.8; SRMR = 0.057) and a good reliability (Cronbach's alphas = 0.8). Concerning the temporal stability (20 participants: 20.48 ± 1.04 years), the Pearson r correlation coefficient for test-retest reliability was 0.87 (p < 0.001). Study 3 examined the predictive validity with 42 participants (19.52 ± 2.08 years). The global score of the FMEQ was significantly correlated with the time of peak temperature, wake-up time and bedtime. We did not observe superiority of a three-factors solution of the FMEQ. From now on, French subjects chronotype could be rigorously scored, and results from MEQ and FMEQ could be compared.

French validation of the Compensatory Eating and Behaviors in Response to Alcohol Consumption Scale (CEBRACS) in a university student sample.

PURPOSE: Food and Alcohol Disturbance (FAD) is characterized by the combination of problematic alcohol use and eating disorder symptoms to offset caloric intake associated with alcohol drinking and/or to enhance intoxication. The Compensatory Eating and Behaviors in Response to Alcohol Consumption Scale (CEBRACS) is a proven tool for measuring FAD, validated in English and Italian populations but never in the French population. The present study aims at validating a French version of the CEBRACS in a representative sample of university students and to determine its validity and reliability. METHODS: 2267 university students completed the CEBRACS and measures of eating disorders, alcohol consumption and exercise. RESULTS: An exploratory factor analysis revealed a 4-factor structure: enhancement of the effects of alcohol, dietary restraint and exercise, purging and vomiting and extreme fasting. The internal consistency for these subscales ranged from good to excellent. Correlations between the CEBRACS and eating disorders, alcohol and exercise measures revealed a good concurrent validity. No gender differences were found in the CEBRACS scores. Participants with a CEBRACS total score > 21 points were at higher risk for developing eating disorders and alcohol-related problems. CONCLUSIONS: These findings highlight the reliability and validity of the French version of the CEBRACS. The distinct factors identified in the CEBRACS allow to distinguish between participants with different motives for engaging FAD behaviour and thus to prevent future development of eating and/or alcohol use disorders. The CEBRACS seems to be a relevant scale to capture FAD behaviors and thus to prevent negative and deleterious consequences. LEVEL OF EVIDENCE: Level III, evidence obtained from well-designed cohort or case-control analytic studies.

Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives.

Education institutional guidelines around the world agree that building more inclusive schools is a priority. The reality of school practice, however, belies this institutional will. To help fill the gap, this theoretical review documents the value that the construct of classroom climate brings to research and practice in terms of inclusive school development. The article firstly points out that the current main challenge is to develop Inclusive Mainstream Teaching (IMT) in diverse classrooms. Indeed, IMT is needed in all classrooms to guarantee the effectiveness of special accomodating measures in schools that are targeted at special education needs students. Intervening at classroom level is both a pragmatic and powerful way of developing inclusive schooling. However, developing IMT in the classroom remains a challenge for both teachers and researchers. Thus this review documents the central role that classroom climate should play in the development of IMT. More precisely, the factors of classroom climate that are associated with inclusive outcomes are identified. We also highlight how these factors and the measurements associated with them are efficient tools to guide IMT development. These measures are proximal, sensitive, complementary, and pragmatic indicators of effective IMT. Such indicators are very useful in helping research empirically document effective IMT, ensure that any small improvement is assessed, monitor teachers' progress, and assist their professional growth. Theoretically positioned as a mediator between inclusive teaching in mainstream classrooms and inclusive school outcomes, inclusive classroom climate is a tool that appears to be effective in supporting IMT development and, consequently, in the establishment of more inclusive schools.

Effects of the Jigsaw method on student educational outcomes: systematic review and meta-analyses.

Introduction: Cooperative learning methods are particularly interesting for building more inclusive schools; however, they have not been widely implemented. Among cooperative learning methods, the Jigsaw strategy is attractive for teachers, as it seems to be easy to implement and follow its four-step teaching structure; in addition, this method is believed to improve students' socialization and learning. To identify the effects of the Jigsaw method accurately, a systematic review of studies that have tested the effects of this method on important student educational outcomes was proposed and completed using a meta-analytical approach. Methods: A total of 69 Jigsaw studies were analyzed, and three major outcomes were retained following inductive and deductive thematic analyses: learning (including achievement and motivation), social relations, and self- esteem (including academic self-esteem and social self-esteem). When possible, complementary meta-analyses were conducted to quantify the Jigsaw effects on achievement (n = 43), motivation (n = 5), social relations (n = 4), and academic self-esteem (n = 4). Results: The primary results of our review focused on the inconsistency of Jigsaw effects and the high degree of variability among studies with regard to all retained student educational outcomes (i.e., achievement, motivation, social relations, and academic self-esteem) with the exception of social self-esteem, for which only three studies concluded that the Jigsaw method had positive effects. Moreover, homogeneous results were observed within studies. Our review highlights several factors that may explain this variability among studies: the sample size, the diversity of students in the classroom, and the type of content taught. Discussion: The moderating roles of these factors must be tested empirically, as they suggest ways of implementing the Jigsaw method more efficiently.

Evaluating an inclusive program for promoting equal-status participation in classrooms with high sociolinguistic diversity: diversity valuation and multilingual cooperative activities.

Introduction: The inclusion of students with diverse heritage languages is an emerging issue in all OECD countries due to the global rise in international migration. With regard to their large cultural and linguistic heterogeneity, primary school classes in the French-speaking region of Switzerland are extraordinary grounds to develop inclusive teaching in context of high diversity. This research-action aims to enhance students' status among their peers and promote equal-status participation in academic activities in such classes. The research perspective focuses on valuing diversity within classes and emphasizing students' linguistic competence through cooperative activities. Methods: The tested inclusive program places value on linguistic diversity and proposes multilingual cooperative activities that involve students' family languages and require the contributions of all students. The research was conducted over the course of a school year, involving 3rd-4th grade students. It compared the evolution students' status among peers (being chosen as a groupmate for play and work) from the beginning to the end of the school year in four classes with the inclusive program (N = 77) and four control classes without the inclusive program (N = 62). Results: The results indicated expected changes in status: status increased in classes with the inclusive program, while it decreased in classes without the program. Moreover, the intervention specifically supported the status of vulnerable pupils. In classes with the inclusive program, students with initially low status experienced the greatest improvement, whereas in control classes, there was no correlation between initial status and changes in status. At the beginning of the school year, across all classes, students with low status participated passively, experiencing higher levels of exclusion and displaying more discrete behavior, highlighting potential initial status-problems issues. This pattern persisted in control classes without the inclusive program, where low-status students were more likely to remain passive, while initially high- status students were more likely to become leaders. In contrast, with the inclusive program, the relationship between status and participation diminished by the end of the year. Discussion: These findings suggest that the inclusive program contributed to reducing status-related problems and promoting more equal-status participation.

When combining injunctive and descriptive norms strengthens the hypocrisy effect: A test in the field of discrimination.

The induced-hypocrisy is a paradigm in which people promote a normative behavior (normative salience step) and then recall their past transgressions (transgression salience step). It is an effective two-step procedure for encouraging prosocial behaviors. This study aims to explore whether discrimination can be reduced using the hypocrisy paradigm combining two kinds of social norms, namely injunctive and descriptive norms. We assigned 80 participants to descriptive norm-related hypocrisy, injunctive norm-related hypocrisy, combined-norm hypocrisy, and control conditions. Results showed that intention to adopt active normative behaviors was higher in the combined-norms than in the single norm hypocrisy conditions. We observed the same pattern in reducing discriminatory behaviors in the Cyberball game, which measures passive discrimination (exclusion). Our findings have both practical and theoretical implications. First, they provide a new and effective means for producing behavioral changes in the field of discrimination. Second, they contribute to further investigating the explanatory processes underlying the hypocrisy effect.

What really matters in binge drinking: A dominance analysis of binge drinking psychological determinants among University students.

INTRODUCTION: Binge drinking (BD) is a public health concern, especially in young people. Multiple individual factors referring to different level of analyses - positional, inter-individual and intra-individual - are associated to BD. As they have mainly been explored separately, little is known about the psychological variables most associated with BD. This study, based on an integrative model considering a large number of variables, aims to estimate these associations and possible dominance of some variables in BD. METHODS: A sample of university students (N = 2851) participated in an internet survey-based study. They provided information on alcohol related variables (AUDIT, BD score), positional factors (sex, age), inter-individual factors (subjective norm, social identity, external motivations), and intra-individual factors (internal motivations, meta-cognitions, impulsivity and personality traits). The data were processed via a backward regression analysis including all variables and completed with a dominance analysis on variables that are significantly associated with BD intensity. RESULTS: The strongest variables associated with BD intensity were enhancement motives and drinking identity (average ΔR 2 = 21.81%), followed by alcohol subjective norm and social motives (average ΔR 2 = 13.99%). Other associated variables (average ΔR 2 = 2,84%) were negative metacognition on uncontrollability, sex, coping motives, lack of premeditation, positive metacognition on cognitive self-regulation, positive urgency, lack of perseverance, age, conformity motives and loneliness. CONCLUSION: Results offer new avenues at the empirical level, by spotting particularly inter-individual psychological variables that should be more thoroughly explored, but also at the clinical level, to elaborate new prevention strategies focusing on these specific factors.

Effects of the axis of rotation and primordially solicited limb of high level athletes in a mental rotation task.

A recent set of studies has investigated the selective effects of particular physical activities that require full-body rotations, such as gymnastics and wrestling (Moreau, Clerc, Mansy-Dannay, & Guerrien, 2012; Steggemann, Engbert, & Weigelt, 2011), and demonstrated that practicing these activities imparts a clear advantage in in-plane body rotation performance. Other athletes, such as handball and soccer players, whose activities do require body rotations may have more experience with in-depth rotations. The present study examined the effect of two components that are differently solicited in sport practices on the mental rotation ability: the rotation axis (in-plane, in-depth) and the predominantly used limb (arms, legs). Handball players, soccer players, and gymnasts were asked to rotate handball and soccer strike images mentally, which were presented in different in-plane and in-depth orientations. The results revealed that handball and soccer players performed the in-depth rotations faster than in-plane rotations; however, the two rotation axes did not differ in gymnasts. In addition, soccer players performed the mental rotations of handball strike images slower. Our findings suggest that the development of mental rotation tasks that involve the major components of a physical activity allows and is necessary for specifying the links between this activity and the mental rotation performance.

Interaction of hand preference with eye dominance on accuracy in archery.

In this study, the interaction of hand preference, eye dominance, and performance in archery was investigated. Beginners' accuracy (right-handed French students (48 men, 34 women) from the University of Sport Sciences (M age = 19.3 yr., SD = 1.7 yr.), were tested and 1,323 practitioners were given a laterality questionnaire. Analysis suggested the interaction of hand preference and eye dominance might influence accuracy of the novice archers (uncrossed patterns were more accurate) when the bow was used without sights, but the use of sights by practitioners seemed to eliminate this effect.