According to self-determination theory (SDT), the satisfaction of the universal needs for autonomy, competence, and relatedness is important in order to enhance autonomous motivation, which in turn promotes psychological well-being (PWB), regardless of age or culture. In contrast, some cross-cultural perspectives challenge SDT's universalistic viewpoint, especially SDT's view that autonomy yields universal positive effects across Western and Eastern societies. To test these theoretical frameworks across cultures, with special focus on the field of aging, this study examined the contribution of satisfying basic psychological needs to elderly people's PWB from Eastern and Western cultures (China and France). Elderly retired people living at home (N_China = 510, M_age = 68.49 years; N_France = 170, M_age = 71.19 years) were invited to complete surveys assessing these variables and providing demographic information. Consistent with the hypothesis of SDT, results from structural equation modeling (SEM) indicated that needs satisfaction facilitates autonomous motivation, which in turn promotes PWB in both elderly Chinese and French. Moreover, the finding from subsequent moderation analysis confirmed the moderating effect of culture in the relationship between competence satisfaction and PWB, with the contribution of competence satisfaction on PWB being stronger among elderly Chinese than elderly French (p < 0.05). Our findings suggest that, the broad applicability of SDT notwithstanding, attending to cultural differences in elderly care remains important.

The purpose of this article is to determine the effectiveness of role-playing games (RPGs) as an intervention program to reduce bullying. Eighty-six French 6th-graders were randomly assigned to either the empathy training program involving three RPG sessions of 60 minutes or to the control condition in which students benefited from three sessions of video and discussion on the topic of school bullying. The participants completed questionnaires assessing their levels of empathy, bullying, and aggressive behavior before (pretest) and after (posttest) the three sessions of the RPGs group vs control group. The results revealed a significant increase in the level of empathy and a significant decrease in bullying and aggressive behavior for those students who participated in the RPGs group. Role-playing games could be an interesting tool for interventions in real settings with students to combat school bullying.

Cette recherche vise à étudier l’impact que peut avoir une décision d’orientation scolaire sur la motivation ultérieure des élèves en classe de première. Nous avons cherché à montrer qu’une orientation non choisie, ou influencée par les parents et professeurs, tendait à nuire à la motivation scolaire, concept appréhendé selon la théorie de l’autodétermination (Deci et Ryan, 1985, 2002). 105 élèves du Nord-Pas-de-Calais ont participé à cette recherche. Les résultats confirment l’hypothèse qu’une orientation choisie est associée à une motivation scolaire davantage intrinsèque. Toutefois, l’influence des professeurs dans la décision d'orientation paraît également favorable à une motivation intrinsèque.

This study was designed to compare the relevance of self-report questionnaires and performance-based tests to assess movement imagery ability in sports. Participants included elite and novice athletes, from fencing, judo and wrestling, who completed a self-report, the Movement Imagery Questionnaire – Revised (MIQ-R; Hall & Martin, 1997), and two performance-based tests, the Movement Imagery Specific Test (MIST), and the Mental Rotation Test (MRT; Vandenberg & Kuse, 1978). There was no significant effect of the expertise variable on the MIQ-R performance, although the results yielded a positive effect of expertise on the MIST and on the MRT. Besides, results showed no correlations between the MIQ-R and the MIST, or between the MIQ-R and the MRT. However, we found a correlation between the MIST and the MRT. These findings are in line with research dissociating imagery measured by self-reports and spatial ability assessed through performance-based tests, and are discussed in terms of their implication in using self-report questionnaires in experimental psychology in general, and to assess movement imagery ability in sports in particular.