European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee最新文献

{"title":"Guilt or apathy? A dual-path curvilinear model of turnover intention and voice","authors":"Xiaotian Wang ,&nbsp;Mengjia Ma ,&nbsp;Jinyun Duan ,&nbsp;Yujie Cai","doi":"10.1016/j.erap.2025.101111","DOIUrl":"10.1016/j.erap.2025.101111","url":null,"abstract":"<div><h3>Introduction</h3><div>Turnover intention is widely examined as a predictor of employee exit, but its impact on the behavior of those who remain in the organization is rarely examined. Understanding how remaining employees behave when they consider leaving is crucial for maintaining organizational functioning.</div></div><div><h3>Objectives</h3><div>This study explores how turnover intention influences employee voice behavior, focusing on the underlying emotional mechanisms and their nonlinear effects.</div></div><div><h3>Method</h3><div>A three-wave, multi-source survey was conducted with 271 employees and 95 direct supervisors in Chinese enterprises. Turnover intention was measured at Time 1, emotional responses (guilt and apathy) at Time 2, and supervisor-rated voice behavior at Time 3. Structural equation modeling was used to test the dual-path, curvilinear mediation model.</div></div><div><h3>Results</h3><div>Results reveal that turnover intention affects voice behavior through two distinct curvilinear paths. At low-to-moderate levels, turnover intention increases guilt, which promotes voice. At moderate-to-high levels, it increases apathy, which suppresses voice. The mediation effects of guilt and apathy were both supported.</div></div><div><h3>Conclusion</h3><div>This study highlights the complex, nonlinear impact of turnover intention on voice behavior through distinct emotional pathways. These findings emphasize the importance of recognizing and managing emotional reactions in employees with varying levels of turnover intention. Organizations should not automatically assume silence or voice reflects disengagement or commitment, respectively; instead, they should provide emotional support and meaningful communication channels to guide employees through their intention to leave while sustaining their capacity for constructive contributions.</div></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":"75 5","pages":"Article 101111"},"PeriodicalIF":1.4,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144887488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preschool and Kindergarten Behavior Scales - Social Skills and Student-Teacher Relationship Scale - short form: A French validation study","authors":"Ophélie Courbet ,&nbsp;Fabrice Brodard ,&nbsp;Marianne Habib ,&nbsp;Thomas Villemonteix","doi":"10.1016/j.erap.2025.101099","DOIUrl":"10.1016/j.erap.2025.101099","url":null,"abstract":"<div><h3>Background</h3><div>Social and emotional competencies and teacher-student relationships quality are intertwined and are increasingly targeted by programs and interventions delivered in the school context. Thus, researchers and practitioners need assessment tools validated in their own language to evaluate the impact of these programs on children's skills and relationships with teachers. Validated scales are currently lacking in French. This study examined the factor structure, internal consistency, convergent and predictive validity of the French version of two scales: the Preschool and Kindergarten Behavior Scales - Social Skills (PKBS-SS) assessing children social and emotional competencies, and the Student-Teacher Relationship Scale - Short Form (STRS-S) evaluating teacher-child relationship quality.</div></div><div><h3>Methods</h3><div>A sample of 982 3-to-6-years-old children were rated by their teacher using teacher-rated questionnaires, and standardized observations were also collected.</div></div><div><h3>Results</h3><div>The PKBS-SS and the STRS-S displayed adequate to excellent internal consistency and adequate construct validity. Factor structure was confirmed for the STRS-S but not for the PKBS-SS: results of exploratory and confirmatory factor analyses did not confirm the original three-factor structure and a five-factor solution best fitted with data.</div></div><div><h3>Conclusion</h3><div>French validation of these scales is an important step to assess social and emotional competencies and teacher-child relationships among French children. These scales will be relevant both for program evaluation and to identify pupils needing additional support to develop social and emotional competencies.</div></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":"75 4","pages":"Article 101099"},"PeriodicalIF":1.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144885637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validation of a French version of the Theory of Mind Inventory 2","authors":"Marine Houssa,&nbsp;Poline Simon,&nbsp;Nathalie Nader-Grosbois","doi":"10.1016/j.erap.2024.101042","DOIUrl":"10.1016/j.erap.2024.101042","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to validate the translated French version of Theory of Mind Inventory 2 (ToMI2-vf), initially developed by Hutchins et al. (2016), which assesses adults’ perception of children's Theory of Mind (ToM) abilities in daily life.</div></div><div><h3>Method</h3><div>Belgian parents of 478 children, from 2 to 12 years old, completed three questionnaires: ToMI2-vf and French versions of the Griffith Empathy Measure (GEM-vf) and the Emotion Regulation Checklist (ERC-vf). The children performed the Theory of Mind task Battery.</div></div><div><h3>Results</h3><div>The results for ToMI2-vf showed very good internal consistency and a two-factor structure corresponding to ‘Early ToM’ and ‘First- and second-order ToM’. Positive links with age and significant differences between age groups were identified from the ToM2-vf scores. Convergent validity was confirmed by positive significant correlations between the ToMI2-vf scores and children's performances in ToM task Battery, as well as between the ToMI2-vf scores and those in the empathy and emotion regulation measures. A negative correlation was emphasized between the scores in ToMI2-vf and in emotion dysregulation.</div></div><div><h3>Conclusion</h3><div>The ToMI2-vf presents good psychometric qualities and could be useful for assessment of typically and atypically developing children in future research and in clinical practice.</div></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":"75 4","pages":"Article 101042"},"PeriodicalIF":1.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Étude des propriétés psychométriques du Questionnaire d’attachement au chien chez l’enfant","authors":"Gabrielle Tessier ,&nbsp;Valérie Simard","doi":"10.1016/j.erap.2025.101114","DOIUrl":"10.1016/j.erap.2025.101114","url":null,"abstract":"<div><h3>Introduction</h3><div>Secure attachment to caregivers is largely recognized as a facilitator of child development. Studies among adults suggest that they may form a full-blown attachment to their pet dog, including the four key features of an attachment relationship (seeking proximity, safe haven, separation distress, secure base).</div></div><div><h3>Objective</h3><div>This study aimed to validate the Attachment to Dog Questionnaire for Children (ADQC), which measures these core dimensions of child-to-dog attachment.</div></div><div><h3>Methods</h3><div>Parents (<em>n</em> = 433; 94.5% mothers) of four- to seven-year-olds completed online the ADQC, along with questionnaires assessing the child's socio-emotional development, and parental reflective functioning.</div></div><div><h3>Results</h3><div>Exploratory factor analyses revealed that the ADQC taps two factors (proximity seeking/separation distress, secure base), each showing good internal consistency. The ADQC scores had large correlations with the Short Attachment to Pet Scale, suggesting good convergent validity. Associations were also observed between the ADQC and the child's empathy, theory of mind and emotion regulation, most of which remained significant when controlling for parental reflective functioning.</div></div><div><h3>Conclusion</h3><div>A strong attachment of the child to his/her pet dog could contribute to socioemotional development, beyond the parent's ability to foster such development (e.g., through adequate mentalization of the child).</div></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":"75 4","pages":"Article 101114"},"PeriodicalIF":1.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144902671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Home attachment-based interventions in child protection services: A systematic review","authors":"Tess Bretesché ,&nbsp;Emmanuelle Toussaint ,&nbsp;Fabien Bacro","doi":"10.1016/j.erap.2025.101112","DOIUrl":"10.1016/j.erap.2025.101112","url":null,"abstract":"<div><h3>Background</h3><div>Child Protection Services (CPS) are designed to ensure the safety and well-being of children, protecting them from abuse, neglect, exploitation, and other forms of harm. Research indicates that children who have experienced such violence are more likely to develop behavioral or mental health issues and face a higher risk of disorganized attachment compared to the general population (<span><span>Dozier et al., 2001</span></span>; <span><span>Pears &amp; Fisher, 2005</span></span>). In response, attachment-based interventions implemented within the home environment have emerged as a promising approach to address the complex needs of children and families involved in the child protection system, including biological parents, extended families, or foster families.</div></div><div><h3>Objective</h3><div>This systematic review aims to explore and synthesize the existing literature on home attachment-based interventions within the context of Child Protection Services.</div></div><div><h3>Participants and setting</h3><div>Twelve studies describing four home-based interventions were identified. These studies involved samples of caregivers and children ranging in age from birth to 9 years old.</div></div><div><h3>Methods</h3><div>A search of PsycINFO, Web of Science, and PubMed was conducted for studies published between 2014 and 2023. Studies were included if they detailed home-based interventions and reported on outcomes related to attachment or sensitivity. The studies varied in terms of intervention modalities, sample sizes, age groups, and outcomes.</div></div><div><h3>Results</h3><div>The findings suggest that home attachment-based interventions in Child Protection Services show potential for improving caregiver-child relationships and addressing attachment-related issues.</div></div><div><h3>Conclusions</h3><div>By intervening within the familiar context of the home and utilizing the principles of attachment theory, these interventions hold significant promise for fostering secure, nurturing relationships between caregivers and children.</div></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":"75 4","pages":"Article 101112"},"PeriodicalIF":1.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144885764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La difficile rencontre entre des parents d’enfants intellectuellement doués et leur communauté : une étude qualitative","authors":"Anne Brault-Labbé ,&nbsp;Gabrielle Comtois ,&nbsp;Catherine Dupuis-Fortier ,&nbsp;Mélina Morin ,&nbsp;Joanie Poirier ,&nbsp;Alexis Hubert","doi":"10.1016/j.erap.2025.101115","DOIUrl":"10.1016/j.erap.2025.101115","url":null,"abstract":"<div><h3>Introduction</h3><div>Several intellectually gifted children present vulnerabilities for which their parents are called upon to offer daily support, in communities where the complexity of giftedness often remains unknown.</div></div><div><h3>Objective</h3><div>This qualitative study describes difficulties experienced by gifted children's parents toward their community.</div></div><div><h3>Method</h3><div>A total 180 gifted children's parents described their experience via a secured online questionnaire. A thematic analysis was carried out on the data thus collected.</div></div><div><h3>Results</h3><div>Results describe, on one hand, parents’ own experience towards community and, on the other hand, the reactions pertaining to giftedness that they perceive in their community as leading to some of their difficulties.</div></div><div><h3>Conclusion</h3><div>The importance of social awareness and of training programs about giftedness are discussed.</div></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":"75 4","pages":"Article 101115"},"PeriodicalIF":1.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144925920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing metacognition in French preschoolers with F-CHILD 3-5 and F-McKI-j: A validation study","authors":"Marion Leclercq ,&nbsp;Youssef Tazouti ,&nbsp;Loren Marulis ,&nbsp;Jérôme Clerc","doi":"10.1016/j.erap.2024.101013","DOIUrl":"10.1016/j.erap.2024.101013","url":null,"abstract":"<div><h3>Objective</h3><div>The aim of this study was to validate the French translation and adaptation of two tools measuring metacognitive processes in preschoolers. Although the conceptualization and assessment of metacognition is a growing topic in developmental psychology, it tends to be underestimated in early childhood because few ecologically-valid tools exist that accurately assess the dynamic and multidimensional nature of metacognitive processes in childhood. Furthermore, the few existing tools are written in English, limiting the understanding and application of the development, functioning, and associations between the components of metacognition.</div></div><div><h3>Method</h3><div>The current study addresses this limitation by translating and validating into French two tools named F-CHILD 3-5, an observational teacher rating of metacognitive skills measures (Checklist of Independent Learning Development for 3-5; Whitebread et al., 2009); and F-McKI-j a Metacognitive Knowledge Interview measures (McKI; Marulis et al., 2016). Specifically, these tools were translated and adapted in 106 French preschoolers 4-5-years old.</div></div><div><h3>Results</h3><div>Results included satisfactory psychometric properties for both tools – stronger for the F-CHILD 3-5 – and metacognitive levels similar to those found using the original English versions.</div></div><div><h3>Conclusion</h3><div>These new tools, the first of their kind validated in French and adapted to French, should facilitate cultural comparisons, promote a more comprehensive and international understanding of metacognitive processes in early childhood.</div></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":"75 4","pages":"Article 101013"},"PeriodicalIF":1.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144902670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chinese elderly tourists’ perceptions regarding rural tourism destination revisit and recommend intentions: Merging the value-attitude-behaviour and theory of planned behaviour","authors":"Yue Gong ,&nbsp;Jongsik Yu ,&nbsp;Zhong-Hua Wang ,&nbsp;Chen Che ,&nbsp;Philip Pong Weng Wong ,&nbsp;Lei Wang","doi":"10.1016/j.erap.2023.100927","DOIUrl":"10.1016/j.erap.2023.100927","url":null,"abstract":"<div><h3>Purpose</h3><div>Attracting senior tourists to spend their holidays in rural destinations may be an effective strategy for rural economic development in many countries, including China. To date, few empirical studies have been conducted to create a coherent comprehension of the elements influencing elderly tourists’ perceptions and choices of rural tourism destinations. This research aims to investigate the relationship between functional value, social value, hedonic value, novelty, attitude, subjective norm (SN), perceived behavioural control (PBC), and revisit and recommend intentions based on the theory of planned behaviour (TPB) and value-attitude-behaviour model.</div></div><div><h3>Methodology</h3><div>A total of 413 older tourists participated in this study, and the data collected were analysed and tested, followed by testing the postulated hypotheses through SPSS and structural equation modelling.</div></div><div><h3>Findings</h3><div>The research findings demonstrated that functional value positively influenced hedonic value and novelty, while social value positively influenced hedonic value, novelty, and attitude. Furthermore, SN had a positive influence on attitude, PBC, and revisit and recommend intention, while attitude and PBC had a positive influence on revisit and recommend intention.</div></div><div><h3>Originality/value</h3><div>This research expands the existing knowledge on the impact of various value aspects and components of TPB on older tourists’ rural tourism destination choice in tourism literature and their contribution to the key stakeholders in the tourism industry. Finally, the theoretical contributions, practical implications, and limitations of this research are illustrated.</div></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":"75 3","pages":"Article 100927"},"PeriodicalIF":1.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144696375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"L’engagement et le climat scolaires : interrelations et exploration du rôle modérateur du genre","authors":"Samir Biyouda,&nbsp;Zineb Ouazzani Touhami","doi":"10.1016/j.erap.2023.100932","DOIUrl":"10.1016/j.erap.2023.100932","url":null,"abstract":"<div><h3>Introduction</h3><div>While several researches have focused on studying student engagement in school activities from the perspective of school climate, there remains a critical need for studies that introduce the two concepts in the same model under a multidimensional perspective.</div></div><div><h3>Objective</h3><div>The study aims to examine the links that may exist between students’ perceptions of the school climate dimensions on the one hand, and the cognitive, behavioral, and emotional components of school engagement, on the other hand. The study also explores the potential moderating effect of gender on these links, and whether the intensity of this moderation differs across engagement components.</div></div><div><h3>Method</h3><div>Two hundred and thirty-nine Moroccan middle school students participated in a questionnaire survey. Data were analyzed using the hierarchical linear regression method.</div></div><div><h3>Results</h3><div>The findings indicate that school engagement can be predicted by school climate. More specifically, cognitive engagement is related to the climate of safety, behavioral engagement is related to the climate of belonging, and emotional engagement is related to the educational and belonging climates. The findings also indicate that only the effects of safety and belonging climates on the emotional component of school engagement were moderated by gender.</div></div><div><h3>Conclusion</h3><div>These results support the relevance of educational policies that make the school climate a lever for improving student engagement in school activities. The study also shows that when these policies are associated with a gender-based approach, they could be more efficient.</div></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":"75 3","pages":"Article 100932"},"PeriodicalIF":1.4,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144890583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Être, ou ne pas Être en ligne? Explorer les Liens entre Profils d’Autoprésentation en Ligne sur les Réseaux Socio-Numériques et l'Estime de Soi chez les Adolescents et Jeunes Adultes","authors":"Matthieu Danias-Uraga,&nbsp;Lyda Lannegrand","doi":"10.1016/j.erap.2024.101053","DOIUrl":"10.1016/j.erap.2024.101053","url":null,"abstract":"<div><h3>Introduction</h3><div>Social media platforms are deeply embedded in the daily lives of adolescents and young adults. Considering that digital contexts can be viewed as developmental settings, it is crucial to identify the diverse profiles of digital usage among young people. Among these digital practices, online self-presentation is particularly significant during adolescence.</div></div><div><h3>Objective</h3><div>This study aims to identify different profiles of online self-presentation among adolescents and young adults and to examine their relationships with a key aspect of human functioning: self-esteem.</div></div><div><h3>Method</h3><div>Data were collected from adolescents in high school and young adult university students aged 14–30 (<em>N</em> = 1970). Two self-report questionnaires were employed: one measuring online self-presentation (<span><span>Michikyan et al., 2014</span></span>) across five dimensions (presentation of real self, ideal self, role exploration false self, comparison false self, and deception false self), and the other assessing self-esteem (<span><span>Rosenberg, 1965</span></span>; <span><span>Vallieres &amp; Vallerand, 1990</span></span>).</div></div><div><h3>Results</h3><div>Cluster analyses identified six distinct profiles of online self-presentation. ANOVA and Tukey's post-hoc tests revealed significant differences in mean self-esteem levels across these profiles. Additional analyses highlighted overrepresentations within profiles based on gender and developmental stage.</div></div><div><h3>Conclusion</h3><div>Young people who present themselves realistically or have minimal online exposure tend to have higher self-esteem, while those engaging in false self-presentation (deception and comparison with others) exhibit lower self-esteem levels. These findings suggest potential avenues for research and intervention in education and health fields.</div></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":"75 3","pages":"Article 101053"},"PeriodicalIF":1.4,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}