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This thesis contributes to the experimental literature on the role played by psychological factors in educational choices implying risk-taking and performance. Using psychological insights to study economic behaviors has become a discipline on its own. Its main goal is to explain most of the mechanisms involved in the process of decision making process. The reason for introducing concepts of psychology into economic theory is mainly because "classic" economic models are often questioned on the decision-making process they propose. Even though these models are a first step for the elaboration of economic policies, the assumptions made are usually a simplification of the economic agent's behaviors. This dissertation considers an analysis on specific psychological determinants: risk preferences, self-confidence, personality and creativity. We also evaluate gender effects. The studied decisions and behaviors are systematically related to educational choices, even though most of the chapters are presented in a more general framework and can thus be applied to other decisions implying the same mechanisms such as career choices. The first part is dedicated to investigate the effect of confidence (in one's own abilities) on two types of decisions that involves a risky dimension: the (individual) decision of continuing the activity or not with an increasing difficulty, and the decision to enter competition. Both of these activities rely on an unknown distribution of probabilities of success. Confidence therefore becomes the subjective probability. First, (chapter 1), we consider absolute self-confidence which can vary with aspiration and ability levels. Second, (chapter 2), we focus on relative self-confidence which can be modulated by a feedback receipt and the gender of the individual. We show that self-confidence, which varies with these different dimensions, has an impact on performances and observed decisions. The second part of this dissertation focuses on teenagers. We present two studies on the psychological determinants of schooling achievement and on risk preferences. Chapter 3 examines if schooling achievement (measured by schooling grades during the year) can be explained by creativity and personality. We also observe a different gender effect on a national exam success and schooling grades. Chapter 4 improves the understanding of teenagers' risk preferences in order to improve policies aimed for them.

Cette thèse apporte une contribution expérimentale au rôle des facteurs psychologiques dans des choix éducatifs impliquant prise de risque et performance. L'utilisation des théories psychologiques dans l'étude des comportements économiques est devenue une discipline à part entière. Le but principal consiste à expliquer les mécanismes impliqués dans la prise de décision. La raison principale provient du fait que les modèles économiques "classiques" sont souvent remis en questions dans leur manière d'appréhender le processus de décision. Bien que ces modèles constituent naturellement une première étape pour l'élaboration des politiques économiques, les hypothèses sur lesquelles ils reposent peuvent être une représentation simplifiée du comportement de l'agent. Nous nous limitons dans cette thèse à l'analyse de l'impact de certaines variables psychologiques: les préférences pour le risque, la confiance, la personnalité, la créativité. Nous évaluons également l'effet du genre. Les décisions et les comportements étudiés se réfèrent systématiquement à des choix éducatifs, bien que la plupart des chapitres se situent dans un contexte plus général et peuvent donc s'appliquer à d'autres domaines impliquant les mêmes mécanismes tels que les choix de carrière. La première partie de cette thèse évalue le rôle joué par la confiance (en ses propres capacités) dans la prise de décision lors de deux types d'activités risquées: la décision (individuelle) de continuer ou non l'activité impliquant un accroissement de sa difficulté, et la décision d'entrer en compétition. Ces deux activités reposent sur une distribution des probabilités de succès inconnues, la confiance étant alors la probabilité subjective de réussite. Dans un cas (chapitre 1), la confiance en soi est absolue et peut varier avec le niveau d'aspiration et le niveau des capacités. Dans un autre cas (chapitre 2), la confiance en soi est relative et peut être modulée par la réception d'un feedback et selon le genre de l'individu. Nous montrons que la confiance en soi, qui varie avec ces différentes dimensions, a un impact sur les performances et les décisions observées. Dans la deuxième partie, nous nous intéressons à la population des adolescents. Deux chapitres étudient l'influence de variables psychologiques sur la réussite scolaire et les préférences pour le risque. Dans le chapitre 3, une étude de terrain, nous tentons d'expliquer la réussite scolaire (mesurée via les notes obtenues pendant l'année) par la personnalité et la créativité. Nous observons aussi un effet genre différencié sur la réussite en classe et au brevet (examen national et anonyme). Le chapitre 4 vise à améliorer la compréhension des préférences pour le risque de l'adolescent afin d'optimiser les politiques qui leur sont destinées. / This thesis contributes to the experimental literature on the role played by psychological factors in educational choices implying risk-taking and performance. Using psychological insights to study economic behaviors has become a discipline on its own. Its main goal is to explain most of the mechanisms involved in the process of decision making process. The reason for introducing concepts of psychology into economic theory is mainly because "classic" economic models are often questioned on the decision-making process they propose. Even though these models are a first step for the elaboration of economic policies, the assumptions made are usually a simplification of the economic agent's behaviors. This dissertation considers an analysis on specific psychological determinants: risk preferences, self-confidence, personality and creativity. We also evaluate gender effects. The studied decisions and behaviors are systematically related to educational choices, even though most of the chapters are presented in a more general framework and can thus be applied to other decisions implying the same mechanisms such as career choices. The first part is dedicated to investigate the effect of confidence (in one's own abilities) on two types of decisions that involves a risky dimension: the (individual) decision of continuing the activity or not with an increasing difficulty, and the decision to enter competition. Both of these activities rely on an unknown distribution of probabilities of success. Confidence therefore becomes the subjective probability. First, (chapter 1), we consider absolute self-confidence which can vary with aspiration and ability levels. Second, (chapter 2), we focus on relative self-confidence which can be modulated by a feedback receipt and the gender of the individual. We show that self-confidence, which varies with these different dimensions, has an impact on performances and observed decisions. The second part of this dissertation focuses on teenagers. We present two studies on the psychological determinants of schooling achievement and on risk preferences. Chapter 3 examines if schooling achievement (measured by schooling grades during the year) can be explained by creativity and personality. We also observe a different gender effect on a national exam success and schooling grades. Chapter 4 improves the understanding of teenagers' risk preferences in order to improve policies aimed for them.

Dans un contexte économique mondialisé, hyperconcurrentiel, en situation de crise, les entreprises initient des stratégies collectives (Astley et Fombrun, 1983). Les stratégies collectives (Le Roy, 2006) caractérisent des relations horizontales de grand nombre, au sein desquelles des concurrents créent une structure fédérative de coordination. Elles s’observent particulièrement sur des secteurs où évoluent de nombreuses PME, ces entreprises restant plus vulnérables aux forces de l’environnement et devant lier leur destin pour survivre. L’étude de cas du syndicat de vignerons du Pic Saint-Loup, qui a conduit à réaliser quarante-cinq entretiens semi-directifs, combinés à de l’observation directe confortée par une position de professionnel du secteur, a mis en lumière un certain nombre de résultats. D’une part, des déterminants psychologiques influent sur la capacité des dirigeants à s’impliquer dans des stratégies collectives. D’autre part, des groupes d’acteurs, dont les instigateurs de la stratégie, occupent une place centrale au sein du réseau de dirigeants et en retirent une performance économique supérieure. Enfin, concernant les modalités, principalement la gestion du paradoxe par le dirigeant impliqué dans la stratégie collective, l’analyse des phases de concurrence et de collaboration met en évidence une discontinuité des flux qui engendre un processus d’alternance de fonctions. / In a globalized economy and crisis context, companies initiate collective strategies (Astley and Fombrun, 1983). Collective strategies (Le Roy, 2006) characterize horizontal relationships of large numbers, in which competitors create a federal structure of coordination. They occur particularly on sectors where many SMEs operate, these companies remain vulnerable to environmental forces and need linking their destiny to survive. The case study of Pic Saint-Loup winegrowers Union, which led to realize forty-five semi-structured interviews, combined with direct observation supported by a professional position in the industry, highlighted some number of results. On the one hand, psychological determinants affect the ability of managers to engage in collective strategies. On the other hand, stakeholder groups, including the instigators of the strategy, make superior economic performance out of this central position within the manager network. Finally, the management paradox by the manager involved in collective strategy analyzes, show analysis phases of competition and collaboration and highlights a discontinuity of flow which generates an alternating functions process.

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Chapter 1. We develop a model of NGO-firm partnerships. An NGO can share environmental expertise with one or two competing firms, and certify their 'clean' production, important for consumers with environmental concerns. The NGO may also obtain funds from a partner firm for an environmental project, important for consumers who derive project participation warm-glow. The NGO benefits from reduced environmental damage and project realization, while firms may gain or avoid loss of profitable custom. This model allows us to understand increasingly common partnerships between firms and NGOs as mutually beneficial in a competitive setting. 'Clean' production and/or the project may be independently viable on the market, supported by consumer preferences. A viable project can then support adoption of a non-viable 'clean' technology, leading to a 'cleaner' market. However, when 'clean' production is viable, we identify a 'dirty' production damage threshold below which the NGO prefers to obtain funds for a non-viable project and partners on production with only one firm, rather than forgo the project and partner on 'clean' production with both firms instead. Moreover, this damage threshold is increasing in consumers' environmental concern, and thus can generate counterintuitive situations: less environmental concern leads to a 'cleaner' market, whereas more concern leads to a 'dirtier' market. Chapter 2. Consumers choosing amongst horizontally-differentiated products (brands) that also embody some degree of an environmental attribute, suffer stigma if they make brown choices. The intensity of that stigmatization is declining in the fraction of other consumers making similarly brown decisions. It is common to suppose that people feeling such stigma would improve environmental outcomes. We show that while the threat of stigma makes it more likely that a consumer will choose the green option from a given menu, it can reduce the incentives for firms to offer green options in the first place. In an asymmetric duopoly setting social stigma can lower or increase the likelihood of clean technology adoption and in plausible circumstances drives the high-cost firm into a 'brown trap' or the low-cost firm into a 'green trap'. While increased competition reduces the 'green trap', it exacerbates the 'brown trap'. Chapter 3. The effect of warm-glow on number of NGOs and welfare is investigated within a charity market with ideologically differentiated public goods. In this setting ideology acts as a warm-glow multiplier on donations and high enough warm-glow can push welfare into negative territory — welfare would be higher if nobody donated. Under first-best we find that an optimal number of NGOs exists even though NGOs have no costs. Under free-entry we obtain the level of warm-glow that would induce the welfare-maximizing number of NGOs to enter. A social planner can determine donor population to behave overall as if they were experiencing the welfare-maximizing level of warm-glow, and thus optimize free-entry welfare, through one of two equivalent and revenue-neutral fiscal policies: by subsidizing/taxing donations either at the source, when the donors make them, or at the destination, when the NGOs receive them.

L’objectif principal de cette thèse était de mettre en évidence l’évolution et l’orientation de la motivation intrinsèque et extrinsèque des élèves roumains tout au long du second cycle d’enseignement secondaire général. Depuis plusieurs années la théorie de l’autodétermination (Deci et Ryan, 1985b, 2000) a été utilisée afin de mieux comprendre le comportement des élèves en milieux scolaire. Ryan et Deci distinguent la motivation intrinsèque et la motivation extrinsèque qui diffèrent selon le type de récompense rattachée à l’activité. La théorie de l’autodétermination repose sur trois besoins psychologiques fondamentaux : l’autonomie, la compétence et la relation à autrui. Les déterminants psychologiques familiaux (parents), institutionnels (professeurs) et écologiques (système scolaire compétitif et évaluatif) sont aussi susceptibles d’influencer l’orientation motivationnelle de l’élève. Une première étude s’est attachée à analyser l’orientation et l’évolution de la motivation intrinsèque et extrinsèque. Les résultats présentent les élèves comme plus motivés extrinsèquement plutôt qu’intrinsèquement. De plus les deux formes de motivation diminuent tout au long de leur cursus scolaire. Une seconde étude s’est employée à mesurer le degré d’influence des trois besoins psychologiques sur la motivation intrinsèque des élèves. Les résultats ont montré que le besoin d’affiliation était le plus fortement corrélé positivement à la motivation intrinsèque. Les deux dernières études ont visé à mettre en évidence la relation entre le sentiment d’autonomie des élèves exercé par les parents et les professeurs et leur motivation intrinsèque. Les résultats confirment l’influence positive de ces deux déterminants sur la motivation intrinsèque des élèves. Enfin ces résultats seront discutés notamment sur le rôle des déterminants psychologiques dans cette recherche et dans le cadre des travaux sur la normativité de la motivation intrinsèque. / The main objective of this thesis was to highlight the evolution and direction of the intrinsic and extrinsic motivation of Romanian pupils throughout the second cycle of general secondary education. For several years the self-determination theory (Deci and Ryan, 1985b, 2000) was used to better understand the behavior of students in the school. Ryan and Deci distinguish intrinsic motivation and extrinsic motivation that vary by type of reward attached to the activity. Self-determination theory is based on three basic psychological needs: autonomy, competence and relatedness. The psychological determinants family (parents), institutional (college), and environmental (school system competitive and evaluative) are also likely to influence motivational orientation of students. A first study has sought to analyze the direction and evolution of the intrinsic and extrinsic motivation. The results show the students as more extrinsically motivated rather than intrinsically. In addition, both forms of motivation decrease throughout their school career. A second study aimed to measure the influence of the three basic psychological needs on the intrinsic motivation of students. The results showed that the need for affiliation was most strongly correlated positively to intrinsic motivation. Two recent studies have sought to highlight the relationship between perceived autonomy of students by parents and teachers and their intrinsic motivation. The results confirm the positive influence of these two determinants on the intrinsic motivation of students. Finally, these results will be discussed including the role of psychological determinants in this research and the work on the normativity of intrinsic motivation.

Fysisk inaktivitet är ett växande problem ur folkhälsosynpunkt. Världshälsoorganisationen rekommenderar minst 3 timmars måttlig fysisk aktivitet per vecka för ökad hälsa och fysisk förmåga. Gruppträningspass där man rör sig till musik är en populär träningsform, särskilt för mindre aktiva personer eller de som börjar träna efter att ha varit inaktiva. Det är därför intressant att förstå hur sådan träning bör utformas för att ge störst förbättring på fysisk förmåga. Här undersöker vi hur musikgympa förbättrar fysisk förmåga hos otränade personer, och i vilken mån denna förbättring korrelerar med ett antal psykologiska faktorer relaterade till den fysiska aktiviteten. 110 personer genomförde ett testbatteri som omfattade kondition, styrka, och flexibilitet före och efter elva veckors gruppgympa två gånger i veckan. De psykologiska faktorerna omfattade deras upplevelser av ansträngning, flow, smärta, välbefinnande under träningspassen och deras uppfattning om instruktörerna. Deltagarnas fysiska förmåga förbättrades, men förbättringen var endast svagt och icke statistiskt signifikant korrelerad med de psykologiska faktorerna. / Physical inactivity is a growing problem from a public health point of view. The World Health Organization recommends at least 3 hours of moderate-intensity aerobic physical activity weekly to increase health benefits and physical fitness. Group workouts where you move to music are a popular form of exercise, especially for less active people or those who start exercising after previously being inactive. Therefore, it is interesting to understand how such training should be designed to give the greatest effect on physical fitness. In this study we examine how music exercise improves physical fitness in sedentary people, and to what extent this improvement correlates with a number of psychological factors related to physical activity. 110 people completed a test battery that tested fitness, strength, and flexibility before and after eleven weeks of group exercise twice a week. The psychological factors were their experienced exertion, flow, pain, well- being during the workouts, as well as their perception of the instructors. Physical fitness increased, but the increase was only weakly- and non-significantly correlated with the psychological factors.

The thesis deals with the moral thinking of youth in its adolescent age. The first part deals with the basic ethic terms and with historical development of ethic thinking. The thesis deals further with determinants, which influence the moral development of thinking of a man including primary and secondary socialisation and the influence of a state. The theoretical part ends with a chapter dealing with the psychological aspects of development of moral judgement, where are described the particular stages of moral development according to Lawrence Kohlberg. The practical part deals with the research in a given group according to Kohlberg. The research is made with regard to family background of an individual. Except for reactions to Heinz´s dilemma, there are researched the differences between moral attitudes of men and women and the differences between individuals coming from villages or cities. The aim of this thesis is to judge, if it is possible from the stage of a moral judgement of the researched adoloscents, judge a relation according to the context of their experience in the family. The research showed some influences to moral thinking of a man, but it is not possible to determine the convincing conclusions. The man is to complicated human being, whose moral quality shows the concrete and practical situation only.