Ce travail de thèse s'inscrit dans lignée des travaux de Mueller et Dweck (1998) et visait à étudier l'effet des compliments (ou feedback attributionnels) de capacité et d'effort sur les buts, l'implication, les attributions causales et les performances des élèves. Au-delà de l'aspect réplication, notre objectif était d'examiner l'effet d'interaction entre les compliments et les attributions d'échec sur les performances. Dans une série de quatre études, des élèves de cinquième année de primaire recevaient un compliment de capacité ou d'effort pour leur réussite à une première série d'exercices de difficulté moyenne puis indiquait leur préférence pour un but. Après une deuxième série d'exercices très difficile, les élèves recevaient un feedback négatif et devaient communiquer leur implication dans la tâche et les causes de leur échec. Enfin, une troisième série d'exercices de difficulté moyenne permettait d'évaluer à nouveau leurs performances. Nous ne retrouvons aucun des résultats observés par Mueller et Dweck (1998). En revanche, les résultats pointent le rôle des attributions dans la relation entre le compliment et les performances. L'une des études, conduite parallèlement en France et en Chine, révèle des effets distincts du compliment selon les cultures. Deux études supplémentaires nous ont permis de tester nos hypothèses en regard de la non-réplication des résultats. La première se pose en termes de développement différencié de la compréhension des notions d'effort et de capacité. La seconde est d'ordre méthodologique et concerne l'effet du feedback positif simple donné conjointement au compliment. Les résultats vont dans le sens de la première hypothèse. / In line with Mueller and Dweck (1998) framework, this thesis work aimed at studying the effects of praise (or attributional feedback) for effort or ability on pupils' goals, implication, causal attributions and academic performances. Beyond replication aspect, our goal was to examine the interaction effect between praise and failure attributions on performances. In a series of four studies, fifth graders received ability or effort praise for their success on a first set of exercises of moderate difficulty and pointed out their goal preference. After a second difficult set of exercises, pupils received negative feedback and were asked about their task implication and their failure attributions. Finally, a third set of exercises of middle difficulty allowed us to reevaluate their performances. None of the results observed by Mueller and Dweck (1998) appeared. However, results pointed out the role of causal attributions in the relation between praise and performances. One of these studies realized in the same time in France and China revealed different effects of praise according to the cultures. Two additional studies allowed us to test our hypotheses about the nonreplication of the results. The first one dealt with the differentiated development of the understanding of effort and ability notions. The second one was of methodological order and concerned the effect of simple positive feedback jointly given with praise. The results support the first hypothesis.

Thirty one students with learning disabilities (LD) and/or with Attention Deficit Hyperactivity Disorder (ADHD) completed a combined Academic Attributional Style and Coping with Academic Failures Questionnaire. The reformulated learned helplessness model (Abramson, Seligman, & Teasdale, 1978) predicted that students with negative attributional styles (i.e., internal-stable-global attributions) experienced motivational, cognitive, and emotional deficits. The present study examined college achievement (grade point average) of students with LD and/or ADHD. The Prediction that students with LD and/or ADHD with negative attributional styles would achieve less academic success than comparable students with positive attributional styles (i.e., extenal-unstable-specific attributions) was supported by the research results.

Research on historical developments that lead to the establishment of global organizations for climate change has shown that the phenomenon of surface temperature is not a new topic of focus. Increased policy restrictions, brand image, fear of resource scarcity, growing market trends towards sustainability and consumer awareness are among the several external factors that have influenced the growing research in corporate transition towards carbon neutrality. The main aim of this study is to understand through data accounting of major material and energy carrier changes, how a non-production facility could transition to become a carbon-neutral facility. Therefore, an exploratory case study has been performed and conducted at Volvo CE Customer center in Eskilstuna, Sweden, with two objectives: i) to identify and quantify the customer center current footprint by mapping the main contributors to greenhouse gases emissions, and ii) to recommend specific & general measures that can mitigate the carbon footprint of the facility. Three research questions related to the facility’s current carbon footprint, measures implemented so far, and the best applied assessment method, have guided us throughout the study. The methodology has been framed to give a theoretical underpinning for understanding the project from a holistic perspective. The split of the methodology has been constructed in line with the theoretical framework that gave the foundation to the needed theories to be taken into account i.e. GHG protocol, which is the tool that has been adopted by the study to attain the desired aim, including the three scopes under the protocol which were also defined accordingly. ‘Scope 1’ has been taken into account and is a representation of direct emissions, ‘Scope 2 represents the indirect emissions, and ‘Scope 3’ (according to the GHG protocol) takes into account the rest of the indirect emissions arranged into 15 categories, from which applicable to our study were 4 categories (1, 3, 4 and 6). The results showed that during the base year (2019) the highest user within Scope 1 was diesel, followed by HVO, and under Scope 2, The results from Scope 1 and 2, together with the results of Scope 3 category, were analyzed using the attributional LCA approach recommended by the GHG protocol to calculate their contribution to the customer centers’ total carbon footprint. It was found that Scope 1 stands for 128.52 t CO₂-eq while Scope 2 stands only for 1.16 t CO₂-eq and finally Scope 3 stands for most of the emissions with 3719 t CO₂-eq. It has been found that in 2019, the customer center has saved 101.05 tonnes of GHG by implementing measures, such as switching from using Diesel to HVO and switching from the mixed electricity to the renewable ones, according to the attributional perspective presented in the GHG protocol. However, different results were found when these values were discussed and analyzed from the consequential perspective, since this perspective analyses the effects of the implemented measures on the global emission level. This concluded that implementation of conservation and efficiency measures must take priority before switching to higher priced renewables. Thus, the resulting carbon neutrality will be consequentially safer. The recommendations stated in this study also follows the same principle “Conserve before investing”. Suggestions and recommendations outlined in the study for future implementation approach carbon neutrality as a strategy and not a burden, helping the customer neutral achieve the goal in an Environment, Economic and Socially sustainable manner.

This study examined whether two selected metacognitive classroom instructional strategies, attributional retraining instruction (ARI) and self-management (SM) training, improve the academic performance of three selected learning disabled (LD) African American high school male students enrolled in the ninth grade of a comprehensive urban high school located in the county of Los Angeles. A single-subject design was used to examine the selected interventions in a self-contained math instructional special education classroom. The participating special education teacher received trainings on how to implement the interventions in her classroom setting. This study replicated Barry and Messer's (2003) method of measuring academic performance by having the participating teacher design a point system that separately considered percentage of completeness of assignments and correct answers on all classroom assignments. The researcher also administered Likert-type scales to assess both the participating students' and the teacher's level of satisfaction with the interventions. The results of the study suggested the selected metacognitive strategies were both effective in promoting the academic performance of the selected participants. The desirable outcome was also maintained following the intervention phase. The surveys revealed the participating students and the teacher found the interventions to be favorable. The results of the study add to the existing literature suggesting both ARI and SM as viable classroom instructional interventions to promote the academic achievement of LD African American students. Implications for research and practice are discussed. The author also provided a synthesis which summarized historical perspectives and current knowledge about the multifaceted limitations of the current special education model when it comes to serving the students targeted in the study and advocates for advancement in the field of educational administration by systematically incorporating metacognitive strategies in curriculum and instruction across special education and general education institutions.

Cette thèse porte sur l’étude des impacts environnementaux de systèmes de production de bovins. Le premier objectif était d’analyser et de comparer les impacts environnementaux de systèmes de production de viande et de lait par analyse de cycle de vie (ACV) attributionnelle. Les effets de pratiques d’atténuation de ces impacts ont été évalués pour les systèmes de production de viande. Le second objectif était un développement méthodologique afin d’explorer les conséquences possibles d’une préférence accrue pour un lait produit à base d’herbe, par ACV conséquentielle. Dans un système de production de viande par le troupeau allaitant, le méthane entérique a été le principal contributeur à l’impact changement climatique, et la production de l’herbe a été la principale contributrice aux autres impacts (demande énergétique cumulée, eutrophisation, acidification, occupation du sol). L’atelier naisseur (vaches allaitantes et leurs veaux, génisses) a contribué de manière majeure aux impacts du système allaitant dans son ensemble. La pratique d’atténuation la plus efficace pour le système a été la diminution de l’âge au vêlage de 3 à 2 ans. L’utilisation de lipides riches en acides gras oméga-3 dans le régime a très peu affecté les impacts du système. L’application simultanée de plusieurs pratiques d’atténuation compatibles entre elles réduit sensiblement les impacts. L’application de pratiques telles que la réduction du gaspillage d’herbe, l’engraissement des génisses non utilisées pour le renouvellement et la diminution de l’âge au vêlage réduisent l’occupation du sol. Un usage alternatif des terres libérées tel que la plantation de forêt pour séquestrer du carbone dans la biomasse semble prometteur. L’étude de systèmes de production de lait a été centrée sur les comparaisons de systèmes à base d’herbe ou d’ensilage de maïs, d’une race spécialisée (Holstein) ou mixte (Normande) et sur l’effet du niveau de production laitière par ACV attributionnelle. Quelle que soit la méthode d’attribution des impacts aux co-produits, les impacts par kg de lait ont été plus faibles pour les systèmes à base d’ensilage de maïs et pour les Holstein, sauf pour l’eutrophisation. L’accroissement de la production de lait par vache grâce à une consommation d’énergie accrue et au vêlage à 2 ans a permis de réduire les impacts du lait et de son co-produit viande. Les conséquences de la conversion d’une exploitation laitière utilisant beaucoup de maïs ensilage vers une exploitation utilisant de l’herbe comme unique source de fourrage pour répondre à une demande de lait produit à base d’herbe en France ont été évaluées par ACV conséquentielle. Cette conversion entraîne des changements notables de l’utilisation des sols en dehors de l’exploitation, et donc un fort accroissement des impacts du système dans son ensemble et du lait produit. / This thesis addresses the environmental impacts of cattle production systems. The first objective of this thesis was to analyse and compare the environmental impacts of suckler-beef and dairy production systems using attributional life cycle assessment (ALCA). Subsequently, the effects of mitigation practices for suckler-beef production systems were assessed. The second objective addressed methodology development by exploring possible consequences due to an increase in preference for grass-based milk using consequential LCA (CLCA).For a suckler-beef production system, enteric methane fermentation was the main contributor to the climate change impact, and grassland production contributed most to other impacts (cumulative energy demand, eutrophication, acidification and land occupation). The suckler cow-calf herd substantially contributed to the impacts of the suckler-beef system. The most effective mitigation practice for the suckler-beef production system was decreasing calving age from 3 to 2 years. The use of lipids rich in omega-3 fatty acids in ruminant diets did not substantially affect the impacts of the suckler-beef production system. Simultaneous application of several compatible practices can substantially mitigate the impacts of the suckler-beef production system. The application of certain practices (e.g. reducing ungrazed grass losses, fattening heifers not used for replacement and reducing calving age) reduced land occupation. Alternative uses for the “released land”, e.g. the introduction of forest to sequester C into biomass, seems promising. For dairy production systems, the assessment focused on a grass-based vs. maize-silage-based system, dual-purpose breed (Normande) vs. specialised breed (Holstein) and the effect of increasing milk yield per cow, using the ALCA approach. Independent of co-product handling methods, the impacts per kg of milk were lower with the maize-silage-based system and with Holstein cows (except for eutrophication). Increasing milk yield per cow by increasing feed energy intake and applying more intensive management (first calving at 2 years) decreased the impacts of milk and its beef co-product. The consequences of converting a maize-silage-based to a grass-based dairy farm in France to meet the increased domestic preference for grass-based milk were assessed using the CLCA approach. This farm conversion caused land-use change outside the dairy farm and thus substantially increased the impacts of the whole production system and the milk it produced.

Cette thèse propose un test empirique du modèle d’attribution du leadership basé sur l’observation de dyades leader-subordonné au Sénégal et en France. Ce modèle se concentre sur des construits essentiels comme la complexité attributionnelle et l’exactitude des attributions des leaders, les comportements qui en résultent, les variables médiatrices comme la satisfaction des subordonnés, les stratégies correctives de la performance et les variables de résultat comme les perceptions du leadership. Le modèle est testé à l’aide de régressions hiérarchiques des effets directs et des effets médiateurs des attributions biaisées. Notre intention est de tester les relations à partir d’un échantillon d’auditeurs en formation continue de l’enseignement supérieur (au Sénégal et en France) et de déterminer selon notre modèle et nos hypothèses de recherche, quels construits contribuent le plus à expliquer la complexité attributionnelle des leaders. Cequi nous amène à étudier l’influence directe de l’exactitude des attributions, l’effet des stratégies correctives et de la satisfaction des subordonnés sur la perception du leadership. Nous testerons aussi le rôle des attributions biaisées sur les deux variables médiatrices. Les hypothèses sont fortement corroborées. La complexité attributionnelle des leaders est liée à l’exactitude de leurs attributions, telle qu’elle est perçue par leurs subordonnés. Les stratégies de correction de la performance élaborées par les leaders se sont révélées liées à des attributions exactes, puis à des variables clés de résultats. Nous analysons les résultats ainsi que les limites et les orientations futures de la recherche. Les contributionsmanagériales sont doubles : d'une part, de prendre en compte dans le processus de recrutement des leaders leur aptitude à adopter une approche attributionnelle complexe et, d'autre part, les former afin de mieux accompagner leurs subordonnés. / This thesis proposes an empirical test of the leadership attribution model based on the observation of leader-subordinate dyads in Senegal and France. This model focuses on key constructs such as attributional complexity and leader attribution accuracy, resulting behaviors, mediating variables such as subordinate satisfaction, performance corrective strategies, and outcome variables such as leadership perceptions. The model is tested using hierarchical regressions of direct effects and mediating effects of biased allocations. Our intention is to test the relationships from a sample of auditors in continuingeducation of higher education (in Senegal and France) and to determine according to our model and our research hypotheses, which constructs contribute the most to explain the attributional complexity of the leaders. This leads us to study the direct influence of the accuracy of the attributions, the effect of the corrective strategies and the satisfaction of the subordinates on the perception of the leadership. We will also test the role of biased assignments on the two mediating variables. Hypotheses are strongly corroborated. The attributional complexity of leaders is linked to the accuracy of their attributions, as perceived by their subordinates. The performance correction strategies developed by leaders have beenlinked to accurate attribution and then to key outcome variables. We analyze the results as well as the limits and future directions of the research. The managerial contributions are twofold: on the one hand, to take into account in the process of recruiting leaders their ability to adopt a complex attributional approach and, on the other hand, to train them to better support their subordinates.

Introduction Child sexual abuse is a common problem. Psychological and behavioural problems in children and adults who have experienced child sexual abuse have been associated with the abuse. Little research has been conducted which has been long-term, prospective, involved substantiated sexual abuse, included a control group, took into account mediating factors, utilised multiple data sources, relied on standardised measures and had a high follow-up rate. Aim The aims of this study were to compare a cohort of sexually abused young people with a group of nonabused peers and to establish predictors of psychological and behavioural outcome. Method This study was a follow-up which was long-term, prospective, involved a sample of children with substantiated sexual abuse, included a control group, took into account mediating factors, utilised multiple data sources, relied on standardised measures and had a high follow-up rate. Eighty-four sexually abused young people were followed up five years after presenting to Children�s Hospitals� Child Protection Units for sexual abuse and were compared to a group of 84 nonabused young people of similar age and sex. The two groups were compared on the basis of demographic variables, family functioning, mother�s mental health and life events; the outcome measures of depression, self-esteem, anxiety, behaviour, criminal activity, alcohol and other drug use, eating problems, running away, suicide attempts, self-injury, hopefulness, despair and attributional style; and potential mediating factors such as further notifications to the Department of Community Services, receipt of psychological treatment, legal action against offenders and victims compensation. Potential predictors of outcome were (1) demographic variables, (2) sexual abuse characteristcs, (3) intake data and (4) five year follow-up variables. Main findings Follow-up rates were 81percent (n equals 68) for cases and 89percent (n equals 75) for controls. Five years after presenting for the sexual abuse, the sexually abused young people were performing more poorly than their nonabused peers on various measures of psychological state and behaviour. Although the abused children had experienced more negative life events (p<.001), were from lower socio-economic groups (p<.0001), had more changes in parent figures (p<.001) and had mothers who were more psychologically distressed (p equals .03), multiple regression analysis showed that after allowing for these and other demographic and family factors, there were still significant differences between the groups after the 5 years. The abused children displayed more disturbed behavior (p equals .002), had lower self-esteem (p<.001), were more depressed or unhappy (p<.001) and were more anxious (p equals .03) than controls. Sexually abused children had significantly higher levels of bingeing (p equals .02), self-injury (p equals.009) and suicide attempts (p equals .03). Significant predictors of psychological and behavioural outcome were significantly related to family and parent functioning variables. Abuse status was not a significant predictor when offered to each of the predictive models. Significant predictors of outcome included the following intake variables: family functioning, mother�s mental health, whether parents were employed or not, behaviour scores, prior notifications for neglect, history of parental discord and whether there were caregiver changes or not prior to intake. The classification of the index sexual abuse event as indecent assault and whether there were notifications for sexual abuse prior to the index event also significantly predicted outcome. Five year follow-up variables which were significant predictors of outcome were the young person�s age, number of negative life events, attributional style, self-esteem, depression, number of parent changes, anxiety, despair, whether there were notifications for abuse/neglect after intake and having a parent with a history of drug/alcohol problems. Conclusions Difficulties associated with child sexual abuse continue for some years after the abuse event. Child sexual abuse needs to be considered as a possible antecedent of behaviour and psychological difficulties in young people. Treatment and monitoring should continue for some years after the abuse. Treatment may need to be directed more towards young people�s psychological states rather than focusing specifically on the sexual abuse. Family and parent functioning may need to be addressed early in order to prevent some of the behavioural and psychological difficulties associated with the long-term outcome of child sexual abuse.

Introduction Child sexual abuse is a common problem. Psychological and behavioural problems in children and adults who have experienced child sexual abuse have been associated with the abuse. Little research has been conducted which has been long-term, prospective, involved substantiated sexual abuse, included a control group, took into account mediating factors, utilised multiple data sources, relied on standardised measures and had a high follow-up rate. Aim The aims of this study were to compare a cohort of sexually abused young people with a group of nonabused peers and to establish predictors of psychological and behavioural outcome. Method This study was a follow-up which was long-term, prospective, involved a sample of children with substantiated sexual abuse, included a control group, took into account mediating factors, utilised multiple data sources, relied on standardised measures and had a high follow-up rate. Eighty-four sexually abused young people were followed up five years after presenting to Children�s Hospitals� Child Protection Units for sexual abuse and were compared to a group of 84 nonabused young people of similar age and sex. The two groups were compared on the basis of demographic variables, family functioning, mother�s mental health and life events; the outcome measures of depression, self-esteem, anxiety, behaviour, criminal activity, alcohol and other drug use, eating problems, running away, suicide attempts, self-injury, hopefulness, despair and attributional style; and potential mediating factors such as further notifications to the Department of Community Services, receipt of psychological treatment, legal action against offenders and victims compensation. Potential predictors of outcome were (1) demographic variables, (2) sexual abuse characteristcs, (3) intake data and (4) five year follow-up variables. Main findings Follow-up rates were 81percent (n equals 68) for cases and 89percent (n equals 75) for controls. Five years after presenting for the sexual abuse, the sexually abused young people were performing more poorly than their nonabused peers on various measures of psychological state and behaviour. Although the abused children had experienced more negative life events (p<.001), were from lower socio-economic groups (p<.0001), had more changes in parent figures (p<.001) and had mothers who were more psychologically distressed (p equals .03), multiple regression analysis showed that after allowing for these and other demographic and family factors, there were still significant differences between the groups after the 5 years. The abused children displayed more disturbed behavior (p equals .002), had lower self-esteem (p<.001), were more depressed or unhappy (p<.001) and were more anxious (p equals .03) than controls. Sexually abused children had significantly higher levels of bingeing (p equals .02), self-injury (p equals.009) and suicide attempts (p equals .03). Significant predictors of psychological and behavioural outcome were significantly related to family and parent functioning variables. Abuse status was not a significant predictor when offered to each of the predictive models. Significant predictors of outcome included the following intake variables: family functioning, mother�s mental health, whether parents were employed or not, behaviour scores, prior notifications for neglect, history of parental discord and whether there were caregiver changes or not prior to intake. The classification of the index sexual abuse event as indecent assault and whether there were notifications for sexual abuse prior to the index event also significantly predicted outcome. Five year follow-up variables which were significant predictors of outcome were the young person�s age, number of negative life events, attributional style, self-esteem, depression, number of parent changes, anxiety, despair, whether there were notifications for abuse/neglect after intake and having a parent with a history of drug/alcohol problems. Conclusions Difficulties associated with child sexual abuse continue for some years after the abuse event. Child sexual abuse needs to be considered as a possible antecedent of behaviour and psychological difficulties in young people. Treatment and monitoring should continue for some years after the abuse. Treatment may need to be directed more towards young people�s psychological states rather than focusing specifically on the sexual abuse. Family and parent functioning may need to be addressed early in order to prevent some of the behavioural and psychological difficulties associated with the long-term outcome of child sexual abuse.