Les travaux présentés dans cette thèse s'intéressent aux liens existant entre la théorie des représentations sociales (RS) et celle de l'identité sociale (TIS). Malgré la littérature sur la théorie des représentations sociales et celle de l'identité sociale peu de recherches ont permis de mettre en évidence les liens, de ces deux champs théoriques constitutifs de la psychologie sociale. Les objectifs de cette thèse consistent d'une part à étudier le rôle des processus identitaires dans la construction des représentations sociales, et, d'autre part, à estimer l'importance du rôle des représentations sociales dans la dynamique du groupe et les relations intergroupes.On se propose d'éprouver l'hypothèse qui postule que les éléments centraux d'une représentation sociale sont constitutifs de l'identité sociale des membres du groupe. Doise (1999) définit l'identité comme un principe qui gère les relations intergroupes et qui pour cela utilise le vecteur des représentations sociales. L'approche structurale elle pose que les représentations sociales fonctionnent comme des structures sociocognitives régulées par complémentarité de deux systèmes:les cognitions centrales et les cognitions périphériques. Au travers TIS, et des différents processus sociocognitifs relatifs à cette dernière, on se propose de manipuler expérimentalement les différents processus constitutifs de l'identité d'un groupe au travers du prisme des représentations sociales. Autrement dit, nous nous intéressons à l'effet de la manipulation des éléments centraux dans le cas, notamment, du processus de comparaison sociale, des normes sociales ainsi que de l'effet brebis galeuse. / This thesis refers to the existing links between the social representation (SR) theory and the social identity (TSI) theory. Little research work has highlighted the contribution between these two theories and showed the reciprocal provisions of these two and constituting theoretical fields of social psychology. This thesis consist in supporting a correlation between the role of self-defining processes in the building of SR on one hand, and the importance of SR on the dynamics of the group and of the intergroup relations on the other hand. In this frame the purpose is to test the hypothesis that the central elements of a social representation are constituting of the social identity of the members of the group. Doise (1999) defines identity as a principle which manages intergroup relations and therefore uses the vector of SR.However,the structural approach puts down that social representations work as social cognitive structures regulated by the complementarity of two systems: central and peripheral cognitions.The individuals have a full knowledge to belong to a definite social group with a framework of reference,common representations. Thus,through the theory of TSI and through the various socio-cognitive processes related,this research is to handle in experiments of the various processes constitutive of the group identity through the prism of SR.In the effect of handling the central elements in the case, in particular,of the process of social comparison, the social norms as well as the black sheep effect. According to any logic resulting from the central core theory, the handling of central elements of a SR should not unbalance the identity of the group. / Os trabalhos apresentado desta tese se interessam às relações existentes entre a teoria das representações sociais (RS) e a da identidade social (TIS). Apesar da abundante literatura sobre a teoria das representações sociais e sobre a da identidade social, poucas pesquisas realçam as relações, bem como as contribuições recíprocas destes dois campos teóricos constitutivos da psicologia social. Os objectivos científicos desta tese suportam a interação entre, por um lado, o papel dos processos identitários na construção das representações sociais, e por outro, a importância das representações sociais na dinâmica do grupo e nas relações intergrupais. Neste sentido, através de diferentes experimentos, propomos testar a hipótese de que os elementos centrais de uma representação social são constitutivos da identidade social dos membros de um grupo. Doise (1999) define a identidade como um princípio gerador das relações intergrupais e que, para isto, utiliza o vector das representações sociais. A abordagem estrutural, por sua vez, propõe que as representações sociais funcionam como estruturas cognitivas reguladas pela complementaridade de dois sistemas: o das cognições centrais (caracterizado por seus aspectos consensuais que asseguram a perenidade da RS) e as cognições periféricas (submetidas às variações interindividuais). Os indivíduos têm plena consciência de pertencer à um grupo social definido, com um quadro de referência e representações comuns. Desta forma, a partir da teoria da identidade social (TIS) e dos diferentes processos sociocognitivos à ela relacionados, propomos manipular experimentalmente os diferentes processos constitutivos da identidade de um grupo partindo do prisma das representações sociais. Ou seja, nos interessamos aos efeitos da manipulação dos elementos centrais sobre, nomeadamente, os processos de comparação social, as normas sociais, e o efeito ovelha negra. De acordo com a lógica da teoria do núcleo central, a manipulação dos elementos centrais de uma representação não deveria desequilibrar a identidade grupal.

The purpose of this thesis is to examine whether the individual political leader is important for the analysis of international relations. Traditionally the focus of investigation in international relations has been on the nation-state, or the systems level, and as a result the individual level has been somewhat neglected. Using the theory of political psychology there is a possibility of finding nuances that might not be found if the focus of the investigation is on the nation-state. With the help of key concepts such as personality, emotion, cognition, and social identity decision making that has affected world politics have been examined. An empirical examination of the political psychology has been made by applying the theory to a case study, George W Bush. By applying the theory of political psychology to the decision making process used by George W Bush and his Administration it will be shown that the individual can impact world politics, especially in the case of the invasion of Iraq. Furthermore, one of the flaws of the theory of political psychology, its problem in handling the concept of global terrorism, is briefly discussed. The conclusion that has been drawn in this thesis is that the individual level of analysis is just as important as the systems level or the domestic level of analysis.

Depuis les premières formes d’urbanisme, les villes sont façonnées par des constructions idéologiques qui impactent sur le quotidien des individus et sur les ségrégations socio-spatiales. Notre questionnement général porte sur ce contexte, et plus particulièrement sur la façon dont s’objectivent les différentes positions occupées dans la structure sociale par les représentations et les pratiques quotidiennes de l’espace urbain. L’étude de cinq différentes représentations socio-spatiales au sein des agents de l’Université de Strasbourg aura permis de mettre en évidence l’existence d’un principe d’homologie structurale entre les dimensions cognitives, spatiales et sociales de la relation individu-milieu. Certains groupes entretiennent une relation fonctionnelle à la ville traduisant la complexité des lieux fréquentés. À l’inverse, d’autres groupes entretiennent une relation évaluative qui se détache des fréquentations pour se concentrer sur des lieux plus ou moins « emblématiques ». Or, ces deux rapports distinguent les identités sociales de ces groupes. Lorsque les premiers sont dominés et peuvent se valoriser par leurs pratiques, les seconds sont dominants et le peuvent par une comparaison à d’autres villes qui se rapproche de l’idéologie de la ville-mondiale. Les enjeux identitaires des représentations et pratiques spatiales socialement intériorisées participeraient ainsi aux ségrégations. / Ever since the earliest forms of urbanism, cities have been shaped by ideological constructs that impact the everyday life of individuals and socio-spatial segregations. This PhD thesis focuses specifically on how positions in the social structure are objectified in the representations and everyday practice of urban space. Based on study of five different socio-spatial representations among University of Strasbourg staffers, it evidences a principle of structural homology between the cognitive, spatial and social dimensions of the individual-environment relationship. Some groups have a functional relationship to the city that reflects the complexity of the places they frequent. Conversely, others have an evaluative relationship that focuses on ‘emblematic’ places. These two relationships are markers of these groups’ social identities. Whereas the former are dominated and may seek to enhance their status through their practices, the latter are dominant and do so by making reference to the global city and comparing their city to others. The identity stakes of socially internalized spatial practices and representations ultimately contribute to segregation.

Initié depuis plusieurs décennies, le développement des techniques numériques marque de son empreinte profonde les esprits et les corps de nos sociétés contemporaines. Plus qu'un simple fait de société, il semble admis que nous assistons aujourd'hui à une véritable « mutation anthropologique ». Cependant, alors que les analyses des liens entre technique et société ont longtemps été marquées par des perspectives déterministes, nous proposons d'explorer dans cette thèse les relations dynamiques étroites qui font qu'une technique est éminemment sociale, et qu'une société est intrinsèquement technique. En adoptant un regard résolument compréhensif, cette recherche entend mettre en évidence les significations et les systèmes de sens qui entourent l'utilisation des outils médiatiques numériques, à une échelle macro-sociale et micro-sociale, pour expliquer causalement la place que nous accordons à cette catégorie spécifique d'objet. Les dynamiques à l’œuvre, tant à un niveau individuel que collectif, sont examinées de manière socio-logique, tour à tour dans une perspective historique, philosophique, économique, politique, sociale, et culturelle. En tant qu'artefacts-symboles de nos sociétés actuelles – objets sociaux totaux –, les médias numériques sont les outils techniques à partir desquels nous organisons la contemporanéité de notre rapport au monde : nous les concevons donc comme un prisme sociologique à partir desquels il est possible d'appréhender la société connectée. / Initiated for several decades, the development of the digital technology mark by its deep stamp the minds and the body of our contemporary society. More than a simple social phenomenon, it seems to be generaly agreed that we assist today at a true « anthropological mutation ». Nevertheless, while the analyses of the links between technology and society have been characterized for a long time by some deterministic prospects, we propose to explore in this thesis the dynamic relations which make that a technic is eminently social, and that a society is intrinsically technic. Adhering to a comprehensive approach, this research seeks to highlight the significations and the meaning systems related to the use of digital media tools, at a macro-social and a micro-social scale, to explain causally the importance we ascribed to this specific category of objects. The dynamics at work, both at an individual or collective level, are examinated in a socio-logical way, alternately with an historical, philosophical, economical, political, or socio-cultural point of view. As artefacts-symbols of our present day societies – total social object –, the digital media are the tools upon which we organize the contemporaneity of our relationship with the world : we regard them as a sociological prism from which it possible to grasp the connected society.

Friendship and peer acceptance is an important facet of any adolescent’s development. Adolescence is recognised as a period of discovering and forming one’s identity. When an adolescent has a learning impairment, it impacts on all facets of his/her life, including socially (friendships). While needing to deal with the challenges of a learning impairment as well as to functioning socially, the adolescent needs to cope with these challenges as well as form an identity. In a similar vein, when the adolescent is faced with the challenges of a learning impairment, limited cognitive and language difficulties may impact on friendship relationships. Working in a school that caters specifically for learners with learning impairments, I started wondering: what role does their individual learning impairments play in the maintenance of friendship? The purpose of this study was to gain insight and understanding into the nature of friendship amongst adolescents who have been identified as having a specific learning impairment. This study took place within a specialised high school setting where the focus is to provide support to the learner with specific learning needs. This study utilised an interpretive, qualitative research approach. This study aimed to interpret and understand what is the nature of friendship for adolescents with a specific learning impairment. The study also aimed to understand how social issues such as social comparison and self-concept is understood from the participants’ point of view and finally, to understand if the school environment within which they function play any role in the nature of friendships and how does the adolescent participant interpret this role. The research design was an instrumental case study. Data was collected from two participants by means of a one-on-one semi-structured interview and observations supported by field notes. The data collected was transcribed. The data was interpreted using a colour code for each theme identified. The findings reported indicate that the participants’ view of the self is influenced by their friends. Support and understanding in their friendships was possible as a result of trust, acceptance and understanding of how it is to be facing the challenge of learning impairments on a daily basis. The learners have found a place in the school were they can flourish both academically and socially. Socially, the challenges of learning impairments still play a role during interactions with friends. Social comparison based on physical appearance was highlighted. Self-concepts have been influenced by their learning impairment. Within the specialised school system, improved self-concepts were reported due to better academic performance and unconditional acceptance by friends and peers, despite having a learning impairment. AFRIKAANS : Vriendskap en portuur groep aanvaarding is ‘n belangrike aspek van enige adolesent se ontwikkeling. Adolesensie word erken as ‘n tydperk van ondekking en die vorming van ‘n identiteit. Wanneer ‘n adolesent ‘n leergeremdheid beleef, het dit ‘n invloed op alle fasette van hulle lewens, insluitend sosiaal (vriendskappe). Terwyl die adolesent die uitdagings van ‘n leergeremdheid moet hanteer asook sosiaal funksioneer, moet die adolesent terselftertyd die uitdaging hanteer om ‘n identiteit te vorm. Wanneer die adolesent die uitdagings van ‘n leergeremdheid hanteer, het beperkte kognitiewe en taal uitdagings ook ‘n invloed op vriendskappe. Terwyl ek by ‘n skool werk wat voorsien vir leerders met leergeremdhede het ek begin wonder: watter rol speel individuele leergeremdhede in die handhawing van vriendskappe. Die doel van die studie was om insig te verkry in die aard van vriendskap tussen adolosente wat identifiseer is as leerders met ‘n leergeremdheid. Die studie het plaas gevind in ‘n gespesialiseerde hoërskool waar die fokus val om ondersteuning te bied aan leerders met leergeremdhede. Die studie was ‘n interpretiewe, kwalitatiewe navorsings studie. Die doel van die studie was om die aard van vriendskappe tussen adolesente met leergeremdhede, te verstaan. ‘n Verdere doel van die studie was om vas te stel hoe word sosiale vergelyking en self-konsep verstaan word deur die deelnemers en laastens om vas te stel of die skoolomgewing waarin die kinders funksioneer, enige rol speel in die aard van vriendskappe. Laastens is gekyk na hoe word die rol verstaan deur die adolesente. Die navorsingsontwerp was ‘n instrumentele gevalle studie. Data was versamel vanaf twee deelnemers deur middel van een-tot-een semi-gestruktureerde onderhoude en waarnemings wat deur veldnotas ondersteun was. Die data wat versamel was is getranskribeer. Die data was interpreteer deur ‘n kleur kode wat gekoppel is aan elke tema. Die bevindinge dui aan dat die deelnemers se siening van die self beinvloed word deur hulle vriende. Ondersteuning en begrip in hulle vriendskappe is moontlik as gevolg van vertroue, aanvaarding en begrip van hoe dit voel om die uitdagings van ‘n leergeremdheid daagliks te hanteer. Die leerders het ‘n plek in die skool gevind waar hulle beide akademies en sosiaal kan floreer. Op ‘n sosiale vlak speel die uitdagings van ‘n leergeremdheid steeds ‘n rol in hulle vriendskappe. Sosiale vergelyking kom voor gebasseer op fisiese voorkoms. Self-konsepte word deur leergeremdhede beinvloed. In die gespesialiseerde skool word beter self-konsepte gerapporteer weens beter akademiese prestasie en onvoorwaardelike aanvaarding deur vriende en lede van die portuur groep, teen spyte daarvan om ‘n leergeremdheid te hê. / Dissertation (MEd)--University of Pretoria, 2011. / Educational Psychology / unrestricted

A global corporation values both profitability and social acceptance; its units mutually negotiate governance and represent a highly interdependent network where centers of excellence and high-potential employees are identified regardless of geographic locations. These companies try to build geocentric, or “world oriented” (Marquardt, 1999, p. 20), organizational cultures. Such culture “transcends cultural differences and establishes ‘beacons’ – values and attitudes – that are comprehensive and compelling” (Kets de Vries & Florent-Treacy, 2002, p. 299) for all employees, regardless of their national origins. Creating a geocentric organizational culture involves transforming each employee’s mindset, beliefs, and behaviors so that he/she can become “a world citizen in spite of having a national identity” (Marquardt, 1999, p. 47). The purpose of this phenomenological study was to explore how employees with different national identities experience a geocentric organizational culture of a global corporation. Phenomenological research aims to understand “how people experience some phenomenon—how they perceive it, describe it, feel about it, judge it, remember it, make sense of it, and talk about it with others” (Patton, 2002, p. 104). Twelve participants were selected using criteria, convenience, and snow-ball sampling strategies. A semi-structured interview guide was used to collect data. Data were analyzed inductively, using Moustakas’s (1994) Modification of the Stevick-Colaizzi-Keen Method of Analysis of Phenomenological Data. The participants in this study experienced a geocentric organizational culture of a global corporation as on in which they felt connected, valued, and growing personally and professionally. The participants felt connected to the companies via business goals and social responsibility. The participants felt valued by the company because their creativity was welcomed and they could contribute to the corporation certain unique knowledge of the culture and language of their native countries. The participants felt growing personally and professionally due to the professional development opportunities, cross-cultural awareness, and perspective consciousness. Based on the findings from this study, a model of a geocentric organizational culture of a global corporation: An employee perspective is proposed. Implications for research and practice conclude this study.

The Canadian population is aging, as is the Canadian workforce. Today, four generations find themselves cohabiting in the workforce together. This may have an impact on workplace collaboration and communication, as both of these processes are influenced by group perceptions. Academic research has focused upon workplace interactions mainly from a younger worker’s perspective; hence, the older worker’s voice has been overlooked. The objective of this study is thereby from an older worker’s perspective, to understand how generations perceive each other in the workplace, and further, understand how these perceptions influence intergenerational communication and collaboration. To do so, we have relied upon Communication Accommodation Theory and Social Identity Theory, and have conducted a survey to measure the influence of ageist stereotypes on communication and its accommodation, in addition to such influences on knowledge transfer. Theoretical and practical implications are discussed.

Cette thèse se propose d'étudier les effets d'une politique scolaire spécifique destinée aux enfants de travailleurs migrants ruraux - les « enfants de nongmingong » - faisant l'objet d'une catégorisation et d'une sectorisation dans des écoles spécifiques à cause du système d'enregistrement de la résidence (hukou) en Chine au niveau local. Le « problème de l'éducation des enfants de nongmingong» est en réalité le produit d'un processus d'objectivation de cette catégorie d'élèves, non seulement par la construction institutionnelle fondée sur une logique particulariste mais aussi par la légitimation savante des recherches académiques chinoises teintées d'une vision misérabiliste. Nous mettons les enfants au centre de la focale de recherche et tentons de cerner les effets de la ségrégation scolaire sur la construction de l'identité sociale des enfants et de leurs parents. Fondée sur une enquête ethnographique dans une école semi-privée destinée à l'accueil de ces enfants dans la ville de Hangzhou entre 2010 et 2012, cette recherche met au jour tant les modalités de la mise en oeuvre de la catégorie au sein de l'école par la direction et par les enseignants issus des classes moyennes urbaines, que les formes de résistance et de négociation ou de remise de soi des parents d'élèves face à l'institution scolaire. De même les enfants ne sont pas passifs face à ces injonctions et à ces processus d'imprégnation et d'inculcation d'éléments contradictoires (normes, valeurs, savoir-faire et savoir-être) par les univers familial et scolaire. Ils mettent en oeuvre différentes formes de conciliation pour se forger une identité personnelle. / This thesis aims to study the effects of a specific school policy for children of rural migrant workers - the « children of nongmingong » - subject to categorization and segmentation in a specific school because of registration system of the residence (hukou) in China. The « problem of the education of children nongmingong » is actually the product of a process of objectification of this category of students, not only by the institutional construction based on a particularistic logic but also by scholarly research Chinese academic tinged who legitimates the concept and provides a pessimistic vision.We put children at the center of the focus of research and we are trying to identify the effects of school segregation on the construction of the social identity of children and of their parents. Based on an ethnographic study in a semi-private school for children of nongmingong in Hangzhou City between 2010 and 2012, this research reveals both the modalities of implementation of the category within the school by management and by teachers from the urban middle classes, and the forms of resistance and negotiation of parents in front of the school system.Children are not passive in this process. They face these injunctions and adapt to this situation of impregnation and inculcation of conflicting elements (norms, values, knowledge and skills) of the family and school universe. They implement various forms of conciliation to form their own identity.

In today's global competitive environment, many organizations utilize virtual workgroups to overcome geographic and organizational boundaries. Research into their dynamics has received the attention of scholars within multiple disciplines, and the potential for an integrative approach to the study of virtual workgroups exists. This dissertation is a first step towards such an approach. The primary aim of this research is to examine antecedent and contextual factors that affect the emergence and effectiveness of leaders in virtual workgroups. To achieve this aim, an integrative model assembled from theory and empirical findings in leadership, management, social identity, and communications research is posited. Hypothesized relationships depicted in the model identify key dispositional and contextual variables linked to leader emergence, member behavior, and leader effectiveness within virtual workgroups. This study employed a nonexperimental research design, in which leader emergence and social identity manifest as naturally occurring phenomena. Data collection occurred via two web-based surveys administered at different points in time. Hypothesized relationships were tested utilizing correlational and hierarchical moderated multiple regression analyses. The findings of this dissertation suggest that traits, such as personality and cognitive ability, are not associated with leader emergence in virtual workgroups. In addition, the results indicate that the exhibition of relationship-oriented leader behaviors enhances group identity. In turn, identification is associated with increases in perceptions of leader effectiveness and decreases in counterproductive behavior exhibited by group members. This dissertation exposes an important limitation to the application of trait leadership theory. It also demonstrates the importance of relationship-oriented behavior and social identity in virtual contexts. Further, it advances an integrative theoretical model for the study of virtual workgroup phenomena. These contributions should assist and inform other researchers, as well as practitioners, interested in leadership and group member behavior in virtual workgroups.

The study is an exploratory investigation of early adolescents’ buying patterns with regards to clothing using social identity theory. Interviews were conducted with six early adolescents in Attridgeville suburb located in Tshwane (then called Pretoria) in South Africa. This research was prompted by insufficient archived studies which focus on black adolescents in South Africa. Early adolescents are conscious of the youth culture and utilities that are significant to them. The early adolescent stage construes young people as seeking an own identity both individually and within the group. Clothing apparel plays a significant role in the projection of adolescents’ identity in the peer group, and they participate in consumer behaviour that is influenced through socialization. Among others, peers and family circumstances play a central role as socialisation agents for the buying patterns of clothing during adolescence. In this study the Zaltman Metaphor Elicitation Technique (ZMET) was used to explore the processes involved in the buying patterns of clothing during early adolescence, particularly for black adolescents in an urban environment. Pictures, compiled in the format of a collage, were used as a projective technique to probe respondents’ constructions of their preferred buying patterns and consumer behaviour. Data was analyzed using thematic analysis as a procedure of qualitative research. Verification of transcripts and themes by an independent third party enhanced validity and reliability of findings. Themes indicate that early adolescents are quite involved in consumer behaviour and make decisions based on lifestyle, consumer socialisation, purchasing styles and filters. Both peers and family act as socialisation agents, and socio-structural factors such as birth order, financial aspects, attitudes, and retail outlets have an impact on the actual buying patterns of clothing. Further study is needed to determine the effect of media and learning styles on the consumer behaviour of black adolescents in a South African context. / Dissertation (MA (Research Psychology))--University of Pretoria, 2007. / Psychology / unrestricted