Répercussions psychologiques associées au plafonnement de carrière subjectif

The purpose of the present study is to analyse the relations between the subjective career plateau—in other words, plateauing as perceived by the principal—and two psychological phenomena: the sense of competence and the sense of anxiety. The data which were gathered by survey from 244 Quebec managers confirm the two research hypotheses. The more the person considers that he/she has reached a career plateau, the more the feeling of competence is weak and the more the feeling of anxiety increases. The results also illustrate the effect of respondents' salary on the two phenomena. The discussion focuses on the subjectivity of the career plateau and on its psychological repercussions. The conclusion suggests more study of the dynamic and subjective dimensions of plateauing, and more specifically, longitudinal research. Résumé La présente étude analyse la relation entre le plateau subjectif de carrière, c'est-à-dire le plateau tel que perçu par le sujet et deux phénomènes psychologiques: le sentiment de compétence et l'anxiété. Les données recueillies par questionnaires auprès de 244 gestionnaires québécois confirment les deux hypothèses de la recherche. Plus les sujets s'estiment plafonnés dans leur carrière, plus leur sentiment de compétence est faible et plus leur degré d'anxiété est élevé. Les résultats démontrent également le rǒle du salaire sur les deux phénomènes étudiés. La discussion traite de la subjectivité du plateau de carrière et des répercussions psychologiques qu'il peut entraǐner. La conclusion suggère d'étudier plus à fond le caractère dynamique et subjectif du plafonnement, en particulier à l'aide de recherches longitudinales.     

Effets des conceptions de l'erreur,de la motivation à apprendre et du soutien social sur l'intention de transférer les nouveaux apprentissages : un modèle de médiation modérée

This study aims to assess whether trainees' errors orientation can influence their motivation to learn and their intention to transfer learning. Data were collected from 275 trainees participating in a corporate training program offered by a Canadian government agency. Results show that the concept of learning by error positively influences trainees' levels of motivation and their intention to transfer learning. Results also confirm the mediating role motivation plays between the concept of learning by error and the intention of transferring learning. Finally, results confirm the moderating role of social support on the relationship between motivation to learn and the intention to transfer learning. Practical and theoretical implications of these results are discussed. Copyright © 2017 ASAC. Published by John Wiley & Sons, Ltd.