eLoriCorps Immersive Body Rating Scale and eLoriCorps Mobile Versions: Validation to Assess Body Image Disturbances from Allocentric and Egocentric Perspectives in a Nonclinical Sample of Adolescents.

A growing number of studies have used virtual reality (VR) for the assessment and treatment of body image disturbances (BIDs). This study, conducted in a community sample of adolescents, documents the convergent and discriminant validity between (a) the traditional paper-based Figure Rating Scale (paper-based FRS), (b) the VR-based Body Rating Scale (eLoriCorps-IBRS 1.1), and (c) the mobile app-based Body Rating Scale (eLoriCorps-IBRS 1.1-Mobile). A total of 93 adolescents (14 to 18 years old) participated in the study. Body dissatisfaction and body distortion were assessed through the paper-based FRS, the eLoriCorps-IBRS 1.1 and the eLoriCorps-IBRS 1.1-Mobile. Eating disorder symptoms, body image avoidance, and social physique anxiety were also measured. Correlation analyses were performed. Overall, the results showed a good and statistically significant convergence between allocentric perspectives as measured by the paper-based FRS, the eLoriCorps-IBRS 1.1 and the eLoriCorps-IBRS 1.1-Mobile. As expected, the egocentric perspective measured in VR produced different results from the allocentric perspective, and from cognitive-attitudinal-affective dimensions of BIDs, with the exception of body distortion. These differences support the discriminant validity of the egocentric perspective of eLoriCorps-IBRS 1.1 and are consistent with emerging evidence, highlighting a difference between experiencing the body from an egocentric (i.e., the body as a subject) and allocentric (i.e., the body as an object) perspective. The egocentric perspective could reflect a perceptual-sensory-affective construction of BIDs, whereas allocentric measures seem to be more related to a cognitive-affective-attitudinal construction of BIDs. Moreover, the results support the validity of the eLoriCorps-IBRS 1.1-Mobile with promising perspectives of implementation among young populations.

Changes in high-school students' competence beliefs, utility value and achievement goals in mathematics.

BACKGROUND: Many studies have revealed that there is a significant decrease over time in high-school students' attitudes towards mathematics learning. Some authors conclude that motivation in mathematics stabilizes or improves around grade 9; others propose that the decline is continuous. It is unclear if girls or boys are more affected by this phenomenon. AIMS: The present study aims to further examine changes in competence beliefs, utility value and achievement goals in mathematics during high school, taking gender and period of the academic year into account. SAMPLE: 1,130 participants from 18 secondary schools, distributed in two cohorts (grades 7 and 9). METHOD: Attitudinal scales designed to measure competence beliefs, utility value and achievement goals in mathematics were administered at the beginning and end of three academic years in a longitudinal cohort-sequential research design using two sequential cohorts. Hierarchical linear modelling was used to analyse the data. RESULTS: Results showed an ongoing reduction of most of the variables measured. This was the case for both cohorts and genders. However, boys were more affected than girls. Furthermore, for all variables, motivation tended to be lower at the end of the academic year than at the beginning. CONCLUSIONS: Our results support the hypothesis of a regular decline of motivation in mathematics during high school, accentuated between grades 9 and 11. Moreover, our results illustrate gender convergence in mathematics rather than gender differentiation. Finally, the gradual drop in motivation in mathematics appears to be a two-step phenomenon: a decrease between and within grade levels.

Relations among competence beliefs, utility value, achievement goals, and effort in mathematics.

BACKGROUND: Research has shown that motivation is a key factor in the learning process as well as in school achievement. In essence, a number of researchers have highlighted the close link between motivation and achievement-related behaviours such as effort. AIMS: The present study aims to acquire more specific information concerning the relations between competence beliefs, utility value and achievement goals in mathematics among secondary school students, to further document the influence of social agents, and to better understand the relationships between these variables, as well as to effort. SAMPLE: Participants were 759 Grade 7 to Grade 11 students (389 males, 370 females). METHOD: Structural equation modelling techniques were used to test a model of achievement-related behaviours (effort) in mathematics based on support from social agents, competence beliefs, utility value and achievement goals. Several self-reported scales were administered. RESULTS: Results indicate that effort in mathematics is mainly explained by mastery goals and competence beliefs. As for the role of social agents, results demonstrated that the perception of parental support chiefly explained variables associated with the valuing of mathematics while teachers' support acted most on competence beliefs. CONCLUSIONS: Two main conclusions stem from our results. First, mastery goals have an important and significant impact on students' effort in the learning of mathematics. Second, the nature and the strength of the relationships between competence beliefs, utility value, achievement goals and effort are not significantly influenced by age and gender, at least in mathematics.