Abstract EN:

The thesis aims to (i) valid, purify a short French version from “Children's Attributional Style Questionnaire, CASQ”, this one would be adapted in French culture and with sport children; (ii) examine the theoretical conceptual model of the attributional/explanatory style not only in sport but also in school context. It is based upon data stemming from the Attributional Reformulation of Helplessness Theory (e. G. , Abramson, Seligman, Teasdale, 1978). Despite its interest, we found a very little studies in school context for children have been realised, nothing of studies concerning the children in the sport context. The thesis consists of three parts: the first one presents the theoretical base of explanatory style theory, studies concerning the psychological effects of explanatory style for children and adolescents in many fields. In the second parts, using many methods and samples, we examine the psychometric proprieties of an experimental French version of CASQ (QEMEE), and purify a short version (QEMEE-R). Basing to this version and in order to examine many theoretical hypothesis, we contextualise a version in sport and in school context. In the third parts, we realised two studies in sport and school contexts. Basing to Eccles and Wigfield model (2002), we tested three hypotheses concerning the effect of the contextualised and/or general explanatory style to predict the result in sport and in school domains. These two studies confirm the existence of (i) hierarchical organisation of children's the explanatory style, (ii) not only two but four profiles of children's explanatory style. These result constitute an theatrical evaluation in explanatory style search