Bibliographie
Psychologie & Developpement personnel & Créations

Notation :
*** Excellent / Très intéressant / Vaut le détour
** Bon moment en perspective
* Sympa, se lit sans (trop de) déplaisir
? On me l'a conseillé mais je ne l'ai pas lu
Créations
- aux Editions XRX Books
¤ The Best of Knitters : Arans & Celtic
- Ballade, David : aux Editions Ouest France
¤ Motifs Celtiques
- Cunningham, Scoot & Harrington, Brian : aux Editions Llewellyn
¤ Spell Craft
- Davis, Courtney : aux Editions Blandford
¤ The Celtic Art Source Book
- Goffe, Gaynor & Ravenscroft, Anna : aux Editions Succès du livre
¤ L'art de la Calligraphie
- Stribley, Miriam : aux Editions Dessain et Tolra
¤ La Calligraphie
- Wright, Daniel : aux Editions LTA
¤ Introduction à la pyrogravue
Psychologie
- Dodson, Fitzghud : aux Editions Marabout
¤ Tout se joue avant 6 ans
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Ames, C., & Archer, J. (1988). Achievement goals in the classroom : Students' learning strategies and motivation
processes. Journal of Educational Psychology, 80, 260-267.
- Anderman, E. M., Austin, C. C., & Johnson, D. M. (2002). The development of goal orientation. In A. Wigfield, & J.
Eccles (Eds.). Developmental perspectives on achievement motivation, vol. (pp.197-220). San Diego, CA: Academic
Press.
- Aristotle. (2002). Nichomachean Ethics (Broadie, S., & Rowe, C., traduction et commentaires). Oxford : New York.
Bandura, A. (1971). Social Learning Theory. New York: General Learning Press
- Barnhofer, T., Crane, C., Hargus, E., Amarasinghe, M., Winder, R., & Williams, J. M. G. (2009). Mindfulness-based cognitive therapy as a treatment for chronic depression : a preliminary study. Behaviour Research and Therapy, 47, 366-373.
- Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation : testing multiple goal models. Journal of Personnality and Social Psychology, 80 (5), 706-722.
Benezech, J. P. (2009). L'empathie : rencontrer l'autre fait souffrir. Médecine palliative – Soins de support – Accompagnement – Éthique, 8, 297-303.
- Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Segal, Z. V., Abbey, S., Specca, M., Velting, D., & Devins, G. (2004). Mindfulness : a proposed operational definition. Clinical Psychology : Science and Practice, 11 (3), 230-241.
- Bodner, T. E., & Langer, E. J. (2001). Indivdual differences in mindfulness : the Minfulness/Mindlessness Scale. Poster presented at the 13th annual American Psychological Society Convention, Toronto, Ontario, Canada.
- Boiron, C. (2000). La source du bonheur. Paris : Albin Michel.
Boulanger, C., & Lançon, C. (2006). L'empathie : réflexion sur un concept. Annales Médico Psychologiques, 164, 497-505.
Bouvard, M. (2009). Questionnaires et échelles d'évaluation de la personnalité. Issy-les-Moulineaux : Elsevier Masson.
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present : mindfulness and its rôle in psychological well-being. Journal of Personality and Social Psychology, 84 (4), 822-848.
- Brown, K. W., & Kasser, T. (2005). Are psychological and ecological well-being compatible ? The rôle of value, mindfulness and lifestyle. Social Indicators Research, 74, 349-368.
- Buchheld, N., Grossman, P., & Wallach, H. (2002). Measuring Mindfulness in Insight medidation (Vipassana) and meditation-based psychotherapy : the development of the Freiburg Mindfulness Inventory (FMI). Journal for Meditation Research, 1, 10-34.
Cattell, R.B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54, 1-22
- Cottraux, J. (2004). Des théories de l'apprentissage aux théories cognitives. In J. Cottraux (Ed.), Les thérapies comportementales et cognitives. Issy-les-Moulineaux : Elsevier Masson.
- Csikszentmihalyi, M. (2004). Vivre : la psychologie du bonheur. Paris : Robert Laffont.
- Csikszentmihalyi, M. (2005). Mieux vivre en maîtrisant son énergie psychique. Paris : Robert Laffont.
- Csikszentmihalyi, M. (2006). La créativité. Paris : Robert Laffont.
- Da Fonseca, D., Cury, F., Bailly, D., & Rufo, M. (2004). Théories implicites de l'intelligence et buts d'accomplissement scolaire. Annales Médico Psychologiques, 162, 703-710.
- Dambrun, M., & Ricard, M. (2008). Self-centeredness and selflessness : a theory of self-based psychological functioning and its consequences for happiness. [en préparation]
- Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals : A longitudinal study of cognitive, emotional and achievement outcomes. Contemporary Educational Psychology, 33, 584-608.
- Darnon, C., & Butera, F. (2005). Buts d'accomplissement, stratégies d'études, et motivation i ntrinsèque : présentation d'un domaine de recherche et validation française de l'échelle d'Elliot et McGregor (2001). L'Année Psychologique, 105 (1), 105-131.
- Darnon, C., Butera, F., & Harackiewicz, J. M. (2007). Achievement goals in social interactions : learing with mastery vs. Performance goals. Motivation and Emotion, 31, 61-70.
- Darnon, C., Dompnier, B., Delmas, F., Pulfrey, C., & Butera, F. (2009). Achievement goal promotion at university : social desirability and social utility of mastery and performance goals. Journal of Personality and Social Psychology, 96 (1), 119-134.
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York : Plenum.
- Deci, E. L., & Ryan, R. M. (2002). Overview of self-determination theory : an organismic dialectical perspective. In Deci, E. L., & Ryan, R. M. (Eds.), Handbook of self- determination research. Rochester, New York : University of Rochester Press.
- Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49, 71-75.
- Djikic, M., Langer, E., & Stapleton, S. F. (2008). Reducing stereotyping through mindfulness : effects on automatic stereotype-activated behaviors.Journal of Adult Developement, 15, 106-111.
- Dompnier, B., Darnon, C., & Butera, F. (2009). Faking the desire to learn – A clarification of the link between mastery goals and academic achievement. Psychological Science, 20 (8), 939-943.
- Doms, M., & Moscovici, S. (2005). Innovation et influence des minorités. In S. Moscovici (Ed.), Psychologie sociale. Paris : PUF.
- Drozda-Senkowska, E. (2005). Psychologie sociale expérimentale. Paris : Armand Colin.
Dubois, N. (1987). La psychologie du contrôle. Les croyances internes et externes. Grenoble, Presses Universitaires de Grenoble.
- Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
- Elliot, A. J., & McGregor, H. A. (2001). A 2 * 2 achievement goal framework. Journal of Personality and Social Psychology, 80 (3), 501-519.
- Elliott, E. S., & Dweck, C. S. (1988). Goals : an approach to motivation and achievement. Journal of Personality and Social Psychology, 54 (1), 5-12.
- Evans, D. R., Baer, R. A., Segerstrom, S. C. (2009). The effects of mindfulness and self-consciousness on persistence. Personality and Individual Differences, 47, 379-382.
Favre, D., Joly, J., Reynaud, C., & Salvador, L.-L. (2009). Empathie, contagion émotionnelle et coupure par rapport aux émotions : validation d'un test pour repérer et aider des élèves à risque. Revue européenne de psychologie appliquée, 59, 211-227.
Festinger, L. (1957) A theory of cognitive dissonance, Stanford, CA: Stanford University Press
- Gonida, N. E., Voulala, K., & Kiosseoglou, G. (2008). Students' achievement goal orientations and their behavioral and emotional engagement : Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, doi:10.1016/j.lindif.2008.04.002.
Graziani, P. (2009). Anxiété et troubles anxieux. Paris : Armand Colin.
Gurr, T. R. (1970) Why Men Rebel, Princeton: Princeton University Press.
- Grossman, P., Niemann, L., Schmidt, S., & Wallach, H. (2004). Mindfulness-based stress reduction and health benefits – A Meta-analysis. Journal of Psychosomatic Research, 57, 35-43.
- Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. E., & Thrash, T. M. (2002). Revision of achievement goal theory : necessary and illuminating. Journal of Educational Psychology, 94 (3), 638-645.
- Harackiewicz, J. M., & Elliot, A. J. (1993). Achievement goals and intrinsic motivation. Journal of Personnality ans Social Psychology, 65, 904-915.
Jacob, P. (2007). Neurones miroir, résonance et cognition sociale. Psychologie française, 52, 299-314.
- Howell, A. J., Digdon, N. L., Buro, K., & Sheptycki, A. R. (2008). Relations among mindfulness, well-being and sleep. Personality and Individual Differences, 45, 773-777.
- Job, V., Langens, T. A., & Brandstätter, V. (2009). Effects of achivement goal striving on well-being : the moderating rôle of the explicit achievement motive. Personality and Social Psychology Bulletin, 35 (8), 983-996.
- Joshantoo, M., & Nosratabadi, M. (2009). Levels of mental health continuum and personalitytraits. Social Indicators Research, 90, 211-224.
- Kabat-Zinn, J. (2003). Mindfulness-based interventions in context : past, present, and future. Clinical Psychology : Science and Practice, 10 (2), 144-156.
- Kabat-Zinn, J. (2004). Où tu vas, tu es – Apprendre à méditer pour se libérer du stress et des tensions profondes. Paris : Jai Lu.
- Kabat-Zinn, J. (2009). Au cœur de la tourmente, la pleine conscience – MBSR, la réduction du stress basée sur la mindfulness : programme complet en 8 semaines. Bruxelles : De Boeck.
- Kaplan, A., & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary Educationnal Psychology, 24, 330-358.
- Kasser, V., & Ryan, R. M. (1999). The relation of psychological needs for autonomy and relatedness to vitality, well-being and morality in nursing home. Journal of Applied Social Psychology, 29, 935-954.
- Keyes, C. L. M. (2006). Subjective well-being in mental health and human development research worldwide : an introduction. Social Indicators Research, 77, 1-10.
- Keyes, C. L. M. (1998). Social well-being. Social Psychology Quarterly, 61 (2), 121-140.
- King, L. A. & Hicks, J. A. Positive affect and meaning in life: The intersection of hedonism and eudaimonia. (in press). To appear in P.T. Wong’s (Ed.). The Human Quest for Meaning.
- Klein, S. (2005). Apprendre à être heureux – Neurobiologie du bonheur. Paris : Robert Laffont.
- Lau, M. A., Bishop, S. R., Segal, Z. V., Buis, T., Anderson, N. D., Carlson, L., Shapiro, S., & Carmondy, J. (2006). The Toronto Mindfulness Scale : development and validation. Journal of Clinical Psychology, 62 (12), 1445–1467.
- Linley, P. A., Maltby, J., Wood, A.M., Osborne, G., & Hurling, R. (2009). Measuring happiness: The higher order factor structure of subjective and psychological well-being measures. Personality and Individual Differences, 47, 878–884.
- Martinot, D. (2002). Le soi – Les approches psychosociales. Grenoble : PUG.
- Minsky, M. (1986). The Society of mind. New York : Simon and Schuster.
- Moller, A. C., Elliot, A. J., & Friedman, R. (2008). When competence and love are at stake : achievement goals and perceived closeness to parents in an achievement context. Journal of Research in personnality, 42, 1386-1391.
- Morse, S., & Gergen, K. J., (1970). Social comparison, self-consistency, and the concept of self. Journal of Personality and Social Psychology, 16 (1), 148-156.
- Mouratidis, A., Vansteenkiste, M., Lens, W., & Auweele, Y. V. (2009). Beyond positive and negative affect : achievement goals and discrete emotions in the elementary physical education classroom. Psychology of Sport and Exercise, 10, 336-343.
Mugny, G., Oberlé, J.L. & Beauvois, J.L. (1995). Relations humaines, groupes et influence sociale. Grenoble: Presses Universitaires de Grenoble
- Myers, D. G., & Diener, E. (1997). La poursuite scientifique du bonheur. Revue Québecoise de Psychologie, 18 (2), 13-28.
- Nettle, D. (2009). Happiness – The science behind your smile. New York : Oxford University Press.
- Nicholls, J. G., Cobb, P., Wood, T., Yackel, E., & Patashnick, M. (1990). Assessing students' theories of success in mathematics : individual and classroom differences. Journal of Research in Mathematics Education, 21, 109-122.
- Oman, D., Shapiro, S. L., Thoresen, C. E., Flinders, T., Driskill, J. D., & Plante, T. G. (2007). Learning from spiritual models and meditation : a randomized evaluation of a college course. Pastoral Psychology, 54, 473-493.
Pedinielli, J.-L. (2006). Introduction à la psychologie clinique. Paris : Armand Colin.
- Petersen, A. C., Schulenberg, J. E., Abramowitz, R. H., Offer, D., & Jarcho, H. D. (1984). A self-image questionnaire for young adolescents (SIQYA) : Reliability and validity studies. Journal of Youth and Adolescence, 13, 93-111.
- Philippot, P. (2007). Thérapie basée sur la pleine conscience : mindfulness, cognition et émotion. In Cottraux, J. (Ed), Thérapie cognitive et émotions – la troisième vague. Issy-les-Moulineaux : Masson.
- Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory and research. Contemporary Educational Psychology, 25, 92-104.
- Radel, R., Sarrazin, P. Legrain, P., & Gobancé, L. (2009). Subliminal priming of motivational orientation in educational settings : effect on academic performance moderated by mindfulness. Journal of Research in Personality, 43, 695-698.
- Rathi, N., & Rastogi, R. (2007). Meaning in life and psychological well-being in pre-adolescents and adolescents. Journal of the Indian Academy of Applied Psychology, 33 (1), 31-38.
- Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., & Ryan, R. M. (2000). Daily well-being: The role of autonomy, competence, and relatedness. Personality and Social Psychology Bulletin, 26, 419-435.
- Revel, J.-F., & Ricard, M. (1999). Le moine et le philosophe. Paris : NiL.
- Ricard, M. (2003). Plaidoyer pour le bonheur. Paris : NiL.
- Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422.
- Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
- Ryan, R. M., & Deci, E. L. (2001). On happiness and human potenials : A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141-166.
- Ryan, R. M., Huta, V., & Deci, E. L. (2008). Living well : a self-determination theory perspective on eudaimonia. Journal of Happiness Studies, 9, 139-170.
- Ryff, C. (1989). Happiness is everything, or is it ? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1069-1081.
- Ryff , C. D., & Keyes, C. L. (1995). The structure of psychological well-being revisite. Journal of Personality and Social Psychology, 69, 719-727.
- Ryff, C. D., & Singer, B. H. (2008). Know thyself and become what you are : a eudaimonic approach to psychological well-being. Journal of Happiness Studies, 9, 13-39.
- Sarrazin, P., Tessier, D., & Trouilloud, D. (2006). Climat motivationnel instauré par l'enseignant et implication des élèves en classe : l'état des recherches. Revue française de psychologie, 157, 147-177.
- Schimel, J., Arndt, J., Pyszczynski, T., & Greenberg, J. (2001). Being accepted for who we are : evidence that social validation of the intrinsic self reduces general defensiveness. Journal of Personality and Social Psychology, 80 (1), 35-52.
Seligman, Helplessness , Freeman, New York, 1992
- Shapiro, S. L. (2009). The integration of mindfulness and psychology. Journal of Clinical Psychology, 65 (5), 555-560.
- Shapiro, S. L., Oman, D., Thoresen, C. E., Plante, T.G., & Flinders, T. (2008). Cultivating mindfulness : Effects on well-being. Journal of Clinical Psychology, Vol 64 (7), 840-862.
- Sheldon, K. M., & Cooper, M. L. (2008). Goal striving within agentic and communal roles : separate but fonctionnally similar pathways to enhanced well-being. Journal of Personality, 76 (3), 415-448.
- Sheldon, L. M., Ryan, R. M., & Reis, H. T. (1996). What makes for a good day? Competence and autonomy in the day and the person. Personality and Social Psychology Bulletin, 22, 1270-1279.
- Sideridis, G. D. (2008). The regulation of affect, anxiety, and stressful arousal from adopting mastery-avoidance goal orientations. Stress and Health, 24, 55-69.
- Steger, M. F., Frazier, P., Oishi, S., & Kaler, M. (2006). The meaning in life quetionnaire : assessing the presence of and search for meaning in life. Journal of Counseling Psychology, 53 (1), 80-93.
- Stoeber, J., Stoll, O., Pescheck, E., & Otto, K. (2008). Perfectionism and achievement goals in athletes : relations with approach and avoidance orientations in mastery and performance goals. Psychology of Sport and Exercise, 9, 102-121.
- Todd Gilbert, D. (2007). Et si le bonheur vous tombait dessus. Paris : Robert Laffont.
- Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2008). Achivement goal orientations and subjective well-being : a person-centred analysis. Learning and Instruction, 18, 251-266.
- Turner, K. (2009). Mindfulness : the present moment in clinical social work. Clinical Social Work Journal, 37, 95-103.
- Urdan, T. (1997). Achievement goal theory : Past results, future directions. In M. L. Maehr & P. R. Pintrich (Eds), Advances in motivation and achievement, Vol. 10 (pp. 99-141). Greenwich, CT : JAI Press.
- Veenhoven, R. (1997). Progrès dans la compréhension du bonheur. Revue Québecoise de Psychologie, 18, 29-73.
- Wallace, B.A., & Shapiro, S. L. (2006). Mental balance and well-being : building bridges between buddhisme and western psychology. American Psychologist, 61 (7), 690-701.
- Waterman, A. S. (1981). Individualism and interdependence. American Psychologist, 36, 762- 773.
- Waterman, A. S. (1993). Two conceptions of happiness : Contrasts of personal expressiveness (eudaimonia) and hedonic enjoyment. Journal of Personality and Social Psychology, 64, 678-691.
- Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect : the PANAS scales. Journal of Personality and Social Psychology, 54, 1063-1070.
- Weinstein, N., Brown, K. W., & Ryan, R. M. (2009). A multi-method examination of the effects of mindfulness on stress attribution, coping, and emotional well-being. Journal of Research in Personality, 43, 374-385.
- Ying-yi, H. Chi-yue, C., Dweck, C. S., & Stacks, R. (1997). Implicit theories and evaluative processes in person cognition. Journal of Experimental Social Psychology, 33, 296-323.
- Yzerbit, V., & Schadron, G. (1996). Connaître et juger autrui. Grenoble : Presses Universitaires de Grenoble.
Développement personnel
- Battle, Sylvie : aux Editions Jouvence
¤ L'art-thérapie au quotidien
- Bernard, Serge et Vaesken, Bruno : aux Editions Dargaud
¤ Les recettes de l'herboriste
- Dahlke, Ruediger : aux Editions Courrier du livre
¤ Manuel de thérapie par le mandala
- Docteur Soleil : aux Editions Vivez Soleil
¤ Amaroli
- Fritzsche, W. : aux Editions Recto-Verseau
¤ Gérer la dépression nerveuse
- Hay, Louise L. : aux Editions Vivez Soleil
¤ Transformez votre vie
¤ La force est en vous
- Hirschia : aux Editions Le courrier du Livre
¤ Les mudras
¤ Mudras de Bien-être
¤ Les Cartes Mudras
- Leboyer, Frédérick : aux Editions Seuil
¤ Shantala - Un art traditionnel : le massage des enfants
- Loriun, Cassandra : aux Editions Contredires
¤ Mandala et méditations de la vie quotidienne
- Mantel, Jean-Marc : aux Editions Recto-Verseau
¤ Au coeur de l'impensable
- Orduna, Yves : aux Editions Pocket
¤ Les nouveaux chemins de la sophrologie
- Ruiz, Olivier : aux Editions Guy Trédaniel
¤ Le don du pardon
- Villecroix, Stéphanie et Serge : aux Editions Vivez Soleil
¤ Mudrâ