University of Reims Champagne Ardenne Ph D School of Science of Man and Societal Science of Reims

Gabor Orosz

Description

Niveau: Supérieur, Doctorat, Bac+8

• dissertation - matière potentielle : of

University of Reims Champagne Ardenne Ph.D. School of Science of Man and Societal Science of Reims Laboratory of Applied Psychology – EA 4298 Eötvös Lóránd University Ph.D. School of Psychology, Program of Socialization and Societal Processes Ph.D Dissertation of Classical System Subject: Social Psychology Presented by Gábor OROSZ Social representation of competition, fraud and academic cheating of French and Hungarian citizens Under the supervision of Márta FÜLÖP and Christine ROLAND-LÉVY Members of the jury Pr. Márta FÜLÖP, Eötvös Lóránd University, Hungarian Academy of Sciences Pr. Erich KIRCHLER, University of Vienna Pr. János LÁSZLÓ, University of Pécs Pr. Christine ROLAND-LÉVY, University of Reims Champagne Ardenne

• franco-hungarian agreement


• she also


• who always


• social representations


• who showed


• who found such


• vienna pr


• always suggested


• principles regarding

Sujets

• Émile Durkheim
• Laszlo
• Eötvös Loránd University
• Social representations

Informations

• Publié par: mijec
• Nombre de lectures: 60
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

University of Reims Champagne Ardenne
Ph.D. School of Science of Man and Societal Science of Reims
Laboratory of Applied Psychology – EA 4298
Eötvös Lóránd University
Ph.D. School of Psychology, Program of Socialization and Societal
Processes
Ph.D Dissertation of Classical System
Subject: Social Psychology
Presented by Gábor OROSZ
Social representation of competition, fraud and academic
cheating of French and Hungarian citizens
Under the supervision of Márta FÜLÖP and Christine ROLAND-LÉVY
Members of the jury
Pr. Márta FÜLÖP, Eötvös Lóránd University, Hungarian Academy of Sciences
Pr. Erich KIRCHLER, University of Vienna
Pr. János LÁSZLÓ, University of Pécs
Pr. Christine ROLAND-LÉVY, University of Reims Champagne ArdenneAcknowledgements
First of all I would like to say thank you to my supervisors. I would like to say thank you to
Marta who taught me how to work precisely. She corrected five times my texts, she explained
always how to correct what I wrote; she spent a lot of time on training me how to work in an
academic way. I would like to say thank you to her because she shared with me her works;
she also introduced me to so many fantastic people.
I would like to say thank you to Christine who helped me in bad times; who gave me her
office for weeks in order to carry out the experiments. She tried to teach me how to respect
deadlines; however, I think I need more training in this respect… Thank you Christine for
showing me a good example of how to work hard and how to enjoy life at the same time, and
thank you for the unforgettable finishing of the work.
I would like to say thank you to Professor Hunyady who showed how to be a good diplomat
in bad times, and I would like to say thank you to Professor Pléh Csaba who suggested me
this scholarship.
I need to thank the Franco-Hungarian agreement which allowed me to postulate for the
scholarship without which I could not have carried out this co-tutelle PhD, and to spend many
months in the university of Reims. I also need to thank the Region of Champagne-Ardenne
which provided me with an extra scholar ship during my stay in France, along with lodging
facilities.
I would like to say thank you to Szokolszky Ági who always supported me, and who allowed
me to do the Ph.D in France despite the fact that I should had to work in Szeged.
I would like to thank my friends who helped me during the whole work. I would like to thank
my friend and my first tutor Dezsi who always suggested me to finish it earlier and who found
such articles that I couldn’t. Furthermore, without him and Zsuzsi, I couldn’t support the first
hard times in Reims, and the last hard times in Hungary. I would like to say thank you to
Aurélie, who helped me in France when I needed so many things as I was preparing the
experiment, and thank you for the cigarette breaks. Thanks to Sophie who was always open-
minded and smiley and who explained me how a factor analysis works. I would like to say
thank you to Sofiane who will be a fine researcher one day, and who helped me with his force
and enthusiasm when we worked in the laboratory during week ends. Thank you to Aigline
for the lots of French corrections in the tests and for her help in the preparation of the experiment. Thanks to Lucie who gave me two computers immediately, when it was badly
needed in order to carry out the experiment. Thanks to Mouni who helped me in the analysis
of the results of the experiment, it was a pleasure to work together. Thanks to the students of
M1 in 2008/2009 who contributed to providing a good atmosphere in the laboratory of
Applied Psychology, and who supported especially me during spring 2009, thanks Fatima and
Emilie.
I would like to say thank you to Hédi and Erna who helped me to find students who fill in
questionnaires. I would like to say thank you to Carol and Márk for the help with statistics.
Thanks to Ciaran, Benjo Sam, Mark and the other English teachers in Reims who corrected
my English and who showed me what a true friend looks like.
I would like to say thank you to my parents, and I would like to apologize for coming home
so rarely because of the work. I would like to say thank you to my brother for the good
advices regarding the preparation of the work.
And finally, thanks to the lovely Rose, who was waiting for me when I wrote. Table of contents
TABLE OF CONTENTS ............................................................................................. 1
TABLE CAPTIONS .................................... 7
FIGURE CAPTIONS................................................................... 8
ABSTRACT ................................................................................................................ 9
INTRODUCTION ...... 14
THEORY OF SOCIAL REPRESENTATIONS .......................................................... 17
Émile Durkheim .................................................................................................................. 17
Lucien Lévy-Bruhl .............. 18
Moscovici’s guiding principles regarding the present research project ......................................................... 23
Differences between Everyday Representations and Scientific Knowledge ................... 25
Definitions of Social Representation .................................................................................................................. 26
The object of social representations .................. 27
Functions of Social Representations .................................................................................................................. 28
Bridging individual and collective psychological phenomena ......... 31
Bridging individual and collective levels on the basis of Doise ....................................................................... 37
Intra-individual level ................................................................... 38
Inter-individual and intra-situational level .. 42
Differences in terms of position and social status ....................................................... 43
Level of universalized ideological beliefs ................................... 45
Reconstruction of the Reality and Structure of the Representations ............................. 51
Objectification and Anchoring ......................................................................................................................... 52
Structure of Social Representations .................. 54
Abric‟s Central Core Hypothesis ................. 54
The Periphery .......................................................................................................................................... 58
A social representation is a duplex system ............................. 59
Doise‟s organizing principles and Abric‟s structural approach .............................. 60
Social Representation, Practices and Behavior ................................................................................................ 61
Social representations, practices and behavior – from Moscovici to Jodelet and Abric ... 61
Social representations and Valsiner‟s theory of enablement – a recent debate in the Papers on Social
Representations ................................................................................................................................................ 67
Previous studies concerning competition and fraud within the framework of social representations ........ 79
Social representations of competition .............. 79
Social representations on fraud ........................................................................................................................ 83
Conclusion regarding social representations .................................... 89
1 COMPETITION ......................................................................................................... 92
Introduction ......................................................... 92
About the meaning of competition ..................................................... 93
Pre-Deutsch period ............................................................................................................. 94
Roots of competition in psychology ................. 94
Research on competition influenced by Deutsch .............................................................................................. 95
Deutsch, his theory and his research ................................................ 96
Game theory in the social psychology of competition ..................... 98
The afterlife of game theory and Deutsch‟s heritage regarding the psychology of competition .................... 101
Post-Deutsch period in the social psychology of competition ........................................................................ 103
Re-definition of the concept of competition ................................... 104
The multifaceted competition ......................................................................................................................... 106
1. Perceived resources: open vs. closed competition ................. 107
2. Time-perspective of competition ...............................