Se reconvertir professionnellement et accéder à un premier emploi : quelles contributions des émotions et des relations avec les autrui significatifs ?

Career change and access to a first job : What are the contributions of emotions and relationships with significant others ?

• Auteur / Autrice : Marie-Ange Pradas ramos
• Direction : Emmanuelle Vignoli
• Type : Projet de thèse
• Discipline(s) : Sciences humaines et humanités nouvelles spécialité Psychologie
• Date : Inscription en doctorat le 05/11/2021
• Etablissement(s) : Paris, HESAM
• Ecole(s) doctorale(s) : École doctorale Abbé Grégoire
• Partenaire(s) de recherche : Laboratoire : CRTD - Centre de recherche sur le travail et le développement
• Partenaire(s) de recherche : Equipe de recherche : Psychologie de l'Orientation
• Partenaire(s) de recherche : établissement de préparation de la thèse : Conservatoire national des arts et métiers (France ; 1794-....)

Mots clés

Mots clés libres

Reconversion professionnelle

Transition entre enseignement supérieur et travail

Émotions

Relation aux autrui significatifs

Mode de faire-face

Career change

Transition between higher education and work

Emotions

Relationship with significant others

Coping strategies

Résumé

La nouvelle organisation sociale du travail du 21ème siècle marquée par le processus de globalisation et la présence de plus en plus forte des nouvelles technologies fait que les parcours professionnels stables caractéristiques de la grande majorité du 20ème siècle laissent progressivement place à des parcours qui présentent un caractère de plus en plus aléatoire (Savickas, et al., 2010). Dans un tel contexte les transitions apparaissent plus nombreuses et difficiles. Le marché du travail s'avère de plus en plus changeant et imprévisible. L'incertitude, le changement, la flexibilité associés à une érosion ou disparition des garanties communes financées par l'état lorsque surviennent des obstacles, difficultés, ou malheurs dans les parcours professionnels et les parcours de vie des individus, sont susceptibles d'entrainer un sentiment d'insécurité plus important (Bauman, 2007). Accéder à un premier emploi après ses études ou se reconvertir professionnellement nécessitent pour l'individu plus encore qu'auparavant de pouvoir mobiliser des ressources cognitives et affectives permettant de résoudre certaines tâches requises en réponses aux exigences posées par les situations auxquelles il est confronté (Da Motta Veiga et al., 2020 ; Van Hooft et al., 2020). Disposer de schèmes offrant des possibilités d'explorer, de s'engager, prendre des décisions, planifier, mobiliser des stratégies de faire-face, et engager des actions constituent des moyens d'affronter plus ou moins efficacement les transitions (Blustein, Kenna, Gill & DeVoy, 2008 ; Flum & Blustein, 2000 ; Hirschi & Koen, 2021). Toutefois, ces processus, et plus généralement l'adaptation aux transitions et leur anticipation, dépendent des émotions qu'elles induisent, de la capacité dont dispose l'individu à les réguler et des caractéristiques propres à la situation de transition (Bonaccio et al., 2014 ; Nurmi, 1991 ; Parmentier et al., 2021 ; Parmentier et al., en préparation ; Schlossberg, 2005, 2011 ; Smith & Lazarus, 1990 ; Vignoli et al., 2020 ; Wang et al., 2017). Le rôle des émotions dans le développement de carrière, et plus spécifiquement dans les transitions est cependant encore trop souvent ignoré (Hartung, 2011) même si, pour mieux comprendre comment les individus s'adaptent à ce type de situation, ce rôle apparait de plus en plus comme essentiel (Beaumesteir et al., 2007). Par ailleurs, les émotions et la capacité à les réguler reposent en partie sur les relations établies avec l'entourage social de la personne, notamment les personnes qui comptent pour soi – les autrui significatifs – qui joue un rôle spécifique, par exemple par le type de soutien ou le sentiment de sécurité qu'il peut procurer lors de ces transitions. On sait par exemple - dans d'autres domaines que celui des transitions professionnelles – que les modalités de réactions de l'entourage et la qualité de certaines relations peuvent contribuer à diminuer ou au contraire augmenter la perception émotionnelle de certaines situations, et ce faisant, ont un impact sur les bénéfices psychologiques et influencent la manière dont les individus font face à ces situations (Afifi et al., 2017 ; Lepore et al., 2004 ; Nils & Rimé, 2012 ; Mikulincer & Florian, 1998 ; Mikulincer & Shaver, 2019 ; Paw et al., 2018, 2019). Cette question mériterait d'être également explorée dans le champ des transitions professionnelles. L'objet de la thèse portera sur deux formes de transitions, la transition entre l'enseignement supérieur et l'accès au premier emploi chez les jeunes adultes et les reconversions professionnelles chez les adultes plus âgés. Les objectifs consisteront à mieux saisir les mécanismes psychologiques à l'œuvre dans les processus d'adaptation et/ou d'anticipation face à ces types de transitions, en mettant l'accent sur le rôle spécifique des émotions et des relations avec les autrui significatifs. On pourra par exemple s'intéresser à la manière dont la situation de transition est perçue sur un ensemble de caractéristiques (par exemple, l'incertitude induite par la transition, le sentiment de contrôle, sa cause, la perception de sa nouveauté, les obstacles à la transition…) afin d'examiner l'impact de ces dernières sur l'intensité émotionnelle, la valence et le type d'émotions que les transitions induisent. On pourra également examiner comment les relations avec certains autrui significatifs jouent un rôle dans la perception de la situation de la transition et son impact émotionnel. Les conduites mobilisées pour s'adapter et anticiper ces formes de transitions professionnelles, les bénéfices psychologiques perçus associés à ces conduites, leurs liens avec les émotions éprouvées et le type de relation établi avec l'entourage social par l'individu pourront également faire l'objet d'un examen approfondi. Le projet s'articulera autour de plusieurs questions scientifiques qui seront définies à l'issue d'un cadrage plus précis du projet lors des premiers mois de la thèse. Plusieurs études avec une méthodologie quantitative et/ou qualitative seront réalisées et étalées sur les années de thèse afin de répondre à ces questions scientifiques. Elles contribueront à mettre en lumière les mécanismes psychologiques sur lesquels reposent l'adaptation des individus dans le cadre des reconversions professionnelles et de la transition entre l'enseignement supérieur et l'accès au premier emploi, en vue de mieux les préparer à faire face à ces transitions par le biais des interventions des acteurs de terrain et l'éclairage des politiques publiques. Références Afifi, T.D., Shahnazi, A.F., Coveleski S., Davis S., Merrill, A. (2017). Testing the ideology of openness: The comparative effects of talking, writing, and avoiding a stressor on rumination and health. Human Communication Research, 43, 76-101. Bauman, Z. (2007). Le présent liquide. Peurs sociales et obsession sécuritaire. Paris : Seuil. Beaumeister, R.F., Vohs, K.D., Oettingen, G. (2016). How emotion shapes behavior behavior: feddbacks, anticipation, and reflextion, rather than direct causation. Personality and Social Psychology Review, 11(2), 167-203. Blustein, L. D., Kenna, C., Gill, N., & DeVoy, J.E. (2008). The Psychology of Working: A new framework for counseling practice and Public Policy. The Career Development Quarterly, 294-308. Bonaccio, S., Gauvin, N., & Reeve, C.L. (2014). The experience of emotion during the job search and choice process among novice job seekers. Journal of Career Development, 41(3), 237-257. https://doi.org/10.1177/0894845313486354 Da Motta Veiga, S. P., Sun, S., Turban, D. B., & Foo, M.-D. (2020). How does affect relate to job search effort and success? It depends on pleasantness, activation, and core self-evaluations. Human Resource Management. https://doi.org/10.1002/hrm.22046. Flum, H., & Blustein, D. L. (2000). Reinvigorating the study of vocational exploration: A framework for research. Journal of Vocational Behavior, 56, 380–404. Hartung, P.J. (2011). Barrier or benefits? Emotion in life-career design. Journal of Career Assessment, 19, 296-305. Hirschi, A. & Koen, J. (2021). Contemporary career orientations and career self-management: A review and integration. Journal of Vocational Behavior, 126, 103505. https://doi.org/10.1016/j.jvb.2020.103505 Lepore, S.J., Fernandez-Berrocal, P., Ragan, J., & Ramos, N. (2004). It's not that bad: Social challenges to emotional disclosure enhance adjustment to stress. Anxiety, Stress, and Coping, 17, 341-361. Nurmi, J.E. (1991). How do adolescents see their future? A review of the development of future orientation and planning. Developmental Review, 11, 1-59. Mikulincer, M., & Florian, V. (1998). The relationship between adult attachment styles and emotional and cognitive reactions to stressful events. In J. A. Simpson & W. S. Rholes (Eds.), Attachment theory and close relationships (pp. 143–165). Guilford Press. Mikulincer, M., & Shaver, P. (2019). Attachment orientations and emotion regulation. Current Opinion in Psychology, 25, 6-10. Nils, F., & Rimé, B. (2012). Beyond the myth of venting: Social sharing modes determine the benefits of emotional disclosure. European Journal of Social Psychology, 42, 672-681 Parmentier, M., Dangoisse, F., Zacher, H., Pirsoul, T. (2021). Anticipatory emotions at the prospect of the transition to higher education: A latent transition analysis. Journal of Vocational Behavior, 125. Parmentier, M., Pirsoul, T., & Nils, F. (in preparation). Future-oriented emotions, regulation, and coping at the prospect of the school-to-work transition: A person-centered study. Paw L.S., Sauter, D.A., Van Kleef, G.A., & Fischer, A.H. (2019). I hear you (not): sharers' expressions and listeners' inferences of the need for support in response to negative emotions. Cognition & Emotion, 33, 1129-1143. Paw L.S., Sauter, D.A., Van Kleef, G.A., & Fischer, A.H. (2018). Sense or sensibility? Social sharers' evaluations of socio-affective vs. cognitive support in response to negative emotions. Cognition & Emotion, 32, 1247–1264. Savickas, M.L., Nota, L., Rossier, J., Dauwalder, J-P., Eduarda Duarte M., Guichard, J., Soresi, S., Van Esbroeck, R., Van Viannen, A.E.M. (2010). Construire sa vie - Life designing : un paradigme pour l'orientation au 21ème siècle. L'Orientation Scolaire et Professionnelle, 39, 5-39. Schlossberg, N. K. (2005). Counseling adults in transition: Linking practice with theory. Berlin, Germany: Springer. Schlossberg, N. K. (2011). The challenge of change: the transition model and its applications. Journal of Employment Counseling, 48(4), 159-162. Smith, C.A., & Lazarus, R.S. (1990). Emotion and adaptation. In L.A. Pervin (Ed.), Handbook of Personality: Theory and Reasearch (pp. 609-637). New York: Guilford. Van Hooft, E. A. J., Kammeyer-Mueller, J. D., Wanberg, C. R., Kanfer, R., & Basbug, G. (2020). Job search and employment success: A quantitative review and future research agenda. Journal of Applied Psychology. https://doi.org/10.1037/apl0000675. Vignoli, E., Nils, F., Parmentier, M., Mallet, P., & Rimé, B. (2020). The emotions aroused by a vocational transition in adolescents: Why, when, and how are they socially shared with significant others? International Journal of Educational and Vocational Guidance, 20(3), 567-589. Wang, L., Xu, H., Zhang, X., et Fang, P. (2017). The relationship between emotion regulation strategies and job search behavior among fourth-year university students. Journal of Adolescence, 5,139-147.

The new 21st century social organization of work is characterized by the globalization process and the increasing presence of new technologies. This leads stable professional careers, representative of most of 20th century, to progressively disappear to the benefit of increasingly random career paths (Savickas, et al., 2010). In such a context there's a large number of transitions and they are more difficult. Also, the labour market is increasingly changing and unpredictable. Uncertainty, change, flexibility, together with an erosion or disappearance of common guaranties funded by the state when obstacles, troubles, or misfortunes that affect individuals' professional and life paths are susceptible to cause a larger sense of insecurity (Bauman, 2007). In order to obtain a first job at the end of their studies or change careers individuals need, more than before, to be able to use cognitive and affective resources to solve tasks required by the situations that they are confronted with (Da Motta Veiga et al., 2020 ; Van Hooft et al., 2020). Having schemes that enable one to explore, commit oneself, make decisions, plan, use coping strategies and take action are means that enable individuals to face transitions more or less effectively (Blustein, Kenna, Gill & DeVoy, 2008 ; Flum & Blustein, 2000 ; Hirschi & Koen, 2021). However, these processes and more generally the adaptation and the anticipation of transitions depend on the emotions they induce, the ability to regulate them and the characteristics of the transition situation (Bonaccio et al., 2014 ; Nurmi, 1991 ; Parmentier et al., 2021 ; Parmentier et al., en préparation ; Schlossberg, 2005, 2011 ; Smith & Lazarus, 1990 ; Vignoli et al., 2020 ; Wang et al., 2017). The role of emotions in career development and more particularly in transitions is however still too often ignored (Hartung, 2011) when this role is increasingly essential to understand better how individuals adapt to this type of situation (Beaumesteir et al., 2007). Besides, emotions and the ability to regulate them partly rely on the relationships that the person has established with their social environment, especially with people that matter – significant others – who have a specific role. For instance, through the type of support or the sense of security that significant others can bring during these transitions. In fields other than career change, it is known that the modalities of reactions of the environment and the quality of some relationships can contribute to diminish or increase the emotional perception of some situations. Thereby modalities of reactions of the environment and the quality of some relationships have an impact on the psychological benefits and they influence the way individuals cope with these situations (Afifi et al., 2017 ; Lepore et al., 2004 ; Nils & Rimé, 2012 ; Mikulincer & Florian, 1998 ; Mikulincer & Shaver, 2019 ; Paw et al., 2018, 2019). This question deserves to be explored also in the field of career change. This thesis will focus on two forms of transitions, the transition between higher education and the access to the first job in young adults, and career changes in older adults. The objectives consist of gaining a better understanding of the psychological mechanisms that intervene in the processes of adaptation and/or anticipation when confronted to these types of transitions, through the specific role of emotions and relationships with significant others. We could focus, for instance, on how the transition situation is perceived regarding a set of characteristics (for example, uncertainty induced by the transition, the sense of control, its cause, the perception of its novelty, the obstacles to the transition ) to examine the impact on the emotional intensity, the valence and the type of emotions that transitions induce. We could also examine how relationships with some significant others play a role in the perception of the transition situation and its emotional impact. We could also proceed to a deep examination of the behaviours adopted to adapt and anticipate these forms of professional transitions, the perceived psychological benefits associated with these behaviours, their links with the emotions felt and the type of relationship established by the individual with the social environment. The project will be focused around several scientific questions that will be defined further to a more precise framing of the project during the first months of the thesis. Several studies based on quantitative and/or qualitative methodologies will be carried out and spread over the years of the thesis to answer theses scientific questions. They will contribute to bring to light the psychological mechanisms on which the adaptation of individuals depends in the contexts of career change and the transition between higher education and access to the first job. The goal being to prepare better the individuals to face these transitions through the intervention of field actors and the contribution of public politics. References Afifi, T.D., Shahnazi, A.F., Coveleski S., Davis S., Merrill, A. (2017). Testing the ideology of openness: The comparative effects of talking, writing, and avoiding a stressor on rumination and health. Human Communication Research, 43, 76-101. Bauman, Z. (2007). Le présent liquide. Peurs sociales et obsession sécuritaire. Paris : Seuil. Beaumeister, R.F., Vohs, K.D., Oettingen, G. (2016). How emotion shapes behavior behavior: feddbacks, anticipation, and reflextion, rather than direct causation. Personality and Social Psychology Review, 11(2), 167-203. Blustein, L. D., Kenna, C., Gill, N., & DeVoy, J.E. (2008). The Psychology of Working: A new framework for counseling practice and Public Policy. The Career Development Quarterly, 294-308. Bonaccio, S., Gauvin, N., & Reeve, C.L. (2014). The experience of emotion during the job search and choice process among novice job seekers. Journal of Career Development, 41(3), 237-257. https://doi.org/10.1177/0894845313486354 Da Motta Veiga, S. P., Sun, S., Turban, D. B., & Foo, M.-D. (2020). How does affect relate to job search effort and success? It depends on pleasantness, activation, and core self-evaluations. Human Resource Management. https://doi.org/10.1002/hrm.22046. Flum, H., & Blustein, D. L. (2000). Reinvigorating the study of vocational exploration: A framework for research. Journal of Vocational Behavior, 56, 380–404. Hartung, P.J. (2011). Barrier or benefits? Emotion in life-career design. Journal of Career Assessment, 19, 296-305. Hirschi, A. & Koen, J. (2021). Contemporary career orientations and career self-management: A review and integration. Journal of Vocational Behavior, 126, 103505. https://doi.org/10.1016/j.jvb.2020.103505 Lepore, S.J., Fernandez-Berrocal, P., Ragan, J., & Ramos, N. (2004). It's not that bad: Social challenges to emotional disclosure enhance adjustment to stress. Anxiety, Stress, and Coping, 17, 341-361. Nurmi, J.E. (1991). How do adolescents see their future? A review of the development of future orientation and planning. Developmental Review, 11, 1-59. Mikulincer, M., & Florian, V. (1998). The relationship between adult attachment styles and emotional and cognitive reactions to stressful events. In J. A. Simpson & W. S. Rholes (Eds.), Attachment theory and close relationships (pp. 143–165). Guilford Press. Mikulincer, M., & Shaver, P. (2019). Attachment orientations and emotion regulation. Current Opinion in Psychology, 25, 6-10. Nils, F., & Rimé, B. (2012). Beyond the myth of venting: Social sharing modes determine the benefits of emotional disclosure. European Journal of Social Psychology, 42, 672-681 Parmentier, M., Dangoisse, F., Zacher, H., Pirsoul, T. (2021). Anticipatory emotions at the prospect of the transition to higher education: A latent transition analysis. Journal of Vocational Behavior, 125. Parmentier, M., Pirsoul, T., & Nils, F. (in preparation). Future-oriented emotions, regulation, and coping at the prospect of the school-to-work transition: A person-centered study. Paw L.S., Sauter, D.A., Van Kleef, G.A., & Fischer, A.H. (2019). I hear you (not): sharers' expressions and listeners' inferences of the need for support in response to negative emotions. Cognition & Emotion, 33, 1129-1143. Paw L.S., Sauter, D.A., Van Kleef, G.A., & Fischer, A.H. (2018). Sense or sensibility? Social sharers' evaluations of socio-affective vs. cognitive support in response to negative emotions. Cognition & Emotion, 32, 1247–1264. Savickas, M.L., Nota, L., Rossier, J., Dauwalder, J-P., Eduarda Duarte M., Guichard, J., Soresi, S., Van Esbroeck, R., Van Viannen, A.E.M. (2010). Construire sa vie - Life designing : un paradigme pour l'orientation au 21ème siècle. L'Orientation Scolaire et Professionnelle, 39, 5-39. Schlossberg, N. K. (2005). Counseling adults in transition: Linking practice with theory. Berlin, Germany: Springer. Schlossberg, N. K. (2011). The challenge of change: the transition model and its applications. Journal of Employment Counseling, 48(4), 159-162. Smith, C.A., & Lazarus, R.S. (1990). Emotion and adaptation. In L.A. Pervin (Ed.), Handbook of Personality: Theory and Reasearch (pp. 609-637). New York: Guilford. Van Hooft, E. A. J., Kammeyer-Mueller, J. D., Wanberg, C. R., Kanfer, R., & Basbug, G. (2020). Job search and employment success: A quantitative review and future research agenda. Journal of Applied Psychology. https://doi.org/10.1037/apl0000675. Vignoli, E., Nils, F., Parmentier, M., Mallet, P., & Rimé, B. (2020). The emotions aroused by a vocational transition in adolescents: Why, when, and how are they socially shared with significant others? International Journal of Educational and Vocational Guidance, 20(3), 567-589. Wang, L., Xu, H., Zhang, X., et Fang, P. (2017). The relationship between emotion regulation strategies and job search behavior among fourth-year university students. Journal of Adolescence, 5,139-147.