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Abstract. The approach-aversion effect refers to a devaluation of approaching (vs. static) stimuli and is attributable to the fact that being approached is threatening. However, the explanation and the generalizability of this effect still remain unclear. To fill this gap, we provide a powerful test of the approach-aversion effect using Virtual Reality. Participants evaluated approaching and static virtual individuals for which we manipulated the threatening nature via their emotional facial expressions (Experiment 1), their group membership (Experiment 2), and the agency of their movements (Experiment 3). The results suggest a general approach-aversion effect which is attenuated when the self (vs. the target) initiates the movement. We thus bring convergent evidence that being approached is threatening.

Résumé La violence au travail se construit dans une logique collective et quotidienne, imposée en grande partie par la situation. Son caractère insidieux réside dans la difficulté d'identification de ses « formes premières », en apparence anodines. S'appuyant sur les concepts et les recherches en psychologie sociale, cet article a pour objectif de sensibiliser à leurs manifestations. Plus précisément, il dévoile quelques mécanismes psychologiques de trois phénomènes qui traversent les débats actuels sur la violence et la souffrance au travail : la perte de sens du travail, la dissolution du lien social et l'affaiblissement des formes spontanées de régulation sociale. Très complexes en soi, ils sont difficiles à saisir et encore plus difficiles à traduire en pratiques managériales préventives quotidiennes. Comprendre comment ils s'installent permet de les repérer et de les anticiper.

AbstractThe Covid‐19 outbreak forced families and teachers to use digital technology to support students to engage in distance learning at home. According to their social class, families' digital equipment, competences and uses vary markedly, which in turn, impacts children's academic achievement. Social class has also a great influence on cultural and parental practices at home, as well as on parental self‐efficacy regarding supporting children's academic achievement. The present study investigated whether, within a single model, structural factors, including home environment, cultural capital, and digital capital, contribute both directly and indirectly (via parental self‐efficacy) to the development of academic inequalities during homework. As predicted, analyses showed that families from working‐class backgrounds are less equipped and feel less competent in digital technology as compared to families from middle‐ and upper‐class backgrounds. Our findings also showed that families' social class is a significant predictor of cultural capital and parental self‐efficacy which in turn contributes to educational inequalities in achievement. Future studies should delve deeper into the role of parental practices and their involvement, during homework, to educational inequalities.