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Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis

Journal of educational psychology, 2007-11, Vol.99 (4), p.734-746

2007

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Adjustment Trajectories During the College Transition: Types, Personal and Family Antecedents, and Academic Outcomes

Research in higher education, 2019-08, Vol.60 (5), p.684-710

2019

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The Role of Program-Supported Mentoring Relationships in Promoting Youth Mental Health, Behavioral and Developmental Outcomes

Prevention science, 2016-07, Vol.17 (5), p.646-657

2016

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Depression and anxiety symptoms in young adults before and during the COVID-19 pandemic: evidence from a Canadian population-based cohort

Annals of general psychiatry, 2021-09, Vol.20 (1), p.42-42, Article 42

2021

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A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement

PloS one, 2022-11, Vol.17 (11), p.e0276532

2022

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Pratiques pédagogiques inclusives en enseignement postsecondaire, en contexte pandémique

Revue internationale de pédagogie de l’enseignement supérieur, 2023-07, Vol.39 (2)

2023

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Youth with chronic health problems: how do they fare in main-stream mentoring programs?

BMC public health, 2018-01, Vol.18 (1), p.102-102, Article 102

2018

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Perceptions of Parental Involvement and Support as Predictors of College Students' Persistence in a Science Curriculum

Journal of family psychology, 2005-06, Vol.19 (2), p.286-293

2005

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What is the effect of school closures on learning in Canada? A hypothesis informed by international data

Canadian journal of public health, 2022-02, Vol.113 (1), p.36-43

2022

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Attachment, Social Support, and Loneliness in Young Adulthood: A Test of Two Models

Personality & social psychology bulletin, 2002-05, Vol.28 (5), p.684-693

2002

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Attachment to Parents, Social Support Expectations, and Socioemotional Adjustment during the High School--College Transition

Journal of research on adolescence, 1998, Vol.8 (1), p.1-27

1998

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Animations scientifiques en classe de primaire: des effets motivationnels pour qui et pour quelle intensité de participation?

Canadian journal of science, mathematics and technology education, 2023-12, Vol.23 (4), p.664-686

2023

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Academic competence and achievement goals: Self-pressure and disruptive behaviors as mediators

Learning and individual differences, 2018-12, Vol.68, p.41-50

2018

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Trajectories of Mentors' Perceived Self-Efficacy during an Academic Mentoring Experience: What They Look Like and What are their Personal and Experimental Correlates?

Mentoring & tutoring, 2013-08, Vol.21 (2), p.150-174

Larose, Simon

2013

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Stratégies d’acculturation et engagement paternel en contexte migratoire

Canadian journal of behavioural science, 2023-10, Vol.55 (4), p.292-299

2023

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Associations of youth mentoring with parent emotional well-being and family functioning: Longitudinal findings from a study of Big Brothers Big Sisters of Canada

Children and youth services review, 2024-01, Vol.156, p.107384, Article 107384

2024

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Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children

British journal of educational psychology, 2010-12, Vol.80 (4), p.711-735

2010

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Stratégies d'acculturation et engagement paternel en contexte migratoire

Canadian journal of behavioural science, 2023-10, Vol.55 (4), p.292-299

2023

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Relationship between COVID-19 pandemic-related experienced stress and lifestyle habits among university students from Québec, Canada

Applied physiology, nutrition, and metabolism, 2024-07, Vol.49 (7), p.956-965

2024

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The number of autonomy-supportive relationships: Are more relationships better for motivation, perceived competence, and achievement?

Contemporary educational psychology, 2013-10, Vol.38 (4), p.375-382

2013

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How does mentoring by teachers improve the adjustment of academically at-risk students in high school?

International journal of school & educational psychology, 2020-01, Vol.8 (1), p.36-49

2020

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Trajectories of Anxiety During Elementary-school Years and the Prediction of High School Noncompletion

Journal of youth and adolescence, 2008-10, Vol.37 (9), p.1134-1146

2008

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How did College Students with and Without Disabilities Experience the First wave of the COVID-19 Pandemic? A Stress and Coping Perspective

Research in higher education, 2024-03, Vol.65 (2), p.209-229

2024

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Bidirectional relations between autonomous motivations and approach goals and their contribution to school functioning

Educational psychology (Dorchester-on-Thames), 2022-02, Vol.42 (2), p.240-258

2022

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Does mathematics tracking influence student motivation? Exploring the classroom experience

International journal of school & educational psychology, 2020-01, Vol.8 (1), p.21-35

2020

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Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis

Adjustment Trajectories During the College Transition: Types, Personal and Family Antecedents, and Academic Outcomes

The Role of Program-Supported Mentoring Relationships in Promoting Youth Mental Health, Behavioral and Developmental Outcomes

Depression and anxiety symptoms in young adults before and during the COVID-19 pandemic: evidence from a Canadian population-based cohort

A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement

Pratiques pédagogiques inclusives en enseignement postsecondaire, en contexte pandémique

Youth with chronic health problems: how do they fare in main-stream mentoring programs?

Perceptions of Parental Involvement and Support as Predictors of College Students' Persistence in a Science Curriculum

What is the effect of school closures on learning in Canada? A hypothesis informed by international data

Attachment, Social Support, and Loneliness in Young Adulthood: A Test of Two Models

Attachment to Parents, Social Support Expectations, and Socioemotional Adjustment during the High School--College Transition

Animations scientifiques en classe de primaire: des effets motivationnels pour qui et pour quelle intensité de participation?

Academic competence and achievement goals: Self-pressure and disruptive behaviors as mediators

Trajectories of Mentors' Perceived Self-Efficacy during an Academic Mentoring Experience: What They Look Like and What are their Personal and Experimental Correlates?

Stratégies d’acculturation et engagement paternel en contexte migratoire

Associations of youth mentoring with parent emotional well-being and family functioning: Longitudinal findings from a study of Big Brothers Big Sisters of Canada

Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children

Stratégies d'acculturation et engagement paternel en contexte migratoire

Relationship between COVID-19 pandemic-related experienced stress and lifestyle habits among university students from Québec, Canada

The number of autonomy-supportive relationships: Are more relationships better for motivation, perceived competence, and achievement?

How does mentoring by teachers improve the adjustment of academically at-risk students in high school?

Trajectories of Anxiety During Elementary-school Years and the Prediction of High School Noncompletion

How did College Students with and Without Disabilities Experience the First wave of the COVID-19 Pandemic? A Stress and Coping Perspective

Bidirectional relations between autonomous motivations and approach goals and their contribution to school functioning

Does mathematics tracking influence student motivation? Exploring the classroom experience

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