Articles avec comité de lecture

Bégin, C. & Guay, F. (Sous presse). Validation de l’échelle de motivation à l’égard de l’orthographe (ÉMO). Mesure et évaluation en éducation.

Guay, F., Marsh, H. W., Dowson, M., Larose, S. & Boivin, M. (Sous presse). Intrinsic, identified, and controlled types of academic motivation among young elementary school children: Factor structure and age effects. Journal of Educational Psychology.

Larose, S., Tarabulsy, G. M., Harvey, M., Guay, F., Deschênes, C., Cyrenne, D. & Garceau, O. (Sous presse). Impact of a college student academic mentoring program on perceived parental and teacher educational involvement. Journal of Applied Social Psychology.

Austin, S., Senecal, C., Guay, F. & Nouwen, A. (2011). Effects of gender, age, and diabetes duration on dietary self-care in adolescents with type 1 diabetes: A Self-Determination Theory perspective. Journal of Health Psychology, 16(6), 917-928.

Gauthier, L., Guay, F., Senécal, C. & Pierce, T. (2010). Women’s depressive symptoms during the transition to motherhood: The role of competence, relatedness, and autonomy. Journal of Health Psychology, 15(8), 1145-1156.

Guay, F., Chanal, J. P., Ratelle, C. F., Marsh, H., Larose, S. & Boivin, M. (2010). Intrinsic, identified and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80(pt4), 711-735.

Guay, F., Ratelle, C. F., Roy, A. & Litalien, D. (2010). Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects [Ahead of print]. Learning and Individual Differences.

Raphoz, M., Goldberg, M. S., Garneau, M., Heguy, L., Valois, M. F. & Guay, F. (2010). Associations between atmospheric concentrations of spores and emergency department visits for asthma among children living in Montreal. Archives of Environmental & Occupational Health, 65(4), 201-210.

Renaud-Dubé, A., Taylor, G., Koestner, R. & Guay, F. (2010). Adolescents' motivation toward the environment: Age-related trends and correlates. Canadian Journal of Behavioural Science, 42(3), 194-199.

Chanal, J., Sarrazin, P., Guay, F. & Boiché, J. (2009). Verbal, mathematics, and physical education self-concepts and achievements: An extension and test of the Internal/External Frame of Reference Model. Psychology of Sport and Exercise, 10(1), 61-66.

Delisle, M.-N., Guay, F., Senécal, C. & Larose, S. (2009). Predicting stereotype endorsement and academic motivation in women in science programs: A longitudinal model. Learning and Individual Differences, 19(4), 468-475.

Julien, É., Guay, F., Senécal, C. & Poitras, S.-C. (2009). Subjective psychological distress among young adults: The role of global and contextual levels of self-determined motivation. The Hellenic Journal of Psychology, 6(2), 145-168.

Julien, É., Senécal, C. & Guay, F. (2009). Longitudinal relations among perceived autonomy support from health care practitioners, motivation, coping strategies and dietary compliance in a sample of adults with type 2 diabetes. Journal of Health Psychology, 14(3), 457-470.

Larose, S., Cyrenne, D., Garceau, O., Harvey, M., Guay, F. & Deschênes, C. (2009). Personal and social support factors involved in students’ decision to participate in formal academic mentoring. Journal of Vocational Behavior, 74(1), 108-116.

Carbonneau, N., Vallerand, R. J., Fernet, C. & Guay, F. (2008). The role of passion for teaching in intrapersonal and interpersonal outcomes. Journal of Educational Psychology, 100(4), 977-987.

Cyrenne, D., Larose, S., Garceau, O., Deschênes, C. & Guay, F. (2008). Avoir les étudiants (es) de sciences de la nature dans notre MIRES. Pédagogie Collégiale, 21(3), 4-8.

Fernet, C., Senécal, C., Guay, F., Marsh, H. & Dowson, M. (2008). The Work Tasks Motivation Scale for Teachers (WTMST). Journal of Career Assessment, 16(2), 256-279.

Garceau, O., Larose, S., Cyrenne, D., Guay, F. & Deschênes, C. (2008). Avoir les étudiants(es) de Sciences de la nature dans notre MIRES 2e partie: évaluation des impacts à court terme. Pédagogie Collégiale, 21(4), 35-40.

Guay, F., Delisle, M.-N., Fernet, C., Julien, É. & Senécal, C. (2008). Does task-related identified regulation moderate the sociometer effect? A study of performance feedback, perceived inclusion, and state self-esteem. Social Behavior and Personality: An International Journal, 36(2), 239-254.

Guay, F., Marsh, H. W., Senécal, C. & Dowson, M. (2008). Representations of relatedness with parents and friends and academic motivation during the late adolescence-early adulthood period: Reciprocal or unidirectional effects? British Journal of Educational Psychology, 78(4), 621-637.

Guay, F., Ratelle, C. F. & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49(3), 233-240.

Duchesne, S., Ratelle, C. F., Larose, S. & Guay, F. (2007). Adjustment trajectories in college science programs: Perceptions of qualities of parents' and college teachers' relationships. Journal of Counseling Psychology, 54(1), 62-71.

Gauthier, L., Senécal, C. & Guay, F. (2007). Construction et validation de l’Échelle de motivation à avoir un enfant (ÉMAE). Revue Européenne de Psychologie Appliquée, 57(2), 77-89.

Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S. & Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99(4), 734-746.

Guay, F., Ratelle, C. F., Senécal, C., Larose, S. & Deschênes, A. (2006). Distinguishing developmental from chronic career indecision: Self-efficacy, autonomy, and social support. Journal of Career Assessment, 14(2), 235-251.

Larose, S., Ratelle, C. F., Guay, F., Senécal, C. & Harvey, M. (2006). Trajectories of science self-efficacy beliefs during the college transition and academic and vocational adjustment in science and technology programs. Educational Research and Evaluation, 12(4), 373-393.

Duchesne, S., Larose, S., Guay, F., Vitaro, F. & Tremblay, R. E. (2005). The transition from elementary to high school: The pivotal role of mother and child characteristics in explaining trajectories of academic functioning. International Journal of Behavioral Development, 29(5), 409-417.

Guay, F. (2005). Motivations underlying career decision-making activities: The career decision-making autonomy scale (CDMAS). Journal of Career Assessment, 13(1), 77-97.

Ratelle, C. F., Larose, S., Guay, F. & Senécal, C. (2005). Perceptions of parental involvement and support as predictors of college students’ persistence in a science curriculum. Journal of Family Psychology, 19(2), 286-293.

Fernet, C., Guay, F. & Senécal, C. (2004). Adjusting to job demands: The role of work self-determination and job control in predicting professional burnout. Journal of Vocational Behavior, 65(1), 39-56.

Guay, F., Larose, S. & Boivin, M. (2004). Academic self-concept and educational attainment level: A ten-year longitudinal study. Self and Identity, 3(1), 53-68.

Ratelle, C. F., Guay, F., Larose, S. & Senécal, C. (2004). Family correlates of trajectories of academic motivation during a school transition: A semi-parametric group-based approach. Journal of Educational Psychology, 96(4), 743-754.

Gauthier, L., Senécal, C. & Guay, F. (2003). La procrastination académique aux études supérieures : Le rôle de l'étudiant et du directeur de recherche. Revue Européenne de Psychologie Appliquée, 52(1), 213-225.

Guay, F., Mageau, G. & Vallerand, R. J. (2003). On the hierarchical structure of self-determined motivation: a test of top-down, bottom-up, reciprocal, and horizontal effects. Personality and Social Psychology Bulletin, 29(8), 992-1004.

Guay, F., Marsh, H. W. & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95(1), 124-136.

Guay, F., Senécal, C., Gauthier, L. & Fernet, C. (2003). Predicting career indecision: A self-determination theory perspective. Journal of Counseling Psychology, 50(2), 165-177.

Nadeau, M.-F., Senécal, C. & Guay, F. (2003). Les déterminants de la procrastination académique : Un modèle médiationnel du contexte familial et des processus du soi. Revue Canadienne des Sciences du Comportement, 35(2), 97-110.

Senécal, C., Julien, É. & Guay, F. (2003). Role conflict and academic procrastination: A self-determination perspective. European Journal of Social Psychology, 33(1), 135-145.

Larose, S., Guay, F. & Boivin, M. (2002). Attachment, social support, and loneliness in young adulthood: A test of two models. Personality and Social Psychology Bulletin, 28(5), 684-693.

Guay, F., Boggiano, A. K. & Vallerand, R. J. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27(6), 643-650.

Senécal, C., Vallerand, R. J. & Guay, F. (2001). Antecedents and outcomes of work-family conflict: Toward a motivational model. Personality and Social Psychology Bulletin, 27(2), 176-186.

Guay, F., Vallerand, R. J. & Blanchard, C. (2000). On the assessment of situational intrinsic and extrinsic motivation: The situational motivation scale (SIMS). Motivation and Emotion, 24(3), 175-213.


De gauche à droite : Frédéric Guay, Lucie Héon, Luc Nadeau, Vincent Richard, Philippe Tremblay, Sonia Daigle, Simon Larose, Marie-Claude Bernard, Manon Chamberland, Vicky Drapeau, Jocelyn Gagnon, Valérie Michaud, Didier Paquelin et Claudia Corriveau.