Ratelle, C.F., Boisclair Châteauvert, G., Bourret, M., & Duchesne, S. (accepté). Observing parental need supporting behaviors toward adolescents: Comparing four coding strategies. Journal of Child and Family Studies.

Ratelle, C.F., Plamondon, A., Litalien, D., & Duchesne, S. (2024). Developmental trajectories of mother-adolescent agreement on maternal autonomy support and their contributions to adjustment. Journal of Family Psychology. Advance online publication. https://dx.doi.org/10.1037/fam0001214

Mbanga, R., Ratelle, C.F., & Duchesne, S. (2023). Predicting trajectory of vocational indecision from motivational profile. BMC Psychology. DOI (Preprint). 

Ratelle, C.F., Vargas Lascano, D.I., Guay, F., & Duchesne, S. (2023). Need satisfaction during the transition to secondary school and its implications in later education: A latent transition analysis. Learning and Individual Differences, 107, 102357. https://doi.org/10.1016/j.lindif.2023.102357 

Busque-Carrier, M., Ratelle, C.R., & Duchesne, S. (2023). French validation of the Twenty-Item Value Inventory. European Review of Applied Psychology, 73, 100812.

Ahn, J.S., Ratelle, C.F, Plamondon, A., Duchesne, S., & Guay, F. (2022). Testing reciprocal associations between parenting and youth’s motivational resources of career decision-making agency during the postsecondary transition. Journal of Youth and Adolescence, 51, 2396-2410.

Fréchette-Simard, C., Plante, I., Duchesne, S., & Chaffee, K. E. (2022). The mediating role of test anxiety in the evolution of academic self-concept, motivation and achievement of students transitioning from elementary to high school. Contemporary Educational Psychology, 71, 102116.

Duchesne, S., Plamondon, A., & Ratelle, C.F. (2022). Students’ inattention symptoms and psychological need satisfaction during the secondary school transition: The protective role of teachers' involvement. Journal of Attention Disorders, 26, 1846-1856. https://doi.org/10.1177/10870547221105061

Fréchette-Simard, C., Plante, I., Duchesne, S.,& Chaffee, K. E. (2022). A latent growth analysis of individual factors predicting test anxiety during the transition from elementary to secondary school. Journal of Early Adolescence, 43, 265-293.

Duchesne, S., Ratelle, C. F., & Larose, S. (2022). Bidirectional relations between autonomous motivations and approach goals and their contribution to school functioning. Educational Psychology: An international journal of experimental educational psychology, 42, 240-258. 

Larose, S., Duchesne, S., & Boisclair Châteauvert, G. (2022). Graduating from college: Exploring first-semester dispositions and experiences ofsupport associated with unexpected pathways. Journal of College Student Retention: Research, Theory & Practice, 24, 810-831. doi.org/10.1177/1521025120953429 

Charlot Colomès, A. A., Duchesne, S., & Boisclair Châteauvert, G. (2021). Autonomy support and school adjustment: The mediating role of basic psychological needs. International Journal of School and Educational Psychology. DOI: 10.1080/21683603.2021.1877226

Madjar, N., Ratelle, C.F., & Duchesne, S. (2021). Longitudinal analysis of the relationships between students’ depression and anxiety symptoms with their achievement goal orientations. Motivation Science.

Duchesne, S., & Ratelle, C. (2020). Achievement goals, motivation, and social and emotional adjustment in high school: A longitudinal mediation test. Educational Psychology: An international journal of experimental educational psychology, 40, 1033-1051. 

Ratelle, C.F., Duchesne, S., Litalien, D., & Plamondon, A. (2020). The role of parents in supporting adaptation in school: A psychological needs perspective. Journal of Educational Psychology. doi: 10.1037/edu0000455

Larose, S., Duchesne, S., & Boisclair Châteauvert, G. (2020). How does mentoring by teachers improve the adjustment of academically at-risk students in high school?. International Journal of School & Educational Psychology, 8, 36-49.

Fréchette-Simard, C., Plante, I., Dubeau, A., & Duchesne, S. (2019). La motivation scolaire et ses théories actuelles : une recension théorique. Journal of Education / Revue des sciences de l'éducation de McGill, 54, 500-518.

Gagnon, É., Ratelle, C.F., Guay, F., & Duchesne, S. (2019). Developmental trajectories of vocational exploration from adolescence to early adulthood: The role of parental need supporting behaviors. Journal of Vocational Behavior. doi: 10.1016/j.jvb.2019.103338.

Denault, A. S., Ratelle, C. F., Duchesne, S., & Guay, F. (2019). Extracurricular activities and career indecision: A look at the mediating effect of vocational exploration. Journal of Vocational Behavior, 110, 43-53.

Larose, S., Duchesne, S., Litalien, D., Denault, A.-S., & Boivin. M. (2019). Adjustment trajectories during the college transition: Types, personal and family antecedents, and academic outcomes. Research in Higher Education, 60, 684-710.

Duchesne, S., Larose, S., & Feng, B. (2019). Achievement goals and academic engagement in early high school years: Does help-seeking from teachers matter? The Journal of Early Adolescence, 39, 222-252.

Lessard, V., Larose, S., & Duchesne, S. (2018). Does mathematics tracking influence student motivation? Exploring the classroom experience. International Journal of School and Educational Psychology. doi: 10.1080/21683603.2018.1506957

Duchesne, S., & Larose, S. (2018). Academic competence and achievement goals: Self-pressure and disruptive behaviors as mediators. Learning and Individual Differences, 68, 41-50.

Ratelle, C.F., Duchesne, S., Guay, F., & Boisclair Châteauvert., G. (2018). Comparing the contribution of overall structure and its specific dimensions for competence-related outcomes: A bifactor model. Contemporary Educational Psychology, 54, 89-98. doi: 10.1016/j.cedpsych.2018.05.005

Guay, F., Ratelle, C., Duchesne, S., & Dubois, P. (2018). Mothers and fathers’ autonomy-supportive and controlling behaviors: An analysis of interparental contributions. Parenting, 18, 45-65. 

Ratelle, C.F., Morin, A.J.S., Guay, F., & Duchesne, S. (2018). Sources of evaluation of parental behaviors as predictors of achievement outcomes. Motivation and Emotion, 42, 513-526. doi: 10.1007/s11031-018-9692-4

Ratelle, C. F., Duchesne, S., & Guay, F. (2017). Predicting school adjustment from multiple perspectives on parental behaviors. Journal of Adolescence, 54, 60-72. 

Maltais, C., Duchesne, S., Ratelle, C. F., & Feng, B. (2017). Learning climate, academic competence, and anxiety during the transition to middle school: Parental attachment as a protective factor. Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 67, 103-112.

Duchesne, S., Ratelle, C., & Feng, B. (2017). Psychological need satisfaction and achievement goals: Exploring indirect effects of academic and social adaptation following the transition to secondary school. Journal of Early Adolescence, 37, 1280-1308.

Duchesne, S., & Ratelle, C. F. (2016). Patterns of anxiety symptoms during adolescence: Gender differences and sociomotivational factors. Journal of Applied Developmental Psychology, 46, 41-50. 

Larose, S., Duchesne, S., Boivin, M., Vitaro, F., & Tremblay, R. E. (2015). College completion: A longitudinal examination of the role of developmental and specific college experiences. International Journal of School and Educational Psychology, 3, 143-56.

Maltais, C., Duchesne, S., Ratelle, C. F., & Feng, B. (2015). Attachment to mother and achievement goal orientations at the beginning of middle school: The mediating role of perceived academic competence and anxiety. Learning and Individual Differences, 39, 39-48.

Ratelle, C. F., & Duchesne, S. (2014). Trajectories of psychological need satisfaction during the transition to high school as a predictor of school adjustment. Contemporary Educational Psychology, 39, 388-400.

Lessard, V., Larose, S., Duchesne, S., & Feng, B. (2014). Tracking in high school mathematics: Individual, social, and school-based determinants in an education reform context. Journal of Educational and Developmental Psychology, 4, 102-116.

Duchesne, S., Ratelle, C. F., & Feng, B. (2014). Developmental trajectories of achievement goal orientations during the middle school transition: The contribution of emotional and behavioral dispositions. Journal of Early Adolescence, 34, 485-516.

Duchesne, S., & Ratelle, C. F. (2014). Attachment security to mothers and fathers and developmental trajectories of depressive symptoms in adolescence: Which parent for which trajectory? Journal of Youth and Adolescence, 43, 641-654.

Tremblay, M., Duchesne, S., Vitaro, F., & Tremblay, R. E. (2013). Developmental trajectories of oppositional behavior during elementary school and their risk factors. Journal of Educational and Developmental Psychology, 3, 234-243.

Ratelle, C. F., & Duchesne, S. (2013). La motivation des élèves : la comprendre et l’orienter. Vivre le primaire, 26, 39-41.

Duchesne, S., Mercier, A., & Ratelle, C. F. (2012). Vocational exploration in middle school: Motivational characteristics of students and perceptions of the learning climate. Canadian Journal of Counselling and Psychotherapy, 46, 367-386.

Duchesne, S., Ratelle, C. F., & Roy, A. (2012). Worries about the middle school transition and subsequent adjustment: The role of classroom goal structure. Journal of Early Adolescence, 32, 681-710.

Ratelle, C. F., & Duchesne, S. (2012). Une étude sur la satisfaction des besoins psychologiques des élèves du secondaire et de leur importance pour expliquer l’ajustement scolaire, social et émotionnel à la fin du secondaire. La pratique en mouvement, 4, 26.

Duchesne, S., & Ratelle, C. F. (2010). Parental behaviors and adolescents’ achievement goals at the beginning of middle school: Emotional problems as potential mediators. Journal of Educational Psychology, 101, 497-507.

Duchesne, S., Larose, S., Vitaro, F., & Tremblay, R. E. (2010). Trajectories of anxiety in a population sample of children: Clarifying the role of children’s behavioral characteristics and maternal parenting. Development and Psychopathology, 22, 361-373.

Poulin, R., Duchesne, S., & Ratelle, C. F. (2010). Profils de buts d’apprentissage et caractéristiques personnelles des élèves au début du secondaire. Revue Canadienne des Sciences du Comportement, 42, 44-54.

Duchesne, S., Ratelle, C. F., Poitras, S. C., & Drouin, É. (2009). Early adolescent attachment to parents, emotional functioning and worries about the middle school transition. Journal of Early Adolescence, 29, 743-766.

Duchesne, S., Vitaro, F., Larose, S., & Tremblay, R. E. (2008). Trajectories of anxiety during elementary-school years and prediction of high school noncompletion. Journal of Youth and Adolescence, 37, 1134-1146.

Duchesne, S., & Larose, S. (2007). Adolescent attachment to mother and father and academic motivation and performance in early adolescence. Journal of Applied Social Psychology, 37, 1501-1521.

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, 62-71.

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

Duchesne, S., & Larose, S. (2001). Indépendance à l'égard des parents, tutorat maître-élève, et intégration d'adolescents à risque aux études collégiales. Revue de Psychoéducation et d'Orientation, 30, 237-260

Duchesne, S., & Larose, S. (2000). Relation entre les comportements interpersonnels de tuteurs-enseignants et l'intégration des élèves aux études collégiales. Revue des Sciences de l'Éducation, 36, 571-599.

Duchesne, S., & Larose, S. (2000). Pour une approche développementale en tutorat maître-élève. Pédagogie Collégiale, 13, 19-24.

Soucy, N., Duchesne, S., & Larose., S. (2000). Examen des programmes de tutorat maître-élève dans les collèges du réseau québécois. Pédagogie Collégiale, 13, 12-18.

Larose, S., Bernier, A., Soucy, N., & Duchesne, S. (1999). The network orientation: A mediator of the relation between attachment style dimensions and support seeking from college teachers. Journal of Social and Personal Relationships, 16, 225-247.