Journal Articles in Press

 

Gagnon, E., Ratelle, C. F., Duchesne, S., & Guay, F. (in press). Developmental trajectories of vocational exploration from adolescence to early adulthood: The role of parental need supporting behaviors. Journal of Vocational Behavior.

 

Boudreault, A., Lessard, J., & Guay, F. (in press). Regard transactionnel sur l’effet des stratégies punitives mobilisées par l’enseignant auprès des élèves qui présentent des problèmes de comportements extériorisés. La Nouvelle Revue-Education et société inclusives.

 

Guay, F., Bureau, J.S., Litalien, D., & Ratelle, C. F. (in press). A self-determination theory perspective on RIASEC occupational themes: Motivation types as predictors of self-efficacy and college program domain. Motivational Science.

 

 

 

Journal Articles Published 

 

Super, W., Guay, F., Falardeau, E., Karsenti, T., & Pelletier, G. (2019). La fréquence d’utilisation de la tablette numérique à des fins pédagogiques et le rendement scolaire des élèves : Le rôle médiateur de la motivation autodéterminée. Revue canadienne des sciences de l’éducation, 42(2), 517-552. 

 

 

Guay, F., Stupnisky, R. H., Boivin, M., Japel, C., & Dionne, G. (2019). Teachers' Relatedness with Students as a Predictor of Students' Intrinsic Motivation, Perceived Competence and Reading Achievement. Early Childhood Research Quarterly, 48(3), 215-225. https://doi.org/10.1016/j.ecresq.2019.03.005

 

Denault, A-S., Ratelle, C., Duchesne, S., & Guay, F. (2019). Extracurricular activities and career indecision: A look at the mediating role of vocational exploration. Journal of Vocational Behavior, 110(A), 43-53. https://doi.org/10.1016/j.jvb.2018.11.006

 

Ratelle, C.F., Duchesne, S., Guay, F. ,& Boisclair Châteauvert., G. (2019). Comparing the contribution of overall structure and its specific dimensions for competence-related outcomes: A bifactor model. Contemporary Educational Psychology, 54 (1), 89-98. https://doi.org/10.1016/j.cedpsych.2018.05.005

 

Bédard-Thom, C., & Guay, F. (2018). Mental Toughness among high school students: A test of its multidimensionality and nomological validity with academic achievement and preference for difficult tasks. Social Psychology of Education, 21(4), 827-848. https://doi.org/10.1007/s11218-018-9437-y 

 

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 1-14. https://doi.org/10.1007/s11031-018-9692-4

 

Guay, F.,& Bureau, J. S. (2018). Motivation at school: Differentiation between and within school subjects matters in the prediction of academic achievement. Contemporary Educational Psychology, 54, 42-54. https://doi.org/10.1016/j.cedpsych.2018.05.004

 

Stupnisky, R. H., BrckaLorenz, A., Yuhas, B., & Guay, F. (2018). Faculty members’ motivation for teaching and best practices: Testing a model based on self-determination theory across institution types. Contemporary Educational Psychology, 53, 15–26. https://doi.org/10.1016/j.cedpsych.2018.01.004

 

Guay, F., Ratelle, C. F., Duchesne, S. & Dubois, P. (2018). Mothers’ and fathers’ autonomy-supportive and controlling behaviors : An analysis of interparental contributions. Parenting : Science and Practice. 18(1), 45-65. https://doi.org/10.1080/15295192.2017.1337461

 

Guay, F., Denault, A-S., Renaud, S. (2017). School attachment and relatedness with parents, friends, and teachers as predictors of students’ intrinsic and identified regulations. Contemporary Educational Psychology, 51, 416-428. https://doi.org/10.1016/j.cedpsych.2017.10.001

 

Guay, F., Roy, A., & Valois, P. (2017). Teacher structure as a predictor of students' perceived competence and autonomous motivation: The moderating role of differentiated instruction, British Journal of Educational Psychology, 87(2), 224-240. doi: 10.1111/bjep.12146

 

Fernet, C., Chanal, J., & Guay, F. (2017). What fuels the fire: job- or task-specific motivation (or both)? On the hierarchical and multidimensional nature of teacher motivation in relation to job burnout. Work and stress, 31(1), 1-19. http://dx.doi.org/10.1080/02678373.2017.1303758

 

Denault, A.-S. et Guay, F. (2017). Motivation towards extracurricular activities and motivation at school: A test of the generalization effect hypothesis. Journal of Adolescence, 54(1), 94-103. http://dx.doi.org/10.1016/j.adolescence.2016.11.013

 

Ratelle, C.F., Duchesne, S, & Guay, F. (2017). Predicting students’ adjustment from multiple perspectives on parental behaviors. Journal of Adolescence, 54, 60-72. http://dx.doi.org/10.1016/j.adolescence.2016.11.008

 

Guay, F. (2016). The virtue of culture in understanding motivation at school: Commentary on the special issue on culture and motivation. Bristish Journal of Educational Psychology, 86, 154-160. http://dx.doi.org/10.1016/j.lindif.2015.11.014

 

Guay, F., Valois, P., Falardeau, E., & Lessard, V. (2016). Examining the Effects of a Professional Development Program on Teachers' Pedagogical Practices and Students' Motivational Resources and Achievement in Written French. Learning and Individual Differences, 45(1), 291-298.  http://dx.doi.org/10.1016/j.lindif.2015.11.014

 

Roy, A., Guay, F. & Valois, P. (2015). The big-fish-little-pond effect on academic self-concept: The moderating role of differentiated instruction. Learning and Invidual Differences, 42, 110-116.  http://dx.doi.org/10.1016/j.lindif.2015.07.009

 

Litalien, D. & Guay, F. (2015). Dropout Intentions in PhD Studies: A Comprehensive Model Based on Interpersonal Relationships and Motivational Resources. Contemporary Educational Psychology, 41, 218-231.  http://dx.doi.org/10.1016/j.cedpsych.2015.03.004

 

Garon-Carrier, G., Boivin, M., Guay, F., Kovas, Y., Dionne, G., Lemelin, J-P., Séguin, J., Vitaro, F. & Tremblay, R. E. (2015). Intrinsic motivation and achievement in mathematics in elementary school: A longitudinal investigation of their association. Child Development.  http://dx.doi.org/10.1111/cdev.12458

 

Houlfort, N., Fernet, C.,Vallerand, R.J., Laframboise, A., Guay, F., Koestner, R. (2015). The role of passion for work and need satisfaction in psychological adjustment to retirement. Journal of Vocational Behavior, 88, 84-94. http://dx.doi.org/10.1016/j.jvb.2015.02.005

 

Chanal, J., & Guay F. (2015) Are Autonomous and Controlled Motivations School-Subjects-Specific? PLoS ONE 10(8): http://dx.doi.org/e0134660. doi:10.1371/journal.pone.0134660

 

Litalien, D. & Guay, F. (2015). Motivation for PhD studies: Scale development and validation. Learning and Individual Differences, 41, 1-13. http://dx.doi.org/10.1016/j.lindif.2015.05.006

 

Kovas, Y.,  Garon-Carrier, G., Boivin, M. Petrill, S.A., Plomin, R., Malykh, S. B., Spinath, F., Murayama, K., Ando, J., Bogdanova, O.Y., Brendgen, M., Dionne, G., Forget-Dubois, N., Galajinsky, E.V., Gottschling, J., Guay, F., Lemelin, J., Logan, J.A.R., Yamagata, S., Shikishima, C., Spinath, B., Thompson, L.A., Tikhomirova, T.N., Tosto, M.G., Tremblay, R., & Vitaro, F. (2015). Why Children Differ in Motivation to Learn: Insights from over 13,000 Twins from 6 Countries. Personality and Individual Differences, 80, 51-63. http://dx.doi.org/10.1016/j.paid.2015.02.006

 

Renaud-Dubé, A., Talbot, D., Taylor, G., Guay, F., & Koestner, R. (2015). The Relations between Implicit Intelligence Beliefs, Autonomous Academic Motivation, and School Persistence Intentions: A Mediation Model. Social Psychology of Education, 18(2), 255-272. http://dx.doi.org/10.1007/s11218-014-9288-0

 

Guay, F., Morin, A., Litalien, D., Valois, P., & Vallerand, R. J. (2015). Application of Exploratory Structural Equation Modeling to Evaluate the Academic Motivation Scale. The Journal of Experimental Education, 83(1), 51-82. http://dx.doi.org/10.1080/00220973.2013.876231

 

Picard, F., Frenette, E., & Guay, F. (2015). Validation of a short form of an indecision test: the vocational assessment test, International Journal for Educational and Vocational Guidance, 15(1), 5-22. http://dx.doi.org/10.1007/s10775-014-9273-3

 

Lemoyne, J., Valois, P., & Guay, F. (2014). Physical Self-concept and Participation in Physical Activity in College Students. Medicine and Science in Sport and Exercise. 47(1), 142-150. http://dx.doi.org/10.1249/MSS.0000000000000378

 

Marsh, H. W., Vallerand, R. J., Lafrenière, M-A. K., Parker, P., Morin, A. J. S., Carbonneau, N., Jowett, S., Bureau, J. S., Fernet, C., Guay, F., Abduljabbar, A. S., & Paquet, Y. (2013). Passion: Does One Scale Fit All. Construct Validity of Two-factor Passion Scale and Psychometric Invariance Over Different Activities and Languages. Psychological Assessment, 25(3), 796-809. http://dx.doi.org/10.1037/a0032573

  

Guay, F., Ratelle, C., Larose, S., Vallerand, R.J., Vitaro, F. (2013). The Number of Autonomy-Supportive Relationships: Are More Relationships Better for Motivation, Perceived Competence, and Achievement? Contemporary Educational Psychology. 38(4), 375-382, http://dx.doi:10.1016/j.cedpsych.2013.07.005

 

Austin, S., Guay, F., Fernet, C., Senécal, C., Nouwen, A. (2013). Longitudinal testing of a dietary self-care motivational model in adolescents with diabetes. Journal of Psychosomatic Research.  http://dx.doi.org/10.1016/j.jpsychores.2013.04.013

 

Roy, A., Guay, F., & Valois, P. (2013). Teaching to Address Diverse Learning Needs : Development and Validation of a Differentiated Instruction Scale. International Journal of Inclusive Education, 17(11), 1186-1204. http://dx.doi.org/10.1080/13603116.2012.743604

 

Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514-525. http://dx.doi.org/10.1016/j.tate.2011.11.013

 

Stupnisky, R. H., Perry, R. P., Hall, N. C., & Guay, F. (2012).Examining perceived control level and instability as predictors of first-year college students’ academic achievement. Contemporary Educational Psychology, 37(2), 81-90. http://dx.doi.org/10.1016/j.cedpsych.2012.01.001

 

Poitras, S-C., Guay, F., & Ratelle, C. F. (2012). Using the Self-Directed Search in Research: Selecting a Representative Pool of Items to Measure Vocational Interests. Journal of Career Development, 39, 186-207. http://dx.doi.org/10.1177/0894845310384593

 

Ratelle, C. F., Simard, K., & Guay, F. (2012). University Students’ Subjective Well-being: The Role of Autonomy Support from Parents, Friends, and the Romantic Partner. Journal of Happiness Studies. Online First™, 14(3), 893-910. http://dx.doi.org/10.1007/s10902-012-9360-4

 

Larose, S., Tarabulsy, G., Harvey, M., Guay, F., Deschênes, C., Cyrenne, D., & Garceau, O. (2012). Impact of a college student academic mentoring program on parent and teacher educational involvement. Journal of Applied Social Psychology, 42(9), 2137-2162.  http://dx.doi.org/10.1111/j.1559-1816.2012.00934.x

 

Larose, S., Cyrenne, D., Garceau, O.,Harvey, M., Guay, F., Godin, F., Tarabulsy, G. M., & Deschênes, C. (2011). Academic mentoring and dropout prevention for students in math, science and technology. Mentoring & Tutoring: Partnerships in Learning, 19(4), 419-439.  http://dx.doi.org/10.1080/13611267.2011.622078

 

Austin, S., Senécal, C., Guay, F., & Nouwen, A. (2011). Dietary self-care in adolescents with Type 1 diabetes: Report from the juvenile diabetes and dietary study. Canadian Journal of Diabetes, 35(1), 39-45.  http://dx.doi.org/10.1016/S1499-2671(11)51007-X

 

Austin, S., Senécal, 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. http://dx.doi.org/10.1177/1359105310396392

 

Litalien, D. & Guay, F. (2010). Validation d’un modèle motivationnel des aspirations professionnelles. Revue canadienne de l’éducation, 33(4), 732-760. Accéder au PDF en ligne

  

Gautier, 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. http://dx.doi.org/10.1177/1359105310364170

  

Guay, F., Ratelle, C. F., Roy, A., & Litalien, D. (2010). Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and Individual Differences, 20(6), 644-653. http://dx.doi.org/10.1016/j.lindif.2010.08.001

 

Renaud-Dubé, A., Taylor, G., Lekes, N., Koestner, R., & Guay, F. (2010). Adolescents’ motivation toward the environment: Age-related trends and correlates. Canadian Journal of Behavioural Science, 42(3), 194-199. http://dx.doi.org/10.1037/a0018596

 

Guay, F., Chanal, J., Ratelle, C.F., Marsh, H. W., 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(4), 711-735. http://dx.doi.org/10.1348/000709910X499084

 

Bégin, C., & Guay, F. (2010). Construction et validation de l'échelle de motivation à l'égard de l'orthographe (ÉMO). Mesure et évaluation en éducation, 33(1), 63-77. http://dx.doi.org/10.7202/1024926ar

 

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. http://dx.doi.org/10.1016/j.lindif.2009.04.002

  

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, 145-168. Accéder au PDF en ligne

 

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, 105-118.  http://dx.doi.org/10.1177/1359105309102202

 

Chanal, J., Sarrazin, P., Guay, F., & Boiché, J. (2009). Verbal, mathematics, and physical education self-concepts and achievements: An extension and a test of the Internal/External Frame of Reference Model. Psychology of Sport and Exercise, 10(1), 61-66. http://dx.doi.org/10.1016/j.psychsport.2008.06.008

 

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, 108-116. http://dx.doi.org/10.1016/j.jvb.2008.11.002

 

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 effect? British Journal of Educational Psychology, 78, 621-637. http://dx.doi.org/10.1348/000709908X280971

 

Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal Learning in Optimal Contexts: The Role of Self-Determination in Education. Canadian Psychology, 49, 233-240. http://dx.doi.org/10.1037/a0012758

  

Guay, F., Delisle, M-N., Fernet, C., Julien, E., & 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, 239-254. http://dx.doi.org/10.2224/sbp.2008.36.2.239

 

Fernet, C., Senécal, C., Guay, F., Marsh, H., & Dowson, M. (2008). The Work Tasks Motivation Scale for Teachers (WTMST). Journal of Career Assessment, 16, 256-279. http://dx.doi.org/10.1177/1069072707305764

 

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, 977-987. http://dx.doi.org/10.1037/a0012545

 

Gauthier, L., Senécal, C., & Guay, F. (2007). Construction and validation of the Motivation to have a Child Scale (MCS). Revue Européenne de Psychologies Appliquée, 57, 77-89. http://dx.doi.org/10.1016/j.erap.2006.09.001

 

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, 4, 734-746. http://dx.doi.org/10.1037/0022-0663.99.4.734

 

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. http://dx.doi.org/10.1037/0022-0167.54.1.62

 

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. http://dx.doi.org/10.1080/13803610600765836

 

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. http://dx.doi.org/10.1177/1069072705283975

 

Duchesne, S., Larose, S., Guay, F., Vitaro, F., & Tremblay, R. E. (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(5), 409-417. http://dx.doi.org/10.1080/01650250500206067

 

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. http://dx.doi.org/10.1037/0893-3200.19.2.286

 

Guay, F. (2005). Motivations underlying career decision-making activities: The Career Decision-Making Autonomy Scale (CDMAS). Journal of Career Assessment, 13(1), 77-97. http://dx.doi.org/10.1177/1069072704270297

 

Ratelle, C., Guay, F., Larose, S., & Senécal, C. (2004). Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of Educational Psychology, 96(4), 743-754. http://dx.doi.org/10.1037/0022-0663.96.4.743

  

Fernet, C., Guay, F., & Senécal, C. (2004). Adjusting to job demands: The role of work self-determination and job control in predicting burnout. Journal of Vocational Behavior, 65(1), 39-56. http://dx.doi.org/10.1016/S0001-8791(03)00098-8

 

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. http://dx.doi.org/10.1080/13576500342000040

 

Guay, F., Mageau, G.A., & 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. http://dx.doi.org/10.1177/0146167203253297

  

Guay, F., Marsh, H.W., & Boivin, M. (2003). Academic self-concept and academic achievement: A developmental perspective on their causal ordering. Journal of Educational Psychology, 95(1), 124-136. http://dx.doi.org/10.1037/0022-0663.95.1.124

 

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. http://dx.doi.org/10.1037/0022-0167.50.2.165

 

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. http://dx.doi.org/10.1002/ejsp.144

 

Senécal, C., Julien, E., & Guay, F. (2003). Role conflict and academic procrastination: A self-determination perspective. European Journal of Social Psychology, 33(1), 135-145. http://dx.doi.org/10.1002/ejsp.144

 

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. 

 

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. http://dx.doi.org/10.1177/0146167202288012

 

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. http://dx.doi.org/10.1177/0146167201276001

 

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, 176-186. http://dx.doi.org/10.1177/0146167201272004

 

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. http://dx.doi.org/10.1023/A:1005614228250

 

Senécal, C., & Guay, F. (2000). Procrastination in job-seeking: An analysis of motivational processes and feelings of hopelessness. In Ferrari, J. R., & Pychyl, T. A. (Eds.). Procrastination: Current Issues and New Directions. (Special Issue). Journal of Social Behavior and Personality, 15(5), 267-282.

 

Guay, F., Boivin, M., & Hodges, E. V. E. (1999). Predicting change in academic achievement: A model of peer experiences and self-system processes. Journal of Educational Psychology, 91, 105-115. http://dx.doi.org/10.1037/0022-0663.91.1.105

 

Guay, F., Boivin, M., & Hodges, E. V. E. (1999). Social comparison processes and academic achievement: The dependence of the development of self-evaluations on friends' performance. Journal of Educational Psychology, 91(3), 564-568. http://dx.doi.org/10.1037/0022-0663.91.3.564

 

Normandeau, S., & Guay, F. (1998). Preschool behavior and first-grade achievement: The mediational role of cognitive self-control. Journal of Educational Psychology, 90(1), 111-121. 

http://dx.doi.org/10.1037/0022-0663.90.1.111

 

Guay, F., & Vallerand, R. J. (1997). Social context, students' motivation, and academic achievement: Toward a process model. Social Psychology of Education, 1, 211-233. http://dx.doi.org/10.1007/BF02339891

 

Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72(5), 1161-1176. http://dx.doi.org/10.1037/0022-3514.72.5.1161

 

Chantal, Y., Guay, F., Dobreva-Martinova, T., & Vallerand, R. J. (1996). Motivation and elite performance: An exploratory investigation with Bulgarian athletes. International Journal of Sport Psychology, 27(2), 173-182. Accéder au PDF en ligne

 

Fortier, M.S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: toward a structural model. Contemporary Educational Psychology, 20(3), 257-274. http://dx.doi.org/10.1006/ceps.1995.1017

 

Guay, F., Vallerand, R. J., & Losier, G. F. (1995). La motivation chez les personnes âgées: Influence de l'évaluation cognitive du contexte social et répercussions sur l'ajustement psychologique. Revue Québécoise de Psychologie, 16(2), 209-235. Accéder au PDF en ligne