Articles sous presse


Collie, R., Guay F., Martin, A. J., Caldecott-Davis, K., & Granziera, H. (sous presse). Examining the Unique Roles of Adaptability and Buoyancy in Teachers’ Work-Related Outcomes. Teachers and Teaching: Theory and Practice.


Guay, F., Gilbert, W., Falardeau, E., Bradet, R., & Boulet, J. (sous presse). The CASIS teacher professional development program: Further evidence on its effectiveness on teachers’ use of pedagogical practices and elementary students’ motivation to write. Contemporary Educational Psychology.


Dubois, P., Guay, F., & St-Pierre, M.-C. (sous presse). Young Adults with Developmental Language Disorder: A Systematic Review of Education, Employment, and Independent Living Outcomes. Journal of Speech, Language, and Hearing Research.


Howard, J. L., Bureau, J. S., Guay, F., & Chong, J. (sous presse). Student motivation and associated outcomes: A meta-analysis from self-determination. Psychological Bulletin.


Howard, J. L., Gagné, M., Van den Broeck, A., Guay, F.,Chatzisarantis, N., Ntoumanis, N., & Pelletier, L.G. (2020). A review and empirical comparison of motivation scoring methods:  An application to self-determination theory. Motivation and Emotion, XX(X), pp. xx-xx.


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


Guay, F., Morin, A. J. S., Litalien, D., Howard, J. L., Gilbert, W. (sous presse). Trajectories of self-determined motivation during the secondary school: A growth mixture analysis. Journal of Educational Psychology. 




Articles publiés 



Boulet, J., Guay, F., & Bradet, R. (2020). Exploration des liens entre la motivation à l’égard d’activités d’orientation et d’information scolaires et professionnelles et l’indécision de carrière d’étudiants du collégial. Revue canadienne des sciences de l’éducation, 43(3), 659-688. 


Bédard-Thom, C., Guay, F., Trottier, C. (2020). Mental toughness in sport: The goal-expectancy-self-control (GES) model. Journal of Applied Sport Psychology,


Guay, F., Bureau, J. S., Litalien, D., Ratelle, C. F., & Bradet, R. (sous presse). A self-determination theory perspective on RIASEC occupational themes: Motivation types as predictors of self-efficacy and college program domain. Motivation Science, 6(2), 164-170.


Martin, A. J., Guay, F. & Hau, K-T. (2020). IAAP UN White Paper (Division 5): The role of motivation and engagement in promoting literacy and numeracy. International Association of Applied Psychology White Paper Series. Retrieved from:


Boudreault, A., Lessard, J., & Guay, F. (2019). 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, 86(2), 187-206. 


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


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.


Bédard-Thom, C. et Guay, F. (sous presse). 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,1573-1928.


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(1), 89-98.


Ratelle, C. F., Morin, A. J. S., Guay, F., & Duchesne, S. (sous presse). Sources of evaluation of parental behaviors as predictors of achievement outcomes. Motivation and Emotion, 42 1-14


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.


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.


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.


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.


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), 224-240doi: 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 


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.


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


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.


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.


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.


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.


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.


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.


Chanal, J., & Guay F. (2015) Are Autonomous and Controlled Motivations School-Subjects-Specific? PLoS ONE 10(8): 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.


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.


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.


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 Education83(1), 51-82.


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.


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.


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 Assessment25(3), 796-809.


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 Psychology38(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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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, 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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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., 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.


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.


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.


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.


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.


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


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.


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, 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.


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.


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.


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.


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


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.


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.


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