Frédéric Guay

 

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  • Guay, F., Lessard, V., & Dubois, P. (2016). How can we create better learning contexts for children? Promoting students’ autonomous motivation as a way to foster enhanced educational outcomes. In J. Wang, W.C., Liu, & R.M. Ryan (Eds.), Building Autonomous Learners (pp. 83-106). Singapore: Springer.
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  • 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, 291-298. doi: http://dx.doi.org/10.1016/j.lindif.2015.11.014
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  • Garon-Carrier, G., Boivin, M., Guay, F., Kovas, Y., Dionne, G., Lemelin, J-P., Séguin, J., Vitaro, F., & Tremblay, R. E. (2016). Intrinsic motivation and achievement in mathematics in elementary school: A longitudinal investigation of their association. Child Development, 87, 165-175. doi: 10.1111/cdev.12458
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  • Renaud-Dube, A., Talbot, D., Taylor, G., & Guay, F. (2015). The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: A mediation model. Social Psychology of Education: An International Journal, 18, 255-272. doi: 10.1007/s11218-014-9288-0
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  • 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. doi: http://dx.doi.org/10.1016/j.jvb.2015.02.005
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  • Guay, F., Morin, A., Litalien, D., & Valois, P. (2015). Application of exploratory structural equation modeling to evaluate the Academic Motivation Scale. The Journal of Experimental Education, 83(1), 51-82. doi: 10.1080/00220973.2013.876231
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  • Deci, E. L., Ryan, R. M., & Guay, F. (2013). Self-determination theory and actualization of human potential. In D. McInerney, H. Marsh, R. Craven, & F. Guay (Eds.), Theory driving research: New wave perspectives on self processes and human development (pp. 109-133). Charlotte, NC: Information Age Press.
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  • Austin, S., Guay, F., Senecal, C., Fernet, C., & Nouwen, A. (2013). Longitudinal testing of a dietary self-care motivational model in adolescents with diabetes. Journal of Psychosomatic Research, 75, 153-159. doi: 10.1016/j.jpsychores.2013.04.013
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  • Guay, F., Ratelle, C. F., 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 doi: 10.1016/j.cedpsych. 2013.07.005.
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  • Fernet, C., Guay, F., Senecal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28, 514-525.
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  • 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, 917–928.
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  • 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, 711–735.
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  • 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. doi: http://dx.doi.org/10.1177/1359105310364170
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  • Julien, E., Guay, F., Senecal, C., & Poitras, S. C. (2009). Subjective psychological distress among young adults: The role of global and contextual levels of self-determined motivation. Hellenic Journal of Psychology, 6, 183-206.
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  • 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.
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  • Fernet, C., Senecal, C., Guay, F., March, H., & Dowson, M. (2008). The Work Tasks Motivation Scale for Teachers (WTMST). Journal of Career Assessment, 16, 256-279.
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  • Guay, F., Delisle, M. N., Fernet, C., Julien, E., & Senecal, 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, 36, 239-254.
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  • Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senecal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99, 734-746.
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  • Guay, F., Ratelle, C. F., Senecal, C., Larose, S., & Deschenes, A. (2006). Distinguishing developmental from chronic career indecision: Self-efficacy, autonomy, and social support. Journal of Career Assessment, 14, 235-255.
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  • Guay, F. (2005). Motivations underlying career decision-making activities: The Career Decision-Making Autonomy Scale (CDMAS). Journal of Career Assessment, 13, 77-97.
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  • Ratelle, C. F., Larose, S., Guay, F., & Senecal, C. (2005). Perceptions of parental involvement and support as predictors of college students' persistence in a Science Curriculum. Journal of Family Psychology, 19, 286-293.
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  • Fernet, C., Guay, F., & Senecal, C. (2004). Adjusting to job demands: The role of work, self-determination and job control in predicting burnout. Journal of Vocational Behavior, 65, 39-56.
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  • Ratelle, C. F., Guay, F., Larose, S., & Senecal, C. (2004). Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of Educational Psychology, 96, 743-754.
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  • Guay, F., Senecal, C., Gauthier, L., & Fernet, C. (2003). Predicting career indecision: A self-determination theory perspective. Journal of Counseling Psychology, 50, 165-177.
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  • Senecal, C., Julien, E., & Guay, F. (2003). Role conflict and academic procrastination: A self-determination perspective. European Journal of Social Psychology, 33, 135-145.
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  • Nadeau, M., Senecal, C., & Guay, F. (2003). Les determinants de la procrastination academique: Un modele mediationnel du contexte familial et des processus du soi [The determinants of academic procrastination: A mediational model of the family context and processes of the self]. Canadian Journal of Behavioural Science, 35, 97-110.
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  • 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, 992-1004.
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  • Guay, F., & Boggiano, A. K. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27, 643-650.
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  • Senecal, 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.
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  • Guay, F., Vallerand, R. J., & Blanchard, C. M. (2000). On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion, 24, 175-213.
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  • 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 drop out. Journal of Personality and Social Psychology, 72, 1161-1176.
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  • 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, 173-182.
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  • Guay, F., & Vallerand, R. J. (1996). Social context, student's motivation, and academic achievement: Toward a process model. Social Psychology of Education, 1, 211-233.
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  • Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274.
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