Jungert, T., Schattke, K., Proulx, F. A., Taylor, G., & Koestner, R. (2020). Whose autonomy support is more effective? Managers' or Co‐Workers’? An experimental comparison of source and occupational context on intrinsic motivation. Canadian Journal of Administrative Sciences, Advance Online First doi: 10.1002/cjas.1598
Malboeuf-Hurtubise, C., Joussemet, M., Taylor, G., & Lacourse, E. (2017). . In , Effects of a mindfulness-based intervention on the perception of basic psychological need satisfaction among special education students (Vol 65(1), pp. 33-44). : . doi: 10.1080/1034912X.2017.1346236
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
Taylor, G., Lekes, N., Gagnon, H., Kwan, L., & Koestner, R. (2012). Need satisfaction, work-school interference and school dropout: An application of self-determination theory. British Journal of Educational Psychology, 82, 622-646. doi: doi: 10.1111/j.2044-8279.2011.0250.x
Lekes, N., Joussemet, M., Koestner, R., Taylor, G., Hope, N. H., & Gingras, I. (2011). Transmitting intrinsic values from mothers to adolescents: The moderating role of a supportive family environment. Child Development Research doi: 10.1155/2011/167146
Koestner, R., Taylor, G., Losier, G. F., & Fichman, L. (2010). Self-regulation and adaptation during and after college: A one-year prospective study. Personality & Individual Difference, 49, 869-873. doi: 10.1016/j.paid.2010.07.019
Renaud-Dube, A., Taylor, G., Lekes, N., Koestner, R., & Guay, F. (2010). Adolescents' motivation toward the environment: Age-related trends and correlates. Canadian Journal of Bahavioural Science, 42, 194-199. doi: 10.1037/a0018596
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 Behavioral Science, 42(3), 194-199. doi: 10.1037/a0018596
