Catherine Ratelle

Busque-Carrier, M., Ratelle, C. F., & Le Corff, Y. (2021). Work values and job satisfaction: The mediating role of basic psychological needs at work. Journal of Career Development, Advance Online, 1–16. doi: 10.1177/08948453211043878

Ratelle, C. F., Duchesne, S., Litalien, D., & Plamondon, A. (2021). The role of mothers in supporting adaptation in school: A psychological needs perspective. Journal of Educational Psychology, 113(1), 197-212. doi: 10.1037/edu0000455

Duchesne, S., & Ratelle, C. F. (2020). Achievement goals, motivations, and social and emotional adjustment in high school: A longitudinal mediation test. Educational Psychology, 40, 1033-1051. doi: 10.1080/01443410.2020.1778641

Guay, F., Bureau, J. S., Litalien, D., & Ratelle, C. F. (2020). A self-determination theory perspective on RIASEC interest types: Autonomy and controlled orientations as predictors of self-efficacy and college program choices. Motivation Science, 6(2), 164–170. doi: 10.1037/mot0000142

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, 115, 103338. doi: 10.1016/j.jvb.2019.103338

Litalian, D., Gillet, N., Gagné, M., Ratelle, C. F., & Morin, A.J.S. (2019). Self-determined motivation profiles among undergraduate students: A robust test of profile similarity as a function of gender and age. Learning and Individual Differences, 70, 39-52. doi: 10.1016/j.lindif.2019.01.005

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

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. (2017). Predicting school adjustment from multiple perspectives on parental behaviors. Journal of Adolescence, 54, 60-72. doi: 10.1016/j.adolescence.2016.11.008

Ratelle, C. F., & Duchesne, S. (2017). The role of parents in supporting adaptation in school: A motivational perspective. In H.W. Marsh, R.G. Craven, D.M. McInerney & F. Guay (Eds), SELF – Driving Positive Psychology and Wellbeing International (Advances in Self Research, Vol. 6) (pp. 167-197). Charlotte, NC: Information Age.

Duchesne, S., Ratelle, C. F., & 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(9), 1280-1308. doi: 10.1177/0272431616659561

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. doi: 10.1016/j.appdev.2016.07.001

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. doi: 10.1016/j.cedpsych.2014.09.003

Ratelle, C. F., Simard, K., & Guay, F. (2013). University students' subjective well-being: The role of autonomy support from parents, friends, and the romantic partner. Journal of Happiness Studies, 14(3), 893-910. doi: http://dx.doi.org/10.1007/s10902-012-9360-4

Ratelle, C. F., Carbonneau, N., Vallerand, R. J., & Mageau, G. A. (2013). Passion in the romantic sphere: A look at relational outcomes. Motivation and Emotion, 37, 106-120. doi: 10.1007/s11031-012-9286-5

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.

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(4), 367–386.

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.

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. doi: http://dx.doi.org/10.1016/j.lindif.2010.08.001

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.

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.

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.

Mageau, G. A., Vallerand, R. J., Rousseau, F. L., Ratelle, C. F., & Provencher, P. J. (2005). Passion and gambling: Investigating the divergent affective and cognitive consequences of gambling. Journal of Applied Social Psychology, 35, 100-118.

Ratelle, C. F., Senecal, C., Vallerand, R. J., & Provencher, P. (2005). The relationship between school-leisure conflict and educational and mental health indexes: A motivational analysis. Journal of Applied Social Psychology, 35(9), 1800-1823. doi: 10.1111/j.1559-1816.2005.tb02196.x

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.

Ratelle, C. F., Baldwin, M. W., & Vallerand, R. J. (2005). On the cued activation of situational motivation. Journal of Experimental Social Psychology, 41, 482-487. doi: 10.1016/j.jesp.2004.10.001

Ratelle, C. F., Vallerand, R. J., Mageau, G. A., Rousseau, F. L., & Provencher, P. J. (2004). When passion leads to problematic outcomes: A look at gambling. Journal of Gambling Studies, 20(2), 105-119. doi: 1050-5350/04/0600-0105/0

Ratelle, C. F., Vallerand, R. J., Chantal, Y., & Provencher, P. (2004). Cognitive adaptation and mental health: A motivational analysis. European Journal of Social Psychology, 34, 459-476. doi: 10.1002/ejsp.208

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.

Vallerand, R. J., Blanchard, C. M., Mageau, G. A., Koestner, R., Ratelle, C. F., Léonard, M., & Gagné, M. (2003). Les passions de l'ame: On obsessive and harmonious passion. Journal of Personality and Social Psychology, 85(4), 756-767. doi: 10.1037/0022-3514.85.4.756

Rousseau, F. L., Vallerand, R. J., Ratelle, C. F., Mageau, G. A., & Provencher, P. J. (2002). Passion and gambling: On the validation of the Gambling Passion Scale (GPS). Journal of Gambling Studies, 18(1), 45-66.

Vallerand, R. J., & Ratelle, C. F. (2002). Intrinsic and extrinsic motivation: A hierarchical model. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 37-63). Rochester, NY: University of Rochester Press.