Catherine Ratelle

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. (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:

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.

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: