Frédéric Guay

Bureau, J. S., Guay, F., Plamondon, A., Ratelle, C. F., Howard, J. L., & Gilbert, W. (2023). Empirical testing of an alternative modeling of the self-determination continuum. Motivation and Emotion, 47, 46–60. doi: 10.1007/s11031-022-09976-9

Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, 92(1), 46-72. doi: 10.3102/00346543211042426

Bureau, J. A., Gareau, A., Guay, F., & Mageau, G. A. (2022). Investigating how autonomy-supportive teaching moderates the relation between student honesty and premeditated cheating. British Journal of Educational Psychology, 92, 175-193. doi: 10.1111/bjep.12444

Dubois, P., Guay, F., & St-Pierre, M-C. (2022). School-to-work transition of youth with learning difficulties: The role of motivation and autonomy support. Exceptional Children, Advance online publication doi: 10.1177/00144029221112285

Guay, F., Bureau, J. S., Boulet, J., & Bradet, R. (2021). COVID-19 illegal social gatherings: Predicting rule compliance from autonomous and controlled forms of motivation. Motivation Science, 7(3), 356-362. doi: 10.1037/mot0000242

Guay, F., Morin, A. J. S., Litalien, D., Howard, J. L., & Gilbert, W. (2021). Trajectories of self-determined motivation during the secondary school: A growth mixture analysis. Journal of Educational Psychology, 113(2), 390. doi: 10.1037/edu0000482

Gilbert, W., Bureau, J. S., Poellhuber, B., & Guay, F. (2021). Predicting college students’ psychological distress through basic psychological need-relevant practices by teachers, peers, and the academic program. Motivation and Emotion, 45, 436-455. doi: 10.1007/s11031-021-09892-4

Howard, J. L., Bureau, J., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300-1323. doi: 10.1177/1745691620966789

Guay, F., Gilbert, W., Falardeau, E., Bradet, R., & Boulet, J. (2020). . In , Fostering the use of pedagogical practices among teachers to support elementary students’ motivation to write (Vol 63, pp. 101922). : . doi: 10.1016/j.cedpsych.2020.101922

Howard, J. L., Gagné, M., Van den Broeck, A., Guay, F., Chatzisarantis, N. L., Ntoumanis, N., & Pelletier, L. G. (2020). A review and empirical comparison of motivation scoring methods: An application to self‐determination theory. Motivation and Emotion, 44, 534–548. doi: 10.1007/s11031-020-09831-9

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

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

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 & Stress, 31:2, 145-163. doi: 10.1080/02678373.2017.1303758

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.

Guay, F., Valois, P., Falardeau, E., & Lessard, V. (2016). . In , Examining the effects of a professional development program on teachers' pedagogical practices and students' motivational resources and achievement in written French (Vol 45, pp. 291-298). : . doi:

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

Chanal, J., & Guay, F. (2015). Are autonomous and controlled motivations school-subjects-specific?. PLoS ONE, 10(8), e0134660. doi: 10.1371/journal.pone.0134660

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

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: 10.1016/j.jvb.2015.02.005

Guay, F., & Litalien, D. (2015). Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources. Contemporary Educational Psychology, 41, 218-231. doi:

Litalien, D., Guay, F., & Morin, A. J. S. (2015). Motivation for PhD studies: Scale development and validation. Learning and Individual Differences, 41, 1-13. doi:

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

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.

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:

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

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.

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.

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.

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. doi:

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. doi: 10.1348/000709910X499084

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. doi:

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

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:

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:

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.

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.

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.

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.

Gauthier, L., Senecal, C., & Guay, F. (2007). Construction et validation de l'échelle de motivation à avoir un enfant (EMAE) [Construction and validation of the Motivation to have a Child Scale (MCS)]. European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée, 57(2), 77-89. doi: 10.1016/j.erap.2006.09.001

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.

Guay, F. (2005). Motivations underlying career decision-making activities: The Career Decision-Making Autonomy Scale (CDMAS). Journal of Career Assessment, 13, 77-97.

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.

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.

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.

Guay, F., Senecal, C., Gauthier, L., & Fernet, C. (2003). Predicting career indecision: A self-determination theory perspective. Journal of Counseling Psychology, 50, 165-177.

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

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.

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.

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.

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.

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.

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.

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.

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.

Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274.