Julien Chanal

Flunger, B., & Chanal, J. (2023). doi: 10.4324/9781003303473-5

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Paumier, D., & Chanal, J. (2023). The differentiated mediation effect of academic autonomous and controlled motivation in the relation between self-concept and achievement. Learning and Motivation, 83, 101918. doi: 10.1016/j.lmot.2023.101918

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Paumier, D., & Chanal, J. (2022). The antecedents and consequences of autonomous and controlled motivation: Domain specificity and motivational sequence at the situational level. Frontiers in Psychology, 13, 987582. doi: 10.3389/fpsyg.2022.987582

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Psychological Science Accelerator Self-Determination Theory Collaboration:, Ryan, R. M., Legate, N., Nguyen, T., Weinstein, N., Moller, A. C., Legault, L., Carpentier, J., Carpentier, J., & Chanal, J. (2022). A global experiment on motivating social distancing during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 119(22), e2111091119. doi: 10.31234/osf.io/n3dyf

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Boiché, J., Escalera, M. Y., & Chanal, J. (2020). Students physical activity assessed by accelerometers and motivation for physical activity during class: Should we consider lessons as a whole or only active periods?. PlosOne, e0229046. doi: 10.1371/journal.pone.0229046

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Chanal, J., & Paumier, D. (2020). The school-subject-specificity-hypothesis: Implication in the relationship with grades. PlosOne, 15(4), e0230103. doi: 10.1371/journal. pone.0230103

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Chanal, J., Cheval, B., Courvoisier, D. S., & Paumier, D. (2019). Developmental relations between motivation types and physical activity in elementary school children. Psychology of Sport and Exercise, 43, 233-242. doi: 10.1016/j.psychsport.2019.03.006

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Audrin, C., Cheval, B., & Chanal, J. (2018). Materialism modulates the impact of mortality salience on impulsive tendencies toward luxury brands. 42(2), 115-122. doi: 10.1080/07481187.2017.1334008

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Paumier, D., & Chanal, J. (2018). Motivation autodéterminée, conséquences motivationnelles et hypothèse de spécificité en contexte scolaire : Etat des lieux, implications, et perspectives. Revue française de pédagogie, 23, 111-130. doi: 10.4000/rfp.8160

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Audrin, C., Brosch, T., Sander, D., & Chanal, J. (2018). More than meets the eye: the impact of materialism on information selection during luxury choices. Frontiers in Behavioral Neuroscience, 12, 172. doi: 10.3389/fnbeh.2018.00172

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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

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Audrin, C., Ceravolo, L., Chanal, J., Brosch, T., & Sander, D. (2017). Associating a product with a luxury brand label modulates neural reward processing and favors choices in materialistic individuals. Scientific Reports, 7, 16176. doi: 10.1038/s41598-017-16544-6

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Audrin, C., Brosch, T., Chanal, J., & Sander, D. (2017). When symbolism overtakes quality: Materialist consumers disregard product quality when facing luxury brands. Journal of Economic Psychology, 61, 115-123. doi: 10.1016/j.joep.2017.04.001

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Boiché, J., Sarrazin, P., & Chanal, J. (2015). A Longitudinal Study of Perceived Conflict and Instrumental Relationships Between Life Contexts Among Adolescents: The Role of Self-Determined Motivation. Journal of Applied Sport Psychology, 27(4), 430-448. doi: 10.1080/10413200.2015.1042170

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

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Barkoukis, V., Taylor, I., Chanal, J., & Ntoumanis, N. (2014). The relationship between student motivation and student grades in PE: A three-year investigation. Scandinavian Journal of Medicine & Science in Sports, 24(5), e406-e414. doi: https://doi.org/10.1111/sms.12174

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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. doi: 10.1348/000709910X499084

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Boiché, J. C., Sarrazin, P. G., Grouzet, F. M., Pelletier, L. G., & Chanal, J. (2008). Students’ motivational profiles in physical education and achievement outcomes: A Self-Determination Theory perspective. Journal of Educational Psychology, 100, 688-701. doi: 10.1037/0022-0663.100.3.688

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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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Sarrazin, P. G., Tessier, D. P., Pelletier, L. G., Trouilloud, D. O., & Chanal, J. (2006). The effects of teachers' expectations about students' motivation on teachers' autonomy-supportive and controlling behaviors. International Journal of Sport and Exercise Psychology, 4, 283-301.

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Sarrazin, P., Trouilloud, D., Tessier, D., Chanal, J., & Bois, J. (2005). Attentes de motivation et comportements différenciés de l’enseignant d’Education Physique et Sportive à l’égard de ses élèves : une étude en contexte naturel d’enseignement. European Review of Applied Psychology (Revue Européenne de Psychologie Appliquée), 55(2), 111-120. doi: 10.1016/j.erap.2004.06.005

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