Lisa Legault

Sherman, A.K., Bird, S., Powers, S., Rowe, A., & Legault, L. (2016). Motivational orientation explains the link between political ideology and proenvironmental behavior. Ecopsychology, 8(4), 239-249. doi: 10.1089/eco.2016.0029.

Legault, L., & Amiot, C. (2014). The role of autonomy in intergroup processes: Integrating Self-Determination Theory and intergroup approaches. In N. Weinstein (Ed.), Integrating Human Motivation and Interpersonal Relationships: Theory, Research and Applications (pp. 159-190). New York: Springer.

Inzlicht, M., & Legault, L. (2014). No pain, no gain: How distress underlies effective self-control (and unites diverse social psychological phenomena). In J. Forgas & E. Harmon-Jones (Eds.), New York: Psychology Press.

Legault, L., & Inzlicht, M. (2013). Self-determination, self-regulation and the brain: Autonomy improves performance by enhancing neuroaffective responsiveness to self-regulation failure. Journal of Personality and Social Psychology, 105, 123-128. doi: 10.1037/a0030426

Legault, L., & Green-Demers, I. (2012). The protective role of self-determined prejudice regulation in the relationship between intergroup threat and prejudice. Motivation and Emotion, 36, 143-158. doi: 10.1007/s11031-011-9242-9

Legault, L., Al-Khindi, & Inzlincht, I. (2012). Preserving integrity in the face of performance threat: Self-affirmation enhances neurophysiological responsiveness to errors.. Psychological Science, 23, 1455-1460. doi: 10.1177/0956797612448483

Legault, L., Gutsell, J. N., & Inzlicht, M. (2011). Ironic effects of anti-prejudice messages: How motivational interventions can reduce (but also increase) prejudice.. Psychological Science, 22, 1472-1477. doi: 10.1177/0956797611427918

Legault, L., Green-Demers, I., Grant, P., & Chung, J. (2007). On the self-regulation of implicit and explicit prejudice: A self-determination theory perspective. Personality and Social Psychology Bulletin, 33, 732-749.

Legault, L., Green-Demers, I., & Pelletier, L. G. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and social support. Journal of Educational Psychology, 98, 567-582. doi: 10.1037/0022-D663.98.3.567

Pelletier, L. G., Levesque, C. S., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behavior. Journal of Educational Psychology, 94, 186-196.