Lisa Legault

Legault, L., Bird, S., Powers, S. E., Sherman, A., Stay, Al., Hou, D., & Janoyan, K. (2019). Impact of a motivational intervention and interactive feedback on electricity and water consumption: A smart housing field experiment. Environment and Behavior doi: 10.1177/0013916518811433

Legault, L. (2017). The Need for Competence. In , New York, NY: Springer. doi: 10.1007/978-3-319-28099-8_1123-1

Legault, L., Ray, K., Hudgins, A., Pelosi, M., & Shannon, W. (2017). Assisted vs. asserted autonomy satisfaction: Their unique associations with wellbeing, integration of experience, and conflict negotiation. Motivation and Emotion, 41(1), 1-21. doi: 10.1007/s11031-016-9593-3

Legault, L., Weinstein, N., Mitchell, J., Inzlicht, M., Pyke, K., & Upal, A. (2017). Owning up to negative ingroup traits: How personal autonomy promotes the integration of group identity. Journal of Personality, 5, 687-701. doi: 10.1111/jopy.12277

Legault, L. (2016). Intrinsic and extrinsic motivation. In V. Zeigler-Hill & T. Shackelford, : . doi: 10.1007/978-3-319-28099-8_1139-1

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, (pp. 159-190). New York: Springer. doi: 10.1007/978-94-017-8542-6_8

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(2), 143-158. doi: 10.1007/s11031-011-9242-9

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., & Eadie, A.L. (2009). When internalization leads to automatization: The role of self-determination in automatic stereotype suppression and implicit prejudice regulation. Motivation and Emotion, 33(1), 10-24. doi: 10.1007/s11031-008-9110-4

Green-Demers, I., Legault, L., Pelletier, D., & Pelletier, L. G. (2008). Factorial invariance of the Academic Amotivation Inventory across gender and grade in a sample of Canadian high school students. Educational and Psychological Measurement, 68(5), 862-880. doi: 10.1177/0013164407313368

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.