Primary and Elementary Education

Malboeuf-Hurtubise, C., Taylor, G.Lambert, D.Paradis, P-O. (2024) Impact of a mindfulness-based intervention on well-being and mental health of elementary school children: Results from a randomized cluster trial. Scientific Reports, 14 ,15894

Chiu, T. (2023) Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective. Interactive Learning Environments, 31(6) ,3326-3339

Escriva-Boulley, G., Haerens, L.Tessier, D.Sarrazin, P. (2021) Antecedents of primary school teachers’ need-supportive and need-thwarting styles in physical education. European Physical Education Review, 27(4) ,961-980

Gordeeva, T. O.Sychev, O. A., Lynch, M. F. (2020) The construct validity of the Russian version of the Modified Academic Self-Regulation Questionnaire (SRQ-A) among elementary and middle school children. Psychology in Russia: State of the Art, 13 ,113-131

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

Cimon-Paquet, C.Bernier, A.Matte-Gagne, C., Mageau, G. A. (2020) Early maternal autonomy support and mathematical achievement trajectories during elementary school. Learning and Individual Differences, 79 ,101855

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

Escriva-Boulley, G.Tessier, D., Ntoumanis, N. (2018) Need-supportive professional development in elementary school physical education: Effects of a cluster-randomized control trial on teachers’ motivating style and student physical activity. Sport, Exercise, and Performance Psychology, 7(2) ,218-234

Oga-Baldwin, W. L. Q.Nakata, Y., Ryan, R. M. (2017) Motivating young learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. Contemporary Educational Psychology, 49 ,140-150

Garon-Carrier, G.Boivin, M., Guay, F.Kovas, Y. (2016) Intrinsic motivation and achievement in mathematics in elementary school: A longitudinal investigation of their association. Child Development, 87 ,165-175

De Naeghel, J.Van Keer, H., Vansteenkiste, M., Haerens, L. (2016) Promoting elementary school students’ autonomous reading motivation: Effects of a teacher professional development workshop. , The Journal of Educational Research , 109(3) (pp. 232-252) doi: 10.1080/00220671.2014.942032

Oga-Baldwin, W. L. Q.Nakata, Y. (2015) Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in Japanese elementary foreign language classes. Japanese Psychological Research, 57(3) ,167-179

Oga-Baldwin, W. L. Q.Nakata, Y. (2014) Supplementing the elementary foreign language course of study with a self-determination framework. International Journal of Curriculum Development and Practice, 16(1) ,13–26

Guay, F., Chanal, J., Ratelle, C. F.Marsh, H. W. (2010) Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80 ,711–735

Joussemet, M.Vitaro, F.Barker, E. D.Coté, S. (2008) Controlling parenting and physical aggression during elementary school. Child Development, 79 ,411-425