Structure

Robichaud, J.-M., Mageau, G. A., Soenens, B.Mabbe, E. (2024) Should parents combine reasoning with firm control to nurture adolescent socialization? Comparing logical consequences with mild punishments. Canadian Journal of Behavioural Science, Advance online publication

King, T.Smits, A.Jaarsma, D.Voogt, J. (2024) What need-supportive and need-thwarting teaching behaviors do university teachers use in their honors classes? An observational study. International Journal of Educational Research, 6 ,100331

Patall, E. A.Yates, N.Lee, J.Chen, M. (2023) A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement. Educational Psychologist, 59(1) ,42-70

Arvanitis, A.Barrable, A.Touloumakos, A. K. (2023) The relationship between autonomy support and structure in early childhood nature‐based settings: Practices and challenges. Learning Environments Research,

Robichaud, J-M.Normandin, A-L., Mageau, G. A. (2021) The socializing role of the problem-constraint link: A multimethod investigation. Journal of Applied Developmental Psychology, 73 ,101260

Robichaud, J-M., Mageau, G. A. (2020) The socializing role of logical consequences, mild punishments and reasoning in rule-breaking contexts involving multifaceted issues. Social Development, 29 ,356-372

Robichaud, J-M., Mageau, G. A., Soenens, B. (2020) The role of logical consequences in adolescents’ cognitive precursors of compliance and internalization. Journal of Experimental Child Psychology, 192 ,104777

Cheon, S. H., Reeve, J., Vansteenkiste, M. (2020) When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. , Teaching and Teacher Education , 90 (pp. 103004) doi: 10.1016/j.tate.2019.103004

Robichaud, J-M.Lessard, J.Labelle, L., Mageau, G. A. (2019) The role of logical consequences and autonomy support in children’s anticipated reactions of anger and empathy. Journal of Child and Family Studies, 29(6) ,1511-1524

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

Mageau, G. A.Lessard, J., Carpentier, J., Robichaud, J-M. (2018) Effectiveness and acceptability beliefs regarding logical consequences and mild punishments. Journal of Applied Developmental Psychology, 54 ,12-22

Mouratidis, A.Michou, A., Aelterman, N., Haerens, L. (2018) Begin-of-school-year perceived autonomy-support and structure as predictors of end-of-school-year study efforts and procrastination: the mediating role of autonomous and controlled motivation. Educational Psychology: An International Journal of Experimental Educational Psychology, 38(4) ,435-450

Aelterman, N., Vansteenkiste, M.Van Keer, H., Haerens, L. (2016) Changing teachers’ beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training. Psychology of Sport and Exercise, 23 ,64-72

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

Grolnick, W. S.Raftery-Helmer, J. N.Flamm, E. S.Marbell, K. N. (2015) Parental provision of academic structure and the transition to middle school. Journal of Research on Adolescence, 25 ,668-684

Grolnick, W. S.Raftery-Helmer, J. N.Marbell, K. N.Flamm, E. S. (2014) Parental provision of structure: Implementation and correlates in three domains. Merrill-Palmer Quarterly, 60(3) ,355-384

Flamm, E. S., Grolnick, W. S. (2013) Adolescent adjustment in the context of life change: The supportive role of parental structure provision. Journal of Adolescence, 36(5) ,899-912

Vansteenkiste, M.Sierens, E.Goossens, L., Soenens, B. (2012) Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22 ,431-439

Farkas, M. S., Grolnick, W. S. (2010) Examining the components and concomitants of parental structure in the academic domain. Motivation and Emotion, 34 ,266–279

Jang, H., Reeve, J., Deci, E. L. (2010) Engaging students in learning activities: It’s not autonomy support or structure, but autonomy support and structure. Journal of Educational Psychology, 102(3) ,588-600

Sierens, E., Vansteenkiste, M.Goossens, L., Soenens, B. (2009) The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79 ,57-68

Cleveland, E. S.Reese, E. (2005) Maternal structure and autonomy support in conversations about the past: Contributions to children’s autobiographical memory. Developmental Psychology, 41(2) ,376-388

Koestner, R., Ryan, R. M.Bernieri, F.Holt, K (1984) Setting limits on children’s behavior: The differential effects of controlling versus informational styles on children’s intrinsic motivation and creativity. Journal of Personality, 52(3) ,233-248