Recent articles


Duchesne, S., Ratelle, C.F., & Larose, S. (2021). Bidirectional relations between autonomous motivations and approach goals and their contribution to school functioning. Educational Psychology.


Busque-Carrier, M., Ratelle, C.F., & LeCorff, Y. (2021). The mediating role of need satisfaction and frustration on the association from work values to job satisfaction. Journal of Career Development.


Busque-Carrier, M., Ratelle, C. F., & Le Corff, Y. (2021). Linking work values profiles to basic psychological need satisfaction and frustration. Psychological Reports.


Madjar, N., Ratelle, C.F., & Duchesne, S. (2021). A longitudinal analysis of the relationships between students’ internalized symptoms and their achievement goals. Motivation Science.


Bélanger, C. & Ratelle, C.F. (2020). Passion in university: The role of the dualistic model of passion in explaining students’ academic functioning. Journal of Happiness Studies.


Duchesne, S. & Ratelle, C.F. (2020) Achievement goals, motivations, and social and emotional adjustment in high school: A longitudinal mediation test. Educational Psychology, 40, 1033-1051.


Guay, F., Bureau, J.S., Litalien, D., & Ratelle, C.F. (2020). A self-determination theory perspective on RIASEC interest types: Autonomy and controlled orientations as predictors of self-efficacy and college program choices. Motivation Science6, 164–170.


Ratelle, C.F., Duchesne, S., Litalien, D., & Plamondon, A. (2020). The role of parents in supporting adaptation in school: A psychological needs perspective. Journal of Educational Psychology.


Gagnon, É., Ratelle, C.F., Guay, F., & Duchesne, S. (2019). Developmental trajectories of vocational exploration from adolescence to early adulthood: The role of parental need supporting behaviors. Journal of Vocational Behavior, 115, 103338.


Litalien, D., Gillet, N., Gagné, M., Ratelle, C.F., & Morin, A.J.S. (2019). Self-determined motivation profiles among undergraduate students: A robust test of profile similarity as a function of gender and age. Learning and Individual Differences70, 39-52.


Denault, A.-S., Ratelle, C.F., Duchesne, S., & Guay, F. (2019). Extracurricular activities and vocational indecision: A look at the mediating effect of vocational exploration. Journal of Vocational Behavior, 110, 43-53.


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.


Ratelle, C.F., Morin, A.J.S., Guay, F., & Duchesne, S. (2018). Sources of evaluation of parental behaviors as predictors of achievement outcomes. Motivation and Emotion,42, 513-526.


Guay, F, Ratelle, C.F., Lessard, V., Dubois, P., & Duchesne, S. (2018). Mothers’ and fathers’ autonomy-supportive and controlling behaviors: An analysis of interparental contributions. Parenting: Science and Practice, 18, 45-65.


Maltais, C., Duchesne, S., Ratelle, C. F., & Feng, B. (2017). Learning climate, academic competence, and anxiety during the transition to middle school: Parental attachment as a protective factor. European Review of Applied Psychology, 67, 103-112.


Ratelle, C.F., Duchesne, S, & Guay, F. (2017). Predicting school adjustment from multiple perspectives on parental behaviors. Journal of Adolescence, 54, 60-72.


Duchesne, S. & Ratelle, C.F., Feng, B. (2017). Psychological need satisfaction and achievement goals: Exploring indirect effects of academic and social adaptation following the transition to secondary school. Journal of Early Adolescence, 37, 1280-1308.