Personne :
Guay, Frédéric

En cours de chargement...
Photo de profil
Adresse électronique
Date de naissance
Projets de recherche
Structures organisationnelles
Nom de famille
Université Laval. Département des fondements et pratiques en éducation
Identifiant Canadiana

Résultats de recherche

Voici les éléments 1 - 10 sur 90
  • Publication
    Accès libre
    Comparing the contribution of overall structure and its specific dimensions for competence-related constructs : A bifactor model
    (ScienceDirect, 2018-06-01) Boisclair Châteauvert, Geneviève; Guay, Frédéric; Ratelle, Catherine; Duchesne, Stéphane
    Through structure, parents provide information that makes their children’s environment predictable, thereby contributing to the satisfaction of their need for competence. More recently, researchers have proposed that within parental structure, it is possible to identify six specific dimensions: clear and consistent rules, guidelines, and expectations; predictability; information feedback; opportunities to meet expectations; rationales for rules and expectations; and authority (Farkas & Grolnick, 2010). Because past studies typically assessed one or two of these dimensions, we do not know how useful adding other dimensions would be for predicting constructs related to competence satisfaction. The goal of this one-year prospective study was therefore to determine if including all dimensions of parental structure would improve the prediction of students’ competence-related constructs. The sample included 378 adolescents (53% girls) who completed a survey assessing the six dimensions of parental structure (Time 1) and competence-related constructs (academic achievement and adjustment, vocational efficacy and self-concept; Time 2). Using exploratory structural equation modeling, we tested a bifactorial model of structure, which allowed comparing within a single model the contribution of global structure to that of its underlying dimensions. Results supported the utility of considering all indicators of parental structure, without needing to discriminate among those relating to a specific dimension. Indeed, the global factor was a stronger predictor of constructs, compared to specific dimensions. Implications for research on motivation and parenting are proposed.
  • Publication
    Accès libre
    Motivation towards extracurricular activities and motivation at school : a test of the generalization effect hypothesis
    (Published for the Association for the Psychiatric Study of Adolescents by Academic Press, 2016-12-02) Denault, Anne-Sophie; Guay, Frédéric
    Participation in extracurricular activities is a promising avenue for enhancing students' school motivation. Using self-determination theory (Deci & Ryan, 2000), the goal of this study was to test a serial multiple mediator model. In this model, students' perceptions of autonomy support from their extracurricular activity leader predicted their activity-based intrinsic and identified regulations. In turn, these regulations predicted their school-based intrinsic and identified regulations during the same school year. Finally, these regulations predicted their school-based intrinsic and identified regulations one year later. A total of 276 youths (54% girls) from disadvantaged neighborhoods were surveyed over two waves of data collection. The proposed mediation model was supported for both types of regulation. These results highlight the generalization effects of motivation from the extracurricular activity context to the school context.
  • Publication
    Accès libre
    Validation d’un modèle motivationnel des aspirations professionnelles
    (Canadian Society for the Study of Education, 2010-01-01) Guay, Frédéric; Litalien, David
    Cette étude évalue un modèle motivationnel des aspirations professionnelles et vérifie sa validité selon le sexe des étudiants. Un total de 582 cégépiens (63 % de sexe féminin) ont rempli un questionnaire évaluant chacune des variables du modèle. Cinq mois plus tard, les  participants ont rempli une échelle d’aspirations professionnelles. Les résultats indiquent, entre autres, que les notes et la perception d’appartenance au cégep prédisent positivement les perceptions de compétence des étudiants. En retour, ces perceptions de compétence sont associées à la motivation autodéterminée qui, à son tour, prédit positivement les aspirations professionnelles. Ces résultats se sont avérés les mêmes pour les filles et les garçons.  
  • Publication
    Accès libre
    Distinguishing developmental from chronic career indecision : Self-efficacy, autonomy, and social support
    (Psychological Assessment Resources, Inc., 2006-05-01) Deschênes, Andrée; Larose, Simon; Guay, Frédéric; Sénécal, Caroline; Ratelle, Catherine
    Career indecision can be divided into two categories: developmental and chronic indecision. The former is generally viewed as a developmentally normal problem resulting from a lack of information on the self and on the world of work, whereas the latter is defined as a pervasive inability to make a decision about one’s career. The goals of the present study were to test the validity of this typology of career indecision and to explain these types of indecision as a function of self-efficacy, autonomy, and support from parents and friends. Based on a 3-year longitudinal design with college students (N = 325), results provided validity for this typology by revealing the presence of two indecision groups (chronically undecided and developmentally undecided) and a group of students who are decided. In addition, results indicated that self-efficacy and autonomy are important dimensions that make it possible to distinguish between these three groups.
  • Publication
    Accès libre
    A self determination theory perspective on RIASEC occupational themes : motivation type as predictors of self-efficacy and college program domain
    (American Psychological Association, 2019-04-25) Bradet, Richard; Bureau, Julien S.; Guay, Frédéric; Ratelle, Catherine; Litalien, David
    Using the RIASEC (Realistic, Investigative, Artistic, Social, Enterprising, Conventional; Holland, 1997) model of occupational themes and a one-year prospective study, we investigated if identified, introjected and external regulations for vocational activities and their combination are relevant to understand self-efficacy and attendance in a college program over and above interests (intrinsic motivation). Participants were 966 college students (66% female) who completed measures of motivation types (Time 1) and self-efficacy (Time 1 and Time 2) toward each RIASEC occupational theme. Results based on a variable-centered approach revealed that students with autonomous motivations for a given RIASEC domain generally showed positive changes in self-efficacy in this domain. Students with high self-efficacy and identified regulation were also more likely to pursue a program in a corresponding domain. The combination of the types of motivation to predict outcomes was achieved via person-centered analyses (latent profile analyses). Results indicated three or four profiles' solution by RIASEC domain. In general, being in most adaptive profile (high levels of autonomous motivation, but low levels of controlled motivation) was more adaptive in terms of self-efficacy or attending a college program than other combination of motivation types. Results are discussed in light of Self-Determination Theory and the RIASEC model.
  • Publication
    Accès libre
    Dropout intentions in PhD Studies : a comprehensive model based on interpersonal relationships and motivational resources
    (Academic Press, 2015-03-18) Guay, Frédéric; Litalien, David
    The purpose of this study was to provide a better understanding of doctoral studies persistence and completion by developing and validating a predictive model of dropout intentions. Based on self-determination theory (SDT), the model posits that perceived competence decreases dropout intentions, and that perceived competence is explained by autonomous and controlled regulations, which are in turn predicted by perceived psychological needs support provided by the student's advisor, faculties as well as other graduate students. A two-pronged approach was used: 1) a retrospective comparison of completers and noncompleters (N = 422), and 2) a prospective examination of enrolled PhD students over two trimesters to assess dropout intentions (N = 1060). Overall, the findings of the two studies are similar and support the proposed model. Specifically, perceived competence appears to be the cornerstone of doctoral studies persistence (completion and dropout intentions) and is predicted mainly by autonomous and controlled regulations and advisor support. Both perceived support by advisor and by faculty have an indirect effect on dropout intentions through motivational processes.
  • Publication
    Accès libre
    The virtue of culture in understanding motivation at school : commentary on the special issue on culture and motivation
    (British Psychological Society, 2016-01-03) Guay, Frédéric
    Students' higher level of motivation is not based solely on intrapersonal factors as innate characteristics, but also on contexts in which students are supposed to develop their competencies. Thus, the cultural context is expected to shape motivation. Values and beliefs shared by a cultural group will affect students' motivation to learn and educational outcomes. This special issue on culture and motivation presents a collection of ground-breaking research ideas that advance our knowledge on how motivation is shaped by the cultural context and how motivation processes are affected by the cultural milieu. Hopefully, this special issue will stimulate new research that will advance our understanding of motivation at school.
  • Publication
    Academic self-concept and educational attainment level : a ten-year longitudinal study
    (Taylor & Francis, 2012-01-30) Boivin, Michel; Larose, Simon; Guay, Frédéric
    The purpose of this study was to test children's academic self-concept, family socioeconomic status, family structure (single parent vs. two parent family) and academic achievement in elementary school as predictors of children's educational attainment level in young adulthood within a ten-year longitudinal design. Participants (254 girls, 211 boys) were three cohorts of students in Grades 3, 4, and 5 from ten elementary schools. Results from structural equation modeling revealed that academic self-concept predicted educational attainment level ten years later over and above prior achievement. Moreover, this pattern of results was invariant across cohorts. In addition, regression analyses based on a restricted sample (n = 243) indicated that the academic self-concept/educational attainment level relation was still significant while controlling for family SES, family structure (single parent vs. two parent family), and academic achievement. Discussion focuses on the theoretical and practical implications of the results.
  • Publication
    Adjustment trajectories in college science programs : perceptions of qualities of parents' and college teachers' relationships
    (American Psychological Association., 2007-01-01) Larose, Simon; Guay, Frédéric; Ratelle, Catherine; Duchesne, Stéphane
    This longitudinal study had 2 goals. The 1st goal was to describe trajectories of academic and emotional adjustment in college science programs. The 2nd goal was to determine whether these trajectories differed as a function of students' self-reports of the quality of their relationships with parents and teachers. The sample consisted of 498 students recruited during their last year of high school. Assessment of adjustment continued until the end of the 2nd year of college. For a number of students, the authors observed a significant decline in both academic and emotional adjustment. Moreover, it was possible to identify an at-risk profile characterized by poor academic and emotional adjustment. In examining the students' perceptions of their family and school environments, the authors found that poorly and well-adjusted students differed from each other on the basis of parental but not teachers' relationship quality. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
  • Publication
    Examining perceived control level and instability as predictors of first-year college students’ academic achievement
    (Elsevier, 2012-02-06) Stupnisky, Robert H.; Perry, Raymond P.; Guay, Frédéric; Hall, Nathan C.
    The aim of the present study was to examine the intraindividual level and instability of perceived academic control (PC) among first-year college students, and their predictive effects on academic achievement. Two studies were conducted measuring situational (state) PC on different schedules: Study 1 (N = 242) five times over a 6-month period and Study 2 (N = 80) daily over a 2-week period. Consistent across both studies were confirmatory factor analyses and structural equation models demonstrating significant PC instability, as well as negative correlations between intraindividual PC levels (average across measurements) and instability (standard deviation across measurements). Also, in both studies PC level positively predicted subsequent academic achievement, although no significant PC instability first-order effects were found. Both studies revealed a PC level by instability interaction, as students with high-unstable PC typically received poorer grades than high-stable PC students. Study findings highlight the importance of considering both PC level and instability, and identify a previously unknown group of first-year college students at-risk of under-achieving academically – students with high-unstable perceived control.