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Personne :
Guay, Frédéric

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Guay

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Frédéric

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Université Laval. Département des fondements et pratiques en éducation

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ncf10609833

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Voici les éléments 1 - 10 sur 92
  • PublicationAccès libre
    Motivation at school : differentiation between and within school subjects matters in the prediction of academic achievement
    (Anadolu University, 2018-05-21) Bureau, Julien S.; Guay, Frédéric
    School motivation is a multidimensional concept. It can be qualitatively defined by various sources of regulation as well as by the school subject to which it pertains. Based on self-determination theory, we postulate that motivation types vary in terms of quality (from lower to higher quality these types are: external, introjected, identified, and intrinsic) and that higher motivational quality predicts positive outcomes. In this study, we examined school subject differentiation in motivational quality and prediction patterns of academic achievement. Results from bi-factor ESEM examining differences in motivational quality within a subject (French, math, and English as a second language) showed that high general levels of motivation in math and English predicted achievement, and more so in the corresponding school subject. Intrinsic motivation for a school subject was generally positively associated with achievement, but only in the corresponding school subject, whereas introjected and external regulations for most school subjects negatively predicted achievement in the corresponding school subject, but also in the other ones. Results from bi-factor ESEM examining differences in motivation levels for distinct school subjects for a given motivation type showed that general levels of intrinsic and external regulations across school subjects predicted achievement positively and negatively, respectively, in all school subjects, while intrinsic motivation, but also identified regulation, had positive subject-specific associations with achievement. The specificity of intrinsic and identified motivations and non-specificity of introjected and external motivations point toward various recommendations in school motivation research and practice. While assessment of autonomous motivations should be subject-specific, assessment of controlled motivations could be general with no loss of predictive power.
  • PublicationRestreint
    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.
  • PublicationRestreint
    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)
  • PublicationAccès libre
    Predicting career indecision : a self-determination theory perspective
    (American Psychological Association, 2003-04-01) Gauthier, Lysanne.; Guay, Frédéric; Sénécal, Caroline; Fernet, Claude.
    The purpose of this study was to propose and test a model of career indecision based on self-determination theory (E. L. Deci & R. M. Ryan, 1985). This model posits that peer and parental styles predicted career indecision through perceived self-efficacy and autonomy. Participants were 834 college students (236 men, 581 women, 17 without gender identification). Results from structural equation modeling provided support for the proposed model and showed that the model was invariant across gender. Discussion centers on the theoretical and practical implications of the results.
  • PublicationRestreint
    Antecedents and outcomes of work-family conflict : toward a motivational model
    (Sage, 2001-02-01) Guay, Frédéric; Vallerand, Robert J.; Sénécal, Caroline
    The purpose of the present study was to propose and test a model of work-family conflict based on Self-Determination Theory and the Hierarchical Model of Intrinsic and Extrinsic Motivation. The model posits that positive interpersonal factors both at work (i.e., one’s employer) and at home (e.g., one’s spouse) influence work and family motivation. Moreover, the model proposes that low levels of self-determined family and work motivation both contribute to family alienation, which in turn influences the experience of work-family conflict. Finally, work-family conflict leads to feelings of emotional exhaustion. Results from structural equation modeling supported the model. Although the model was supported for both men and women, some sex differences were uncovered at the mean level. Theoretical implications of the findings are discussed.
  • PublicationRestreint
    Personal and social support factors involved in students' decision to participate in formal academic mentoring
    (Academic Press., 2008-11-13) Larose, Simon; Guay, Frédéric; Garceau, Odette; Harvey, Marylou; Deschênes, Claire.; Cyrenne, Diane
    In this study, we examined the role of personal and social support factors involved in students’ decision to participate in formal academic mentoring. Three hundred and eighteen students completing Grade 11 and planning to study sciences in college filled out a questionnaire and were then asked to participate in an academic mentoring program during their first year of college. A total of 150 students agreed to take part in this program (volunteers) and 168 declined the offer (non-volunteers). The overall findings support the hypothesis that academic mentoring is more attractive for some students than others depending on their personality, help-seeking attitudes, academic dispositions, perceived support from friends, and support available during the transition to college. These findings were discussed in light of the different mechanisms proposed by mentoring and social support literatures.
  • PublicationRestreint
    Regard transactionnel sur l’effet des stratégies punitives mobilisées par l’enseignant auprès des élèves présentant des problèmes de comportements extériorisés
    (Suresnes INSHEA, 2019-07-01) Boudreault, Alexis; Lessard, Julie; Guay, Frédéric
    Les stratégies punitives sont utilisées par plusieurs enseignants pour réduire les comportements extériorisés chez les élèves. Cet article décrit, à l’aide d’un modèle transactionnel, comment ces stratégies affectent les interactions entre l’enseignant et l’élève qui présente des problèmes de comportements extériorisés. L’utilisation de ces stratégies est susceptible de maintenir, voire d’exacerber les problèmes de comportement, en plus d’entrainer un cycle d’échec scolaire, tout en favorisant une augmentation des situations conflictuelles avec l’élève et l’augmentation des risques pour l’enseignant de développer de l’épuisement professionnel. La dernière section de cet article présentera certaines pistes de solutions, dont la formation continue, afin de prévenir les situations conflictuelles et l’utilisation chez les enseignants de stratégies punitives.
  • PublicationRestreint
    Trajectories of academic self-concept during the elementary school years : a growth mixture analysis
    (JAI Press, 2022-08-17) Bradet, Richard; Boivin, Michel; Guay, Frédéric; Ahn, Jiseul Sophia; Morin, Alexandre J. S.; Marsh, Herbert W.
    In this study, we seek to identify different profiles of children following distinct developmental trajectories of academic self-concept. Moreover, we look at their developmental outcomes regarding school achievement and educational attainment. This study relied on an accelerated longitudinal design that followed three cohorts of elementary school children (445, 479 and 356 students respectively in Grade 2, 3, and 4) during three consecutive school years (49.5 % girls). Results from growth mixture analyses revealed four distinct trajectory profiles: Low Stable (28.71 %), Moderate Decreasing (40.4 %), High Decreasing (10.71 %), and High Increasing (20.18 %). Compared to children with other profiles, children with a Low Stable profile displayed lower levels of academic achievement over the elementary school years, as well as lower educational attainment 9 years later, whereas children with one of the High profiles displayed the
  • PublicationRestreint
    Adjusting to job demands : the role of work self-determination and job control in predicting burnout.
    (Elsevier, 2003-09-16) Guay, Frédéric; Sénécal, Caroline; Fernet, Claude.
    This study examined the dynamic interplay among job demands, job control, and work self-determination in order to predict burnout dimensions. A three-way interaction effect was found between job demands, job control and work self-determination in predicting each dimension of burnout (emotional exhaustion, depersonalization, and personal accomplishment). Overall, results showed that job control moderates the unhealthy effects of job demands in predicting emotional exhaustion and depersonalization only for employees with high levels of work self-determination. In addition, job control increases the relation between job demands and the sense of personal accomplishment only for employees with high levels of work self-determination. These results are discussed in light of the Job Demand–Control model.
  • PublicationRestreint
    Motivations underlying career decision-making activities : the career decision-making autonomy scale (CDMAS).
    (Psychological Assessment Resources, Inc., 2005-02-01) Guay, Frédéric
    The purpose of the present research was to develop and validate a measure of motivation toward career decision-making activities, the Career Decision-Making Autonomy Scale (CDMAS). The CDMAS is designed to assess the constructs of intrinsic motivation, identified regulation, introjected regulation, and external regulation. A longitudinal study was used to develop and validate the CDMAS. Overall, results show that the CDMAS is composed of four internally consistent factors. The construct validity of the scale is also supported by (a) a quasi-simplex pattern of correlations, (b) correlations with personality variables and vocational constructs, and (c) convergent and divergent correlations. In sum, the CDMAS represents a valid self-report measure of intrinsic motivation, identified regulation, introjected regulation, and external regulation toward career decision-making activities.