Personne : Ratelle, Catherine
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Université Laval. Département des fondements et pratiques en éducation
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- PublicationAccès libreTrajectories of psychological need satisfaction from early to late adolescence as a predictor of adjustment in school(ScienceDirect, 2014-10-06) Ratelle, Catherine; Duchesne, StéphaneThe present longitudinal study described developmental patterns of perceived psychological need satisfaction (PNS) from the end of elementary school to the end of high school and their contribution to school adjustment at the end of high school. The first goal thus consisted in estimating whether developmental trajectories of perceived PNS were homogeneous (i.e., all students reported similar developmental patterns) or heterogeneous (i.e., there were several distinct developmental trajectories). The second goal involved comparing trajectory groups on dimensions of school adjustment (social, academic, and emotional–personal). A stratified sample of 609 students (277 boys, 332 girls) was surveyed annually on a 6-year period, from the end of elementary school until the end of high school. Results of group-based trajectory modeling (Nagin, 1999, 2005) revealed that developmental trajectories of PNS were heterogeneous for autonomy, competence, and relatedness. For each need, four distinct developmental patterns were identified. These trajectories varied in shape, composition, and magnitude such that some students reported increasing PNS over time while others reported stable or decreasing PNS. Results from multivariate analyses revealed that students in upper trajectories (e.g., reporting higher levels of PNS, either stable or increasing) generally reported higher levels of academic, social, and personal–emotional adjustment at the end of high school. Results are discussed with respect to their implications for research and interventions.
- PublicationAccès libreDistinguishing 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, CatherineCareer 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.
- PublicationAccès libreA 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, DavidUsing 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.
- PublicationAccès libreComparing 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, StéphaneThrough 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.
- PublicationAccès libreDifferent ways to support and thwart autonomy : parenting profiles and adolescents’ career decision making(Sage Publications, 2022-03-10) Ratelle, Catherine; Ahn, Jiseul Sophia; Plamondon, AndréGrounded in self-determination theory, this study aimed to (a) identify profiles of parental autonomy support and control and (b) examine how these profiles predict indicators of adolescents' career development (i.e., autonomy and competence in career exploration and indecision). To this end, we used three annual waves of data covering the postsecondary transition: the last 2 years of secondary school (T1 and T2) and 1 year after graduation (T3). The sample included 637 French-Canadian adolescents (54% girls; Mage at T1 = 14). Latent profile analyses were conducted to identify parenting profiles at T1 and T2, which were then associated with the indicators of career development at T2 and T3, respectively, while controlling for their autoregressive effects and sociodemographic information. Four comparable profiles were identified at both waves (i.e., Autonomy Supported, Generally Controlled, Mixed, and Guilt Induced), with a fifth profile (i.e., High Expectations) emerging only at T2. As expected, Autonomy Supported adolescents reported the highest levels of autonomy and competence and the lowest levels of indecision at both T2 and T3. The expected maladaptive nature of the Generally Controlled profile, however, was found only at T3, when this profile of adolescents became clearly differentiated from the autonomy supported profile on their career development outcomes. Regardless of the saliency of one specific controlling strategy, parental control hampered adolescents' career development, undermining autonomy and competence in career decision-making. These findings reiterate the benefits of autonomy support and the costs of parental control in adolescents' career development particularly in the long run.
- PublicationAccès libreDevelopmental trajectories of vocational exploration from adolescence to early adulthood : the role of parental need supporting behaviors(ScienceDirect, 2019-08-07) Guay, Frédéric; Ratelle, Catherine; Gagnon, Émilie; Duchesne, StéphaneThe goal of this study was to examine developmental trajectories of youths’ vocational exploration from mid-adolescence until emerging adulthood and to test the contribution of parental behaviors and family characteristics to trajectory group membership. Based on a self-determination perspective the contribution of parental behaviors was examined through need supportive behaviors of autonomy support, involvement, and structure. The sample included 522 high school students (55% girls) surveyed longitudinally over a 5-year period. Results from growth mixture modeling revealed that vocational exploration was heterogeneous, where three distinct developmental patterns were identified (Low and Stable, Moderately High and Increasing, and High and Increasing). Furthermore, high levels of parental need supportive behaviors predicted trajectory group membership, and more specifically, belonging to the optimal trajectory of vocational exploration (i.e. High and Increasing). Family characteristics (i.e., marital status, income, maternal education) were grouped into a family risk score, and high risk scores predicted being in the High and Increasing trajectory while low family risk scores predicted being in the Low Exploration trajectory. Results have important scientific and practical implications for youths’ vocational exploration and development.
- PublicationAccès librePredicting school adjustment from multiple perspectives on parental behaviors(Published for the Association for the Psychiatric Study of Adolescents by Academic Press, c1978-, 2016-11-19) Guay, Frédéric; Ratelle, Catherine; Duchesne, StéphanePast research supported the importance of parental autonomy support, involvement, and structure for student outcomes. The goal of this study was to test the contribution of these behaviors from mothers and fathers in predicting adolescents' adjustment in school using a multi-informant approach. A sample of 522 adolescents (233 boys, 389 girls), their mothers (n = 535), and fathers (n = 296) participated in the study. Results revealed that parents' self-evaluations explained additional variance in children's school adjustment, over and beyond the contribution of children's evaluation of their parents. Maternal reports on their positive behaviors (autonomy support, involvement, and structure) predicted their child's academic and emotional adjustment while their reported control predicted lower levels of these. Fathers' self-reported positive behaviors predicted academic adjustment while their control predicted lower academic and personal-emotional adjustment. These findings support the importance of multiple assessments of parental behaviors for improving the prediction of adjustment in school.
- PublicationAccès libreThe role of mothers in supporting adaptation in school : a psychological needs perspective(American Psychological Association, 2020-01-16) Ratelle, Catherine; Duchesne, Stéphane; Litalien, David; Plamondon, AndréSchool is where adolescents spend the largest share of their waking time. The present study focused on the factors that contribute to students’ adjustment to school from a self-determination perspective. We tested the predictive value of parental behaviors (autonomy support, structure, and involvement) on the different dimensions of school adjustment (social, academic, and personal-emotional) and the mediating role played by psychological need satisfaction in school (i.e., autonomy, competence, and relatedness). The sample included 663 adolescents (55% girls) surveyed over a 3-year period. Results supported the unique contribution of parental behaviors and psychological need satisfaction for different dimensions of school adjustment. Indirect effects suggested that the need for relatedness explains the relationship from structure to school adjustment, whereas competence explained the prediction of autonomy support on social adjustment. These findings can guide interventions for students by identifying the family and personal factors that contribute to their academic, social, and personal-emotional adjustment.
- PublicationAccès libreUsing the self-directed search in research : selecting a representative pool of items to measure vocational interests(College of Education, University of Missouri-Columbi, 2011-01-13) Guay, Frédéric; Poitras, Sarah-Caroline; Ratelle, CatherineUsing Item Response Theory (IRT) and Confirmatory Factor Analysis (CFA), the goal of this study was to select a reduced pool of items from the French Canadian version of the Self-Directed Search—Activities Section (Holland, Fritzsche, & Powell, 1994). Two studies were conducted. Results of Study 1, involving 727 French Canadian students, showed that the psychometric qualities of the 66-item French Canadian version are equivalent to those of the original English version. Based on IRT and factor loadings derived from a CFA, 24 items were selected from the original 66 items. In Study 2 (n = 339 French Canadian young adults), we tested and obtained support for the construct validity of the 24 selected items using CFA and correlational analyses among interests’ dimensions. We concluded that the selected pool of items accurately captured Holland’s theoretical framework and showed adequate psychometrics qualities and construct validity.
- PublicationAccès libreOptimal learning in optimal contexts : the role of self-determination in education.(Canadian Psychological Association, 2008-08-01) Guay, Frédéric; Ratelle, Catherine; Chanal, JulienThis literature review provides an overview of education studies that have been guided by self-determination theory (SDT). First, the authors examine studies that have assessed motivation based on SDT. Second, the authors detail research that has focussed on the linkages between motivation types and students' behavioural, affective, and cognitive outcomes. Third, the authors present studies on how learning contexts (parents, teachers) contribute to students' motivational resources. The authors conclude that the motivation types proposed by SDT are important for understanding how students thrive and succeed at school. The authors also highlight the significant role played by teachers and parents in the development of student motivation. The authors conclude with a summary of the benefits of self-motivation for learning and offer some recommendations for the field.
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