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Personne :
Ratelle, Catherine

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Ratelle

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Catherine

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Université Laval. Département des fondements et pratiques en éducation

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ncf11860369

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Voici les éléments 1 - 10 sur 14
  • PublicationAccès libre
    Self-determined motivation profiles among undergraduate students : a robust test of profile similarity as a function of gender and age
    (Elsevier, 2019-01-24) Ratelle, Catherine; Gillet, Nicolas; Litalien, David; Gagné, Marylène; Morin, Alexandre J. S.
    This study examines profiles of undergraduate students defined based on their types of behavioral regulation, as proposed by self-determination theory, as well as the similarity of these academic motivation profiles as a function of gender and age. This research also documents the implications of these profiles for students' vitality and investigates the role of maternal and paternal involvement, autonomy support, and warmth in predicting profile membership. A total of 1072 undergraduate students participated in this study (Mage = 22.7 years; 58.4% female). To test for profile similarity, participants were divided into three age categories. Latent profile analyses revealed five distinct motivation profiles: Knowledge-Oriented, Controlled, Multifaceted, Unmotivated, and Hedonist profiles. These profiles, as well as their associations with the covariates, were similar across gender and age groups. Students' level of vitality varied across profiles and was higher in the Hedonist and Knowledge-Oriented profiles, whereas both parents' warmth predicted membership in profiles characterized by high levels of intrinsic motivation.
  • PublicationAccès libre
    Extracurricular activities and career indecision : a look at the mediating effect of vocational exploration
    (Academic Press, 2018-11-17) Denault, Anne-Sophie; Guay, Frédéric; Ratelle, Catherine; Duchesne, Stéphane
    This study examined whether vocational exploration mediated the association between partici-pation in extracurricular activities and career indecision among high school students. A total of312 students were surveyed over three waves of data collection (Secondary 3 to Secondary 5).Participation in extracurricular activities (number and types), vocational exploration (self andenvironment), and career indecision (undecidedness, self-unclarity, and career choice unim-portance) were self-reported. Results revealed that participation in a higher number of extra-curricular activities predicted an increase in vocational exploration the following year. Moreover,vocational exploration predicted a decrease in career indecision the year after that. However, thepredictive association between participation in extracurricular activities and career indecisionwas not mediated by vocational exploration. Examination of the types of activities (sports; artsand sociocultural activities; academic-related committees, volunteering, and civic activities) alsoshowed that participation in arts and sociocultural activities predicted an increase in vocationalexploration, whereas participation in academic-related committees, volunteering, and civic ac-tivities predicted a decrease in career indecision by the end of the high school years. These resultssuggest that extracurricular activities could be promoted by career counselors as an additionalstrategy for supporting students in their exploration of the world of work)
  • PublicationAccès libre
    Mothers’ and fathers’ autonomy-supportive and controlling behaviors : an analysis of interparental contributions
    (2018-01-09) Guay, Frédéric; Ratelle, Catherine; Dubois, Pascale; Duchesne, Stéphane
    Objective. The goal of this study was to examine how mothers and fathers contribute to each other’s autonomy supportive and controlling behaviors toward their child. Design. The participants were heterosexual parental dyads from two prospective studies (Study 1, n =289; Study 2, n = 202). Mothers and fathers completed questionnaires assessing their autonomy supportive and controlling behaviors toward their adolescent child. Results. In both studies, results from structural equation modeling revealed reciprocal partner effects where mothers’ autonomy support at Time 1 predicted fathers’ autonomy support at Time 2, and fathers’ autonomy support at Time 1 predicted mothers’ autonomy support at Time 2. Reciprocal partner effects were also observed for controlling behaviors. These reciprocal relations were not statistically different across mothers and fathers. Conclusions. These results provide support for interparental contributions regarding autonomy supportive and controlling parenting behaviors. Mothers and fathers should thus be aware that their parenting behaviors can be influenced by each other, including both positive and negative parenting behaviors
  • PublicationRestreint
    University students’ subjective well-being : the role of autonomy support from parents, friends, and the romantic partner
    (Kluwer, 2012-06-16) Guay, Frédéric; Simard, Karine; Ratelle, Catherine
    This study investigated the relations between perceived autonomy support from three significant sources (parents, friends, and the romantic partner) and university students’ subjective well-being (SWB) using two approaches: a variable-centered and person-centered approach. Participants were 256 university students (191 women, 65 men) involved in a romantic relationship. Results from both approaches revealed that students’ perception that significant individuals support their autonomy predicted higher levels of SWB. Furthermore, results from a person-centered approach suggested that students reported the highest levels of SWB when all sources were perceived to be highly autonomy supportive. Together, these findings support a sensitization process of need satisfaction. Implications for SWB and self-determination theory are discussed.
  • PublicationAccès libre
    Instrinsic, identified, and controlled types of motivation for school subjects in young elementary school children
    (British Psychological Society, 2010-12-01) Boivin, Michel; Chanal, Julien; Larose, Simon; Guay, Frédéric; Marsh, Herbert W.; Ratelle, Catherine
    Background: There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school subject differentiation). These two differential approaches have led to important discoveries and provided a better understanding of student motivational dynamics. However, little research has combined these two approaches. Aims: This study examines young elementary students' motivations across school subjects (writing, reading, and maths) from the stance of self-determination theory. First, we tested whether children self-report different levels of intrinsic, identified, and controlled motivation towards specific school subjects. Second, we verified whether children self-report differentiated types of motivation across school subjects. Sample: Participants were 425 French-Canadian children (225 girls, 200 boys) from three elementary schools. Children were in Grades 1 (N=121), 2 (N=126), and 3 (N=178). Results: Results show that, for a given school subject, young elementary students self-report different levels of intrinsic, identified, and controlled motivation. Results also indicate that children self-report different levels of motivation types across school subjects. Our findings also show that most differentiation effects increase across grades. Some gender effects were also observed. Conclusion: These results highlight the importance of distinguishing among types of school motivation towards specific school subjects in the early elementary years.
  • PublicationAccès libre
    Academic self-concept, autonomous academic motivation, and academic achievement : mediating and additive effects
    (2010-08-31) Guay, Frédéric; Roy, Amélie; Ratelle, Catherine; Litalien, David
    Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between autonomous academic motivation and achievement, or 3) both motivational constructs have an additive effect on academic achievement. A total of 925 high school students (404 boys and 521 girls) were asked to complete a questionnaire on two occasions separated by a year interval. Results from SEM analyses provided good support for the hypothesized model positing that autonomous academic motivation mediates the academic self-concept–academic achievement relation. Results are discussed in light of self-determination theory and self-concept theory.
  • PublicationAccès libre
    Using 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, Catherine
    Using 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 libre
    Sources of evaluation of parental behaviors as Predictors of Achievement Outcomes
    (Plenum Press, 2018-04-07) Guay, Frédéric; Ratelle, Catherine; Duchesne, Stéphane
    Parents contribute to their children’s academic achievements by supporting their basic psychological needs. Parents’ need supporting behaviors (NSB) were expected to predict positive academic outcomes such as students’ academic performance and persistence intentions. The present study tested the contribution of parental NSB by distinguishing which of the source of evaluation (parent or adolescent) or specific NSB (autonomy support, involvement, structure) was a better predictor of youths’ academic performance and persistence intentions. This prospective study used a sample of 435 mother-adolescent dyads and 246 father-adolescent dyads, who completed two questionnaires a year apart. Results suggested that poor agreement between sources precluded the adoption of a multitrait-multimethod model. Using distinct factors for mothers, fathers, and adolescents to evaluate each NSB, different predictions were found for each outcome. Our results showed stronger contributions for paternal behaviors than for maternal ones, from the perspective of both students and their parents. These findings are examined in light of theories and research on parenting and education.
  • PublicationAccès libre
    Trajectories of psychological need satisfaction from early to late adolescence as a predictor of adjustment in school
    (ScienceDirect, 2014-10-06) Ratelle, Catherine; Duchesne, Stéphane
    The 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 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.