Pour savoir comment effectuer et gérer un dépôt de document, consultez le « Guide abrégé – Dépôt de documents » sur le site Web de la Bibliothèque. Pour toute question, écrivez à corpus@ulaval.ca.
 

Personne :
Ratelle, Catherine

En cours de chargement...
Photo de profil

Adresse électronique

Date de naissance

Projets de recherche

Structures organisationnelles

Fonction

Nom de famille

Ratelle

Prénom

Catherine

Affiliation

Université Laval. Département des fondements et pratiques en éducation

ISNI

ORCID

Identifiant Canadiana

ncf11860369

person.page.name

Résultats de recherche

Voici les éléments 1 - 4 sur 4
  • PublicationAccès libre
    Passion in university : the role of the dualistic model of passion in explaining students’ academic functioning
    (Springer, 2020-08-18) Bélanger, Caroline; Ratelle, Catherine
    The dualistic model of passion proposes that harmonious and obsessive passions play distinct roles in predicting individuals’ functioning. Few research projects explored the contribution of passion for one’s studies and none to our knowledge used a person-centered approach. This study aimed to identify passion profiles toward one’s studies and to compare students’ academic functioning (burnout, engagement, satisfaction, dropout intentions, and achievement) as a function of their passion profile. Results of latent profile analysis demonstrated the presence of four profiles: High (high harmonious and obsessive passions), Moderate (moderate harmonious and obsessive passions), Low (low harmonious and obsessive passions), and Optimal (high harmonious passion and low obsessive passion) in a sample of 460 university students. Overall, highly passionate students (High and Optimal profiles) reported the most positive indices of academic functioning while students in the Low profile evidenced the worst levels of academic functioning. Implications of research and intervention on academic passion are discussed.
  • PublicationAccès libre
    The 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, André
    School 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 libre
    Different ways to support and thwart autonomy : parenting profiles and adolescents’ career decision making
    (Sage Publications, 2022-03-10) Ratelle, Catherine; Ahn, Jiseul Sophia; Plamondon, André
    Grounded 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.
  • PublicationRestriction temporaire
    Dynamics of parent-adolescent interactions during a discussion on career choice : the role of parental behaviors and emotions
    (Elsevier, 2022-12-30) Bourret, Mélanie; Ratelle, Catherine; Plamondon, André; Boisclair Châteauvert, Geneviève
    This study examined parental behaviors (autonomy support, control) toward their adolescent child as well as parents’ and adolescents’ positive and negative emotions experienced during parent-adolescent discussions on vocational decision-making. Research showed that repeated daily interactions provide the seeds to stable interactional patterns. Exploring short-term interactions allows to understand the process of behavioral and emotional change that takes place during discussions. Thus, a first goal was to identify and describe parental behaviors and emotions manifested by parents and adolescents during this discussion. Second, using a multilevel modeling approach, dynamic structural equation modeling (DSEM), simultaneous associations between parental behaviors and emotions were examined. The third goal was to examine the extent to which parental behaviors and parents’ and adolescents’ emotions predicted each other during this discussion. Parent-adolescent dyads (N = 42) participated in a discussion task on the adolescent’s career choice, where parental behaviors were rated by observers, and emotions were detected with a facial expression recognition software. Results showed that parental autonomy is beneficial for adolescents in the short term (reduction of negative emotions). Also, the results showed that adolescents' emotions influence parental behaviors, suggesting that adolescents play an active role in the co-construction of their vocational project by leading the parent to adopt specific behaviors during the discussion. Finally, the emotions of parents and adolescents were dynamically interrelated, which indicates emotional contagion. These findings highlight the necessity to consider momentary parental behaviors and emotions to better understand parental contributions in vocational development.