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 - 9 sur 9
  • 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)
  • PublicationRestreint
    Family correlates of trajectories of academic motivation during a school transition : a semiparametric group-based approach
    (American Psychological Association, 2004-12-01) Larose, Simon; Guay, Frédéric; Sénécal, Caroline; Ratelle, Catherine
    The present study examined whether academic motivations, conceptualized from the stance of self-determination theory, fluctuate over time in a homogeneous or heterogeneous fashion during a school transition. Three objectives were pursued: First, motivational trajectories were studied using the conventional, homogeneous approach. Second, the group-based, semiparametric approach to developmental trajectories was used to study heterogeneous motivational trajectories. Third, family factors were compared across trajectory groups for each type of motivation. Results suggested that most types of motivation tend to fluctuate differently over time for distinct groups of individuals. Furthermore, students characterized by problematic motivational trajectories perceived their parents to be less involved in their scholastic work and less autonomy supportive than those of other students. Results are discussed in terms of their implications for research and theories on motivation and parenting.
  • 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
  • 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
    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
    Predicting 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, Stéphane
    Past 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 libre
    Developmental 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, Stéphane
    The 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 libre
    The number of autonomy-supportive relationships : are more relationships better for motivation, perceived competence, and achievement?
    (Academic Press, 2013-07-30) Larose, Simon; Guay, Frédéric; Ratelle, Catherine; Vallerand, Robert J.; Vitaro, Frank
    Does the perception of many close relationships as autonomy-supportive make students more motivated and competent? The goal of this study was to use latent class analysis (LCA) to compare the educational correlates of having one vs. several autonomy-supportive relationships. Participants were 1406 high school students (47% boys, 52% girls). LCA revealed three groups: Group 1 (17%) included students who perceived low autonomy support by their mother, father, and teacher; Group 2 (7%) included students who perceived low autonomy support by their father, but moderate autonomy support by their mother and teacher; and Group 3 (76%) included students who perceived all sources as moderately autonomy-supportive. Results of multiple comparisons suggest that more is not necessarily better: Students in Group 2, who perceived low autonomy support by fathers, reported equivalent autonomous (intrinsic and identified) and controlled (external and introjected) regulations and perceived competence to those of students in Group 3, who perceived all sources as moderately autonomy-supportive. One difference was that Group 3 showed better academic achievement than Group 2. Results are discussed in light of research on close relationships and self-determination theory (SDT).
  • 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.