Personne : Fernet, Claude.
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École de psychologie, Faculté des sciences sociales, Université Laval
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Publication Accès librePredicting 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. Publication RestreintPassion : does one scale fit all? : construct validity of two-factor passion scale and psychometric invariance over different activities and languages(American Psychological Association, 2013-05-06) Marsh, Herbert W.; Bureau, Julien S.; Vallerand, Robert J.; Guay, Frédéric; Lafrenière, Marc-André K.; Fernet, Claude.; Parker, Philip D.; Morin, Alexandre J. S.; Carbonneau, Noémie; Jowett, Sophia; Abduljabbar, Adel Salah; Paquet, YvanThe Passion Scale, based on the dualistic model of passion, measures 2 distinct types of passion: Harmonious and obsessive passions are predictive of adaptive and less adaptive outcomes, respectively. In a substantive-methodological synergy, we evaluate the construct validity (factor structure, reliability, convergent and discriminant validity) of Passion Scale responses ( N = 3,571). The exploratory structural equation model fit to the data was substantially better than the confirmatory factor analysis solution, and resulted in better differentiated (less correlated) factors. Results from a 13-model taxonomy of measurement invariance supported complete invariance (factor loadings, factor correlations, item uniquenesses, item intercepts, and latent means) over language (French vs. English; the instrument was originally devised in French, then translated into English) and gender. Strong measurement partial invariance over 5 passion activity groups (leisure, sport, social, work, education) indicates that the same set of items is appropriate for assessing passion across a wide variety of activities—a previously untested, implicit assumption that greatly enhances practical utility. Support was found for the convergent and discriminant validity of the harmonious and obsessive passion scales, based on a set of validity correlates: life satisfaction, rumination, conflict, time investment, activity liking and valuation, and perceiving the activity as a passion. Publication Accès librePredicting intraindividual changes in teacher burnout : the role of perceived school environment and motivational factors(Pergamon Press, 2012-01-10) Guay, Frédéric; Sénécal, Caroline; Austin, Stéphanie; Fernet, Claude.Based on self-determination theory, this study proposes and tests a motivational model of intraindividual changes in teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment). Participants were 806 French-Canadian teachers in public elementary and high schools. Results show that changes in teachers’ perceptions of classroom overload and students’ disruptive behavior are negatively related to changes in autonomous motivation, which in turn negatively predict changes in emotional exhaustion. Results also indicate that changes in teachers’ perceptions of students’ disruptive behaviors and school principal’s leadership behaviors are related to changes in self-efficacy, which in turn negatively predict changes in three burnout components. Publication Accès libreLe sentiment d'épuisement professionnel chez les enseignants : une analyse des facteurs contextuels et motivationnels liés à son évolution au cours d'une année scolaire(2007) Fernet, Claude.; Guay, Frédéric; Sénécal, CarolineL'objectif général de cette thèse consiste à mieux comprendre comment les facteurs psychosociaux liés au contexte du travail et les facteurs individuels des enseignants peuvent être associés, au cours d'une année scolaire, à des sentiments d'épuisement professionnel. Cette thèse s'inscrit dans une perspective motivationnelle, soit celle de la théorie de l'autodétermination (Deci & Ryan, 1985, 2002) et elle comporte deux articles scientifiques. Le premier article vise le développement et la validation d'une échelle multidimensionnelle qui évalue les motivations des enseignants envers des tâches de travail spécifiques (la préparation de classe, l'enseignement, l'évaluation des élèves, la gestion de classe et les tâches administratives et complémentaires). Cet instrument comporte 90 énoncés. La validation de l'échelle a été effectuée auprès de 609 enseignants du primaire et du secondaire provenant de trois commissions scolaires de la région de Québec. Des analyses par équations structurelles soutiennent: (1) la structure factorielle de l'échelle et la cohérence interne des énoncés; (2) l'invariance de la structure factorielle de l'échelle en fonction du genre et de l'ordre d'enseignement des participants; (3) la validité de construit de l'échelle à l'égard de variables théoriquement associées. Le deuxième article vise le développement et la validation d'un modèle motivationnel du sentiment d'épuisement professionnel des enseignants. Ce modèle propose que: (I) le changement au plan des facteurs contextuels liés au travail des enseignants (c'est-à-dire, la demande psychologique et les ressources au travail) est associé au changement de leurs ressources motivationnelles (c'est-à-dire, la perception d'autodétermination et de compétence); (2) le changement au plan de leurs ressources motivationnelles est associé à l'évolution de leur sentiment d'épuisement professionnel au cours d'une année scolaire. Au total, 809 enseignants du primaire et du secondaire provenant de deux commissions scolaires de la région de Québec ont participé à une étude longitudinale. S'appuyant sur une analyse de changement intra-individuel (Stcyer, Partchev, & Shanahan, 2000), les résultats offrent un soutien satisfaisant au modèle proposé. La discussion générale de cette thèse est centrée sur les implications théoriques et pratiques des deux articles scientifiques. Des pistes de recherches futures ont également été dégagées pour mieux analyser et comprendre la problématique qui fait l'objet de cette thèse. Publication Accès libreWhat fuels the fire : job- or task-specific motivation (or both)? On the hierarchical and multidimensional nature of teacher motivation in relation to job burnout(Taylor & Francis, 2017-03-24) Guay, Frédéric; Chanal, Julien; Fernet, Claude.Drawing on a hierarchical (job and task level) and multidimensional conceptualisation of work motivation (intrinsic, identified, introjected, and external regulations), this study examines relationships between motivational regulations and burnout. Participants were 806 French-Canadian teachers working in public elementary and high schools. Results reveal different associations between burnout and the regulations that drive teachers to engage in their overall job or in specific tasks: autonomous regulations (intrinsic and identified) are negatively associated with burnout but more negatively at the job than task level, whereas controlled regulations (introjected and external) are positively associated with burnout but more positively at the task than job level. This study provides valuable insights into how teachers’ motivations towards both the job and tasks can foster or prevent burnout symptoms. Implications for theory and research on burnout and work motivation are discussed. Publication RestreintAdjusting 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. Publication Accès libreDoes task-related identified regulation moderate the sociometer effect? : a study of performance feedback, perceived inclusion, and state self-esteem(Society for Personality Research, 2008-01-01) Guay, Frédéric; Delisle, Marie-Noëlle; Sénécal, Caroline; Julien, Étienne; Fernet, Claude.The aim of this study was to understand the processes explaining the effects of private performance feedback (success vs. failure) on state self-esteem from the stance of sociometer theory and self-determination theory. We investigated whether or not the effect of private performance feedback on state self-esteem was mediated by perceived inclusion as a function of participants' level of task-related identified regulation (i.e., importance of the activity for oneself). Ninety participants were randomly assigned to one of the following three conditions: failure, success, or control. Our regression analyses based on both original and bootstrap samples indicate that perceived inclusion does not mediate the effect of feedback on state self-esteem for individuals high in task-related identified regulation. Such an effect only operates for individuals low in task-related identified regulation. In sum, our results show that the perceived inclusion process proposed by sociometer theory applies more when individuals find that the activity is less important for them (i.e., identified regulation). Publication RestreintThe work tasks motivation scale for teachers (WTMST)(Psychological Assessment Resources, 2008-05-01) Guay, Frédéric; Sénécal, Caroline; Fernet, Claude.; Marsh, Herbert W.; Dowson, MartinThe authors developed and validated a measure of teachers' motivation toward specific work tasks: The Work Tasks Motivation Scale for Teachers (WTMST). The WTMST is designed to assess five motivational constructs toward six work tasks (e.g., class preparation, teaching). The authors conducted a preliminary (n = 42) and a main study among elementary and high school teachers (n = 609) to develop and validate the scale. Overall, results from the main study reveal that the WTMST is composed of 30 reliable and valid factors reflecting five types of motivation among six work tasks carried out by teachers. Results based on an extension of the multitrait—multimethod approach provide very good support for assessing teachers' motivation toward various work tasks. Support for the invariance of the WTMST over gender and teaching levels was also obtained. Results are discussed in light of self-determination theory and the multitask perspective. Publication RestreintThe role of passion for teaching in intrapersonal and interpersonal outcomes(American Psychological Association, 2008-11-01) Carbonneau, Noémie; Vallerand, Robert J.; Guay, Frédéric; Fernet, Claude.The purpose of this study was to determine the role of passion in teachers' burnout symptoms, work satisfaction, and perceptions of positive student classroom behaviors. The dualistic model of passion (Vallerand et al., 2003) proposes 2 types of passion: harmonious and obsessive. In previous studies, harmonious passion has been shown to lead to adaptive outcomes (e.g., well-being and satisfaction), whereas obsessive passion has been shown to lead to less adaptive outcomes (e.g., shame and negative affect). In this study, 494 teachers completed measures of passion for teaching and various outcomes associated with the teaching profession twice over a 3-month period. Results of a cross-lag model based on structural equation modeling revealed that increases in harmonious passion for teaching predicted increases in work satisfaction and decreases in burnout symptoms over time, while changes in obsessive passion were unrelated to such outcomes. In addition, increases in both harmonious and obsessive passion predicted increases in teacher-perceived adaptive student behaviors over time. Overall, the results of the present study suggest that passion for teaching is an important concept to consider in education. Publication RestreintLongitudinal testing of a dietary self-care motivational model in adolescents with diabetes(Elsevier, 2013-06-14) Guay, Frédéric; Sénécal, Caroline; Austin, Stéphanie; Nouwen, Arie; Fernet, Claude.Objective: Based on self-determination theory, this study tests a model positing that perceived autonomy support from parents and health care providers positively predicts self-efficacy and autonomous self-regulation in dietary self-care. In turn, self-efficacy and autonomous self-regulation predict better dietary self-care over time. Method: Longitudinal data were collected in a consecutive series of 289 adolescent patients with type I diabetes at two time points separated by a two-year interval. Results: Structural equation modeling analysis revealed that perceived autonomy support from health care providers at Time 1 (T1) positively predicted self-efficacy and autonomous self-regulation at Time 2 (T2), T1 self-efficacy and autonomous self-regulation positively predicted T2 dietary self-care, and T1 dietary self-care positively predicted T2 autonomous self-regulation. Conclusion: Autonomy support from health care providers appears to help adolescents develop motivational factors for dietary self-care and adhere to dietary recommendations.