Julien Bureau

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Julien Bureau

Geneviève Mageau

Nadia Rousseau

Université du Québec à Trois-Rivières

Rollande Deslandes

Université du Québec à Trois-Rivières

Julie Boissonneault

Université Laurentienne

University of Ljubljana

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Papers by Julien Bureau

Département de Psychologie Faculté des Arts et des Sciences

Le soutien parental à l’autonomie et l’honnêteté: Le rôle médiateur de l’intériorisation de la va... more

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Empirical testing of an alternative modeling of the self-determination continuum

Motivation and Emotion

Comment la population étudiante du collégial avec et sans handicap a-t-elle réagi à la première vague de la COVID-19? Une analyse en fonction du stress perçu et des stratégies d'adaptation

sj-xlsx-1-pps-10.1177_1745691620966789 – Supplemental material for Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory

Supplemental material, sj-xlsx-1-pps-10.1177_1745691620966789 for Student Motivation and Associat... more

sj-pdf-2-pps-10.1177_1745691620966789 – Supplemental material for Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory

Supplemental material, sj-pdf-2-pps-10.1177_1745691620966789 for Student Motivation and Associate... more

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Détresse psychologique et consommation de substances à l'université : Quel est l'apport des caractéristiques inhérentes aux programmes d'étude?

Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations

Review of Educational Research, 2021

Students’ self-determined motivation (acting out of interest, curiosity, and abiding values) is a... more Students’ self-determined motivation (acting out of interest, curiosity, and abiding values) is associated with higher academic well-being, persistence, and achievement. Self-determination theory posits that self-determined motivation is dependent on the satisfaction of three psychological needs (relatedness, competence, and autonomy), which are in turn facilitated through need-supportive behaviors from notable others. In this meta-analysis, conducted over 144 studies and more than 79,000 students, we sought to overview pathways to student motivation in order to verify (1) how do psychological needs rank in the strength of their prediction of self-determined motivation and (2) which autonomy-support providers (parents or teachers) are the most relevant for psychological need satisfaction in students and self-determined motivation. Results show that teacher autonomy support predicts students’ need satisfaction and self-determined motivation more strongly than parental autonomy suppor...

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Self-Determination: A Buffer Against Suicide

Self-determination was examined as a protective factor against the detri-mental impact of negativ... more Self-determination was examined as a protective factor against the detri-mental impact of negative life events on suicide ideation in adolescents. It is pos-tulated that for highly self-determined adolescents, negative life events have a weaker impact on both hopelessness and suicide ideation than for non-self-deter-mined adolescents. In turn, hopelessness is hypothesized to generate less suicide ideation for highly self-determined individuals. Results from multigroup analyses confirm that both the direct and indirect links between negative life events and suicide ideation were significantly weaker among participants high in self-deter-mination. The protective role of self-determination against negative life events is discussed. Adolescents represent the future of societies. The high prevalence of suicide and suicidal behavior among this population is therefore alarming. In a survey of 15,000 adolescents (12–17 year olds) in British Columbia, 16%

6). Passion: Does One Scale Fit All? Construct Validity of Two-Factor Passion Scale and Psychometric Invariance Over Different Activities and Languages. Psychological Assessment. Advance online publication. doi: 10.1037/a0032573 Passion: Does One Scale Fi

Université de la Réunion The Passion Scale, based on the dualistic model of passion, measures 2 d... more Université de la Réunion The 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, respec-tively. 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.

Predicting college students' psychological distress through basic psychological need-relevant practices by teachers, peers, and the academic program

Motivation and Emotion, 2021

Psychological distress (PD) is highly prevalent among college students. However, not much is know... more Psychological distress (PD) is highly prevalent among college students. However, not much is known about the role study programs can have in fostering or reducing PD. Two studies were conducted to assess the importance of study program climate in predicting students PD, in addition to that of teachers and peers. In Study 1 (N = 1855), we developed and confirmed the validity of a questionnaire assessing need supportive/thwarting practices emitted by college teachers, peers, and study programs using a bifactor approach. In Study 2 (N = 1797), we relied on this questionnaire to investigate the prediction of students' PD. Our findings showed that, taken individually, global levels of need support/thwarting from each source appear to be more important predictors of students' PD than need-specific subfactors. Taken concurrently, the importance of need support by teachers was marginal while need thwarting by peers and study programs had the strongest prediction of students' PD. Overall, study program climate may be an important overlooked factor spiraling students' PD.

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Plagier en temps de pandémie

The post-secondary education community will remember the start of 2020 for a long time: the COVID... more The post-secondary education community will remember the start of 2020 for a long time: the COVID-19 pandemic forced the closure of educational institutions and students had to continue their studies in a context of uncertainty. We argue in this article that teachers should continue to be concerned about plagiarism in this time of crisis. A hypothetical causal sequence is presented and suggests that this exceptional situation creates uncertainty, increases student anxiety and changes the perception and value of plagiarism. Promising avenues to reduce the occurrence of plagiarism during a pandemic are discussed.

Prédire la déviance au travail : les rôles de l’autonomie et du leadership transformationnel

Organizations dealing with deviant employees are not only less enjoyable work environments, they ... more Organizations dealing with deviant employees are not only less enjoyable work environments, they are also less safe and less productive. While various organizational factors have been shown to increase workplace deviance, relatively little is known about the positive practices that could be implemented to actively reduce deviance in the workplace. The main objective of this dissertation is to examine the relations between key factors of the organizational context and interpersonal and organizational deviance. Based on self-determination theory, we postulate that autonomy in the workplace, work motivation, and the organizational social context are of primary importance in the reduction of deviant behaviors. More specifically, two articles explore the role of autonomy at work and management style (i.e., transformational leadership), respectively, in the prediction of workplace deviance. In the first article, a model is proposed where employees who have more autonomy at work should engage in less organizational deviance. We also investigate the mechanisms underlying this association and postulate that identified motivation mediates this relation. Three studies conducted in a variety of settings (workplaces or laboratory experiments), countries (Canada or Greece), populations (employees or students), and assessment methods (self-reported or objective assessment) showed that employees who experienced more autonomy at work tended to engage in lower levels of organizational deviance. Two studies also showed that this relation was fully mediated by identified motivation. Thus, employees' experiences of autonomy at work seem to foster higher levels of identified motivation towards work, which in turn predict lower levels of organizational deviance. v In the second article, we examine group and individual level perceptions of transformational leadership (TFL) as negative longitudinal predictors of indirect exposure to person-(e.g., insults/affronts) and work-related psychological violence (e.g., negation/intentional work overload) at work. TFL and workplace violence were also postulated to predict employee psychological need satisfaction (autonomy, competence, and relatedness). Results from multilevel analyses showed that workgroups where managers were perceived to engage in more frequent TFL behaviors reported reduced levels of person-and work-related psychological violence one year later. These associations were observed at the group and individual level. However, TFL did not predict change in psychological need satisfaction one year later at either level of analysis. Finally, although group-level violence did not predict change in need satisfaction one year later, witnessing higher levels of person-related violence than one's colleagues predicted reduced satisfaction of the need for relatedness one year later at the individual level. These findings identify TFL as a potential managerial strategy to reduce psychological violence in workgroups. The implications of these findings for human resource management are discussed. Future research directions, aimed at increasing knowledge on the role of autonomy in reducing workplace deviance, are also presented.

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Investigating how autonomy‐supportive teaching moderates the relation between student honesty and premeditated cheating

British Journal of Educational Psychology, 2021

BACKGROUND Cheating at the post-secondary level is a skewed phenomenon. While personality and env... more BACKGROUND Cheating at the post-secondary level is a skewed phenomenon. While personality and environmental factors are associated with cheating, few studies account for the zero inflation when predicting cheating behaviour. AIM In this study, we explore a person-situation interaction hypothesis where teacher autonomy support (AS) could modify the relation between students' honesty trait and premeditated cheating. SAMPLE Participants were 710 college students and 31 teachers. METHODS Teacher and student reports of teacher AS were collected and students also completed self-reports of honesty and premeditated cheating. RESULTS Given that cheating had a zero-inflated negative binomial distribution, we can investigate two separate outcomes: likelihood of cheating and magnitude of cheating. Predictably, student honesty trait predicted lower likelihood and magnitude of cheating. AS, whether student- or teacher-reported, moderated the relation between honesty and likelihood of cheating. In low perceived AS teaching environments, student honesty was associated with cheating likelihood. However, there was no such relation in high perceived AS teaching environments. CONCLUSIONS Students' honesty generally predicts lower cheating. However, the educational environment provided by the teacher influences the strength of this association. The less autonomy-supportive students perceive the educational environment, the more their personality is important in predicting the likelihood of cheating.

The tripartite model of intrinsic motivation in education: A 30‐year retrospective and meta‐analysis

Journal of Personality, 2020

Overview: Intrinsic motivation is a well-established concept in psychology, yet different types o... more Overview: Intrinsic motivation is a well-established concept in psychology, yet different types of intrinsic motivation have not been thoroughly investigated. We examined covariates associated with three types of intrinsic motivation from self-determination theory within the education context: IM to know, IM to accomplish, and IM to experience stimulation. Method: A meta-analysis was conducted on samples examining the tripartite model of intrinsic motivation between 1989-2019. In total, 78 samples met the inclusion criteria, representing 41,633 participants across multiple nationalities. The average age of participants across samples was 19 years, and 58.2% of participants were female. Path analysis and relative weight analysis were applied to meta-analytically derived correlations. Results: Results indicated that IM to know and IM to accomplish were moderately strong predictors of adaptive student outcomes. However, results also indicated a large degree of redundancy including indistinguishable antecedent pathways. IM to experience stimulation was positively, yet less strongly associated with adaptive outcomes. However, it did appear to be empirically distinct from the remaining intrinsic motivation types in respect to its outcomes and antecedents. Conclusion: Intrinsic motivation appears to be a relatively homogeneous construct within educational psychology. Specification of different types of intrinsic motivation is likely to provide only marginal benefit.

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COVID-19 illegal social gatherings: Predicting rule compliance from autonomous and controlled forms of motivation

Motivation Science, 2021

The purpose of this study was to identify predictors of rule compliance regarding private gatheri... more The purpose of this study was to identify predictors of rule compliance regarding private gatherings during the 2020 Christmas holidays in the province of Quebec (Canada), where gatherings were ruled as illegal, with few exceptions. We used the self-determination theory framework to predict rule compliance as a function of autonomous, controlled-approach and controlled-avoidance motivations. Moreover, we measured psychological distress among participants as well as anxiety of COVID-19 exposure. Motivation and psychological distress measures were taken a couple of days prior to the holiday period, whereas rule compliance was measured approximately 10 days later, in early January. A total of 1332 individuals filled the first online survey and 627 completed the follow-up measure. The factorial structure of the motivational instrument was supported. Rule compliance was predicted positively by autonomous motivation, but negatively by controlled-avoidance motivation. Controlled approach was not a significant predictor of rule compliance. These results show that approach and avoidance orientations in controlled motivation have distinct predictive power, which has implications for policy-enforcing by governments.

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Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory

Perspectives on Psychological Science, 2021

Student outcomes are influenced by different types of motivation that stem from external incentiv... more Student outcomes are influenced by different types of motivation that stem from external incentives, ego involvement, personal value, and intrinsic interest. The types of motivation described in self-determination theory each co-occur to different degrees and should lead to different consequences. The associations with outcomes are due in part to unique characteristics and in part to the degree of autonomy each entails. In the current meta-analysis, we examine these different types of motivation in 344 samples (223,209 participants) as they relate to 26 performance, well-being, goal orientation, and persistence-related student outcomes. Findings highlight that intrinsic motivation is related to student success and well-being, whereas personal value (identified regulation) is particularly highly related to persistence. Ego-involved motives (introjected regulation) were positively related to persistence and performance goals but also positively related with indicators of ill-being. Mo...

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A self-determination theory perspective on RIASEC occupational themes: Motivation types as predictors of self-efficacy and college program domain

Motivation Science, 2019

Promoting Autonomy to Reduce Employee Deviance: The Mediating Role of Identified Motivation

International Journal of Business and Management, 2018

The organizational environment is purported to have a profound impact on how employees behave at ... more The organizational environment is purported to have a profound impact on how employees behave at work. In particular, the extent to which the work environment can foster autonomy in employees has been shown to predict several positive outcomes for employees and organizations. This research explores the associations between employees’ experiences of autonomy at work and organizational deviance. We also investigate the mechanisms underlying this association and the possible role of identified motivation as a mediator of this relation. Three studies conducted in a variety of settings, countries, populations and assessment methods showed that employees who experience more autonomy at work tend to engage in lower levels of organizational deviance. Two studies also showed that this relation was mediated by identified motivation. Thus, employees’ experiences of autonomy at work seemed to foster higher levels of identified motivation towards work, which in turn predicted lower levels of org...

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Motivation at school: Differentiation between and within school subjects matters in the prediction of academic achievement

Contemporary Educational Psychology, 2018

School motivation is a multidimensional concept. It can be qualitatively defined by various sourc... more School motivation is a multidimensional concept. It can be qualitatively defined by various sources of regulation as well as by the school subject to which it pertains. Based on self-determination theory, we postulate that motivation types vary in terms of quality (from lower to higher quality these types are: external, introjected, identified, and intrinsic) and that higher motivational quality predicts positive outcomes. In this study, we examined school subject differentiation in motivational quality and prediction patterns of academic achievement. Results from bi-factor ESEM examining differences in motivational quality within a subject (French, math, and English as a second language) showed that high general levels of motivation in math and English predicted achievement, and more so in the corresponding school subject. Intrinsic motivation for a school subject was generally positively associated with achievement, but only in the corresponding school subject, whereas introjected and external regulations for most school subjects negatively predicted achievement in the corresponding school subject, but also in the other ones. Results from bi-factor ESEM examining differences in motivation levels for distinct school subjects for a given motivation type showed that general levels of intrinsic and external regulations across school subjects predicted achievement positively and negatively, respectively, in all school subjects, while intrinsic motivation, but also identified regulation, had positive subject-specific associations with achievement. The specificity of intrinsic and identified motivations and non-specificity of introjected and external motivations point toward various recommendations in school motivation research and practice. While assessment of autonomous motivations should be Highlights  This study contrasts the effects of different types of motivation on achievement.  Intrinsic and identified regulation are differentiated across school subjects.  Introjected and external regulations are undifferentiated across school subjects.

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The relation between children’s task-specific competence and mothers’ controlling practices

Social Development, 2018

| 121 ROBICHAUD et al. 1 | INTRODUC TI ON The accumulation of parent-child interactions leading t... more | 121 ROBICHAUD et al. 1 | INTRODUC TI ON The accumulation of parent-child interactions leading to the internalization of societal norms and values is called the socialization process (Grolnick, 2003). In order to be successful, this process requires parents to adapt their practices according to the domain of socialization in which they intervene and its underlying goals (e.g., inductive reasoning in the control domain to promote value internalization; empathic behaviors in the protection domain to ease children's distress; Grusec & Davidov, 2015). One domain known to be of crucial importance for children's development is the guided learning domain. In this domain, children are taught cognitive and socioemotional skills that enable them to better adjust and contribute to their social groups. Parents' primary role in guided learning interactions is thus to facilitate these learnings through guidance and feedback that are tailored to their children's rhythm and own perspective (Grusec & Davidov, 2010; Pomerantz & Grolnick, 2017). Research in the guided learning domain shows that it is the quality of parental guidance, more than its quantity, that shapes children's learning and internalization process (Moroni, Dumont, Trautwein, Niggli, & Baeriswyl, 2015). Specifically, parents whose practices are controlling rather than autonomy-supportive undermine children's skill development (e.g., less motivation to pursue learning tasks), social adjustment (e.g., lower tendency to internalize and act in congruence with societal rules), and well-being (e.g., more internalized and externalized problems; Chew, 2016; Joussemet, Landry, & Koestner, 2008). Whereas parental autonomy support refers to practices that communicate respect and consideration for children's internal frame of reference, controlling parenting refers to externally and internally intrusive, pressuring and dominating practices that force children to be, think or feel in certain ways, regardless of their own perspective (Soenens & Vansteenkiste, 2010). Although the

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Département de Psychologie Faculté des Arts et des Sciences

Le soutien parental à l’autonomie et l’honnêteté: Le rôle médiateur de l’intériorisation de la va... more

Download

Empirical testing of an alternative modeling of the self-determination continuum

Motivation and Emotion

Comment la population étudiante du collégial avec et sans handicap a-t-elle réagi à la première vague de la COVID-19? Une analyse en fonction du stress perçu et des stratégies d'adaptation

sj-xlsx-1-pps-10.1177_1745691620966789 – Supplemental material for Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory

Supplemental material, sj-xlsx-1-pps-10.1177_1745691620966789 for Student Motivation and Associat... more

sj-pdf-2-pps-10.1177_1745691620966789 – Supplemental material for Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory

Supplemental material, sj-pdf-2-pps-10.1177_1745691620966789 for Student Motivation and Associate... more