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Frédéric Guay's Publications

• Julien, E., Guay, F., Senecal, C., & Poitras, S. C. (2009). Subjective psychological distress among young adults: The role of global and contextual levels of self-determined motivation. Hellenic Journal of Psychology, 6, 183-206.
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• Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49, 233-240.
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• Guay, F., Delisle, M. N., Fernet, C., Julien, E., & Senecal, C. (2008). Does task-related identified regulation moderate the sociometer effect? a study of performance feedback, perceived inclusion, and state self-esteem. Social Behavior and Personality, 36, 239-254.
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• Fernet, C., Senecal, C., Guay, F., March, H., & Dowson, M. (2008). The work tasks motivation scale for teachers (wtmst). Journal of Career Assessment, 16, 256-279.
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• Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senecal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99, 734-746.
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• Guay, F., Ratelle, C. F., Senecal, C., Larose, S., & Deschenes, A. (2006). Distinguishing developmental from chronic career indecision: Self-efficacy, autonomy, and social support. Journal of Career Assessment, 14, 235-255.
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• Ratelle, C. F., Larose, S., Guay, F., & Senecal, C. (2005). Perceptions of parental involvement and support as predictors of college students' persistence in a science curriculum. Journal of Family Psychology, 19, 286-293.
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• Guay, F. (2005). Motivations underlying career decision-making activities: The career decision-making autonomy scale (cdmas). Journal of Career Assessment, 13, 77-97.
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• Ratelle, C. F., Guay, F., Larose, S., & Senecal, C. (2004). Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of Educational Psychology, 96, 743-754.
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• Fernet, C., Guay, F., & Senecal, C. (2004). Adjusting to job demands: The role of work, self-determination and job control in predicting burnout. Journal of Vocational Behavior, 65, 39-56.
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• Guay, F., Mageau, G. A., & Vallerand, R. J. (2003). On the hierarchical structure of self-determined motivation: A test of top-down, bottom-up, reciprocal, and horizontal effects. Personality and Social Psychology Bulletin, 29, 992-1004.
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• Senecal, C., Julien, E., & Guay, F. (2003). Role conflict and academic procrastination: A self-determination perspective. European Journal of Social Psychology, 33, 135-145.
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• Nadeau, M., Senecal, C., & Guay, F. (2003). Les determinants de la procrastination academique: un modele mediationnel du contexte familial et des processus du soi [the determinants of academic procrastination: a mediational model of the family context and processes of the self]. Canadian Journal of Behavioural Science, 35, 97-110.
  

• Guay, F., Senecal, C., Gauthier, L., & Fernet, C. (2003). Predicting career indecision: A self-determination theory perspective. Journal of Counseling Psychology, 50, 165-177.
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• Guay, F., Senecal, C., Gauthier, L., & Fernet, C. (2003). Predicting career indecision: A self-determination theory perspective. Journal of Counseling Psychology, 50, 165-177.
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• Guay, F., & Boggiano, A. K. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27, 643-650.
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• Senecal, C., Vallerand, R. J., & Guay, F. (2001). Antecedents and outcomes of work-family conflict: Toward a motivational model. Personality and Social Psychology Bulletin, 27, 176-186.
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• Guay, F., Vallerand, R. J., & Blanchard, C. M. (2000). On the assessment of situational intrinsic and extrinsic motivation: The situational motivation scale (sims). Motivation and Emotion, 24, 175-213.
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• Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high-school drop out. Journal of Personality and Social Psychology, 72, 1161-1176.
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• Guay, F., & Vallerand, R. J. (1996). Social context, student's motivation, and academic achievement: Toward a process model. Social Psychology of Education, 1, 211-233.
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• Chantal, Y., Guay, F., Dobreva-Martinova, T., & Vallerand, R. J. (1996). Motivation and elite performance: An exploratory investigation with bulgarian athletes. International Journal of Sport Psychology, 27, 173-182.
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• Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274.
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