Le soutien parental à l’autonomie et l’honnêteté: Le rôle médiateur de l’intériorisation de la va... more Le soutien parental à l’autonomie et l’honnêteté: Le rôle médiateur de l’intériorisation de la valeur de l’honnêteté et de l’analyse coûts/bénéfices par Julien S. Bureau
Supplemental material, sj-xlsx-1-pps-10.1177_1745691620966789 for Student Motivation and Associat... more Supplemental material, sj-xlsx-1-pps-10.1177_1745691620966789 for Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory by Joshua L. Howard, Julien Bureau, Frédéric Guay, Jane X. Y. Chong and Richard M. Ryan in Perspectives on Psychological Science
Supplemental material, sj-pdf-2-pps-10.1177_1745691620966789 for Student Motivation and Associate... more Supplemental material, sj-pdf-2-pps-10.1177_1745691620966789 for Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory by Joshua L. Howard, Julien Bureau, Frédéric Guay, Jane X. Y. Chong and Richard M. Ryan in Perspectives on Psychological Science
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...
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%
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.
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.
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.
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...
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...
Le soutien parental à l’autonomie et l’honnêteté: Le rôle médiateur de l’intériorisation de la va... more Le soutien parental à l’autonomie et l’honnêteté: Le rôle médiateur de l’intériorisation de la valeur de l’honnêteté et de l’analyse coûts/bénéfices par Julien S. Bureau
Supplemental material, sj-xlsx-1-pps-10.1177_1745691620966789 for Student Motivation and Associat... more Supplemental material, sj-xlsx-1-pps-10.1177_1745691620966789 for Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory by Joshua L. Howard, Julien Bureau, Frédéric Guay, Jane X. Y. Chong and Richard M. Ryan in Perspectives on Psychological Science
Supplemental material, sj-pdf-2-pps-10.1177_1745691620966789 for Student Motivation and Associate... more Supplemental material, sj-pdf-2-pps-10.1177_1745691620966789 for Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory by Joshua L. Howard, Julien Bureau, Frédéric Guay, Jane X. Y. Chong and Richard M. Ryan in Perspectives on Psychological Science
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...
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%
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.
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.
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.
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...
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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