Frederic Guay

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Professeur titulaire

Laval University

Canada

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About

Frederic Guay is a Professeur titulaire at Université Laval, Canada. His research areas focus on the impacts of emotional competencies, social and emotional learning, and psychological distress among students, as highlighted in his recent articles. He explores various factors affecting academic self-concept, reading support contributions, and the motivational profiles of undergraduate students, particularly in relation to educational climate and self-control.

Recent Grants

Grant: Close

L'impact de pratiques d'enseignement fondées sur des données probantes sur la motivation et la performance en écriture d'élèves francophones du primaire et du secondaire

Open Date: 2018-04-01

Close Date: 2019-03-31

Grant: Close

Cultivating innovative mindsets: When experimentation becomes a passion

Open Date: 2018-04-01

Close Date: 2019-03-31

Grant: Close

CASIS-Écriture: training undergraduate elementary student teachers in the use of new pedagogical practices to foster student motivation and achievement in written French

Open Date: 2018-04-01

Close Date: 2019-03-31

Grant: Close

Students' motivations in making a vocational choice and the role of parents: Predicting degree earning and career attainment

Open Date: 2017-04-01

Close Date: 2018-03-31

Grant: Close

La persévérance scolaire au secondaire : qu'en est-il de la contribution des activités parascolaires

Open Date: 2016-04-01

Close Date: 2019-03-31

Articles (19)

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2025

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2022

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2022

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2021

Collaborators (6)

William Gilbert

Assistant professor

Université du Québec à Chicoutimi

CANADA

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Érick Falardeau

Professeur

Laval University

CANADA

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Christiane Trottier

Laval University

CANADA

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André Plamondon

Université Laval

CANADA

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Joshua Howard

MONASH UNIVERSITY

AUSTRALIA

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Geneviève A. Mageau

Université de Montréal

CANADA

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Frederic Guay

Research Interests

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About

Recent Grants

Articles (19)

Impacts of stress and emotional competencies on the flow experience during simulation-based learning in nursing students

Understanding the Use of Social and Emotional Learning in Elementary Schools: A Theory of Planned Behaviour Perspective

Contributions of Reading Support from Teachers, Parents, and Friends to Reading Related Variables in Academic and Recreational Contexts

Parents' implicit intelligence beliefs about children's intelligence: Implications for children's academic self-concept and achievement in Maths, English, and French

Undergraduate students' motivational profiles before and during the COVID‐19 pandemic: The role of educational climate and trait self‐control

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

On the nature, predictors, and outcomes of undergraduate students' psychological distress profiles

On the nature, predictors, and outcomes of undergraduate students' psychological distress profiles

Undergraduate students' motivational profiles before and during the COVID-19 pandemic: The role of educational climate and trait self-control

Educational contexts that nurture students' psychological needs predict low distress and healthy lifestyle through facilitated self-control

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

Mental toughness in sport: testing the goal-expectancy-self-control (GES) model among runners and cyclists using cross-sectional and experimental designs

Sociocultural Contexts and Relationships as the Cornerstones of Students’ Motivation: Commentary on the Special Issue on the “Other Half of the Story”

Testing Reciprocal Associations between Parenting and Youth’s Motivational Resources of Career Decision-Making Agency during the Postsecondary Transition

Educational contexts that nurture students' psychological needs predict low distress and healthy lifestyle through facilitated self-control

Association entre le temps d’écoute de la télévision et le rendement scolaire des enfants et des adolescents : Recension systématique et méta-analyse des études longitudinales réalisées à ce jour.

Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors

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

Mental toughness in sport: The Goal-Expectancy-Self-Control (GES) model

Collaborators (6)

William Gilbert

Érick Falardeau

Christiane Trottier

André Plamondon

Joshua Howard

Geneviève A. Mageau

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