William Gilbert

Assistant professor

Université du Québec à Chicoutimi

Canada

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About

William Gilbert is an Assistant Professor at Université du Québec à Rimouski in Canada. His research focuses on psychological constructs such as self-esteem, school burnout, and educational success across diverse contexts. Recent articles highlight themes including the development of self-esteem measures, the links between emotional competence and academic outcomes, and the psychological distress profiles of students. His work contributes to a better understanding of educational experiences and mental health in both general and special education settings.

Articles (16)

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2025

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2024

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2024

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2024

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2022

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2022

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2022

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2021

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2020

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2020

Collaborators (7)

Annette Lohbeck

Deputy of Professorship

Ludwig-Maximilians-Universität München

GERMANY

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Érick Falardeau

Professeur

Laval University

CANADA

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Frederic Guay

Professeur titulaire

Laval University

CANADA

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David Litalien

Associate professor

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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Malte Jansen

Professor of Educational Psychology

Health and Medical University Potsdam

GERMANY

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William Gilbert

Research Interests

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About

Articles (16)

Revisiting Kernis’ contingent self-esteem scale: Scale improvement and development of a short (K-CSES-S) and very short version (K-CSES-VS)

Tests of moderation of the big-fish-little-pond effect across students with and without special educational needs in regular versus special education schools

Emotional competence and help-seeking intentions as predictors of educational success in vocational training students

Achievement Goals as Mediators of the Links Between Self-Esteem and Depressive Symptoms From Mid-Adolescence to Early Adulthood

Developmental heterogeneity of school burnout across the transition from upper secondary school to higher education: A 9-year follow-up study

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

Early Career Nurses' Need Fulfillment Profiles: A Longitudinal Person-Centered Perspective on their Nature, Stability, Determinants and Consequences

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

School Experiences and Anxiety Trajectories Among Youth with Intellectual Disabilities

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

Teachers, Parents and Peers Support in Reading Predicting Changes in Reading Motivation among Fourth to Sixth Graders: A Systematic Literature Review

Can teachers’ need-supportive practices moderate the big-fish-little-pond effect? A quasi-experimental study with elementary school children

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

Trajectories of Self-Determined Motivation During the Secondary School: A Growth Mixture Analysis

Fostering the use of pedagogical practices among teachers to support elementary students’ motivation to write

Collaborators (7)

Annette Lohbeck

Érick Falardeau

Frederic Guay

David Litalien

André Plamondon

Joshua Howard

Malte Jansen

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