| Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout. RJ Vallerand, MS Fortier, F Guay Journal of Personality and Social psychology 72 (5), 1161, 1997 | 2689 | 1997 |
| On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS) F Guay, RJ Vallerand, C Blanchard Motivation and emotion 24, 175-213, 2000 | 2574 | 2000 |
| Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. F Guay, HW Marsh, M Boivin Journal of educational psychology 95 (1), 124, 2003 | 1556 | 2003 |
| Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. CF Ratelle, F Guay, RJ Vallerand, S Larose, C Senécal Journal of educational psychology 99 (4), 734, 2007 | 1282 | 2007 |
| Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children F Guay, J Chanal, CF Ratelle, HW Marsh, S Larose, M Boivin British journal of educational psychology 80 (4), 711-735, 2010 | 1264 | 2010 |
| Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors C Fernet, F Guay, C Senécal, S Austin Teaching and teacher education 28 (4), 514-525, 2012 | 1194 | 2012 |
| Optimal learning in optimal contexts: The role of self-determination in education. F Guay, CF Ratelle, J Chanal Canadian psychology/Psychologie canadienne 49 (3), 233, 2008 | 1086 | 2008 |
| Academic motivation and school performance: Toward a structural model MS Fortier, RJ Vallerand, F Guay Contemporary educational psychology 20 (3), 257-274, 1995 | 1053 | 1995 |
| Student motivation and associated outcomes: A meta-analysis from self-determination theory JL Howard, JS Bureau, F Guay, JXY Chong, RM Ryan Perspectives on Psychological Science 16 (6), 1300-1323, 2021 | 762 | 2021 |
| Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects F Guay, CF Ratelle, A Roy, D Litalien Learning and individual differences 20 (6), 644-653, 2010 | 731 | 2010 |
| Predicting career indecision: A self-determination theory perspective. F Guay, C Senécal, L Gauthier, C Fernet Journal of counseling psychology 50 (2), 165, 2003 | 699 | 2003 |
| The role of passion for teaching in intrapersonal and interpersonal outcomes. N Carbonneau, RJ Vallerand, C Fernet, F Guay Journal of educational psychology 100 (4), 977, 2008 | 687 | 2008 |
| Adjusting to job demands: The role of work self-determination and job control in predicting burnout C Fernet, F Guay, C Senécal Journal of vocational behavior 65 (1), 39-56, 2004 | 596 | 2004 |
| Passion: Does one scale fit all? Construct validity of two-factor passion scale and psychometric invariance over different activities and languages. HW Marsh, RJ Vallerand, MAK Lafrenière, P Parker, AJS Morin, ... Psychological assessment 25 (3), 796, 2013 | 546 | 2013 |
| The work tasks motivation scale for teachers (WTMST) C Fernet, C Senécal, F Guay, H Marsh, M Dowson Journal of Career assessment 16 (2), 256-279, 2008 | 544 | 2008 |
| Social context, student's motivation, and academic achievement: Toward a process model F Guay, RJ Vallerand Social psychology of education 1 (3), 211-233, 1996 | 538 | 1996 |
| On the hierarchical structure of self-determined motivation: A test of top-down, bottom-up, reciprocal, and horizontal effects F Guay, GA Mageau, RJ Vallerand Personality and social psychology bulletin 29 (8), 992-1004, 2003 | 520 | 2003 |
| Perceptions of parental involvement and support as predictors of college students' persistence in a science curriculum. CF Ratelle, S Larose, F Guay, C Senécal Journal of family psychology 19 (2), 286, 2005 | 452 | 2005 |
| Preschool behavior and first-grade school achievement: The mediational role of cognitive self-control. S Normandeau, F Guay Journal of Educational Psychology 90 (1), 111, 1998 | 423 | 1998 |
| Role conflict and academic procrastination: A self‐determination perspective C Senécal, E Julien, F Guay European journal of social psychology 33 (1), 135-145, 2003 | 417 | 2003 |
Caroline SenecalUniversite Laval在 psy.ulaval.ca 的电子邮件经过验证