Does Indirect Aggression Affect Teacher-Student Relationships? Evidence From a Four-Year RI-CLPM Michèle Déry 2025
L’observation des pratiques enseignantes lors de causeries à l’éducation préscolaire 4 ans Angélique Laurent, Jean-Pascal Lemelin, Marie-Josée Letarte 2025
An innovative process for sustaining and scaling up a school-based mental health promotion and anxiety prevention programs: The example of the HORS-PISTE program Danyka Therriault, Isabelle Thibault 2023
Child temperament and trajectories of student-teacher relationships quality Jean-Pascal Lemelin, Michèle Déry, Vincent Bégin 2024
Guiding professional development toward inclusive practices: a study of teachers’ needs Marie-France Nadeau
Validation of the Dominic Interactive among Innu schoolchildren: Clinical value and psychometric limits Mathilde Garneau 2023
School reintegration following psychiatric hospitalization: A Review of available transition programs Anne-Marie Tougas 2022
Empirical Validation of a Model for Predicting Students’ Sense of Belonging and School Engagement as a Function of Classroom Management Practices 2022
Is teacher humor an asset in classroom management? Examining its association with students’ well-being, sense of school belonging, and engagement 2023
