Empirical Validation of a Model for Predicting Students’ Sense of Belonging and School Engagement as a Function of Classroom Management Practices 2022
New evidence of changes in students’ achievement motivation in the context of the COVID-19 pandemic Caroline Fitzpatrick 2022
Cognitive flexibility moderates the association between severity of maltreatment and emotion regulation in residential care children of the middle childhood period Katherine Pascuzzo 2022
Class-wide behaviour management practices reported by pre-and elementary school teachers: Relations with individual and contextual characteristics Marie-France Nadeau 2022
Linking High School Students’ Achievement Goal Orientations With Their Competence Beliefs and Their Perception of Teachers’ Emotional Support During the COVID-19 Pandemic Caroline Fitzpatrick, Marie-France Nadeau 2022
Preschoolers, parents, and the pandemic: family media use during the Covid-19 crisis and child development Caroline Fitzpatrick, Gabrielle Garon-Carrier 2022
Risky situations experienced during runaway episodes: A qualitative exploration of the influence of context prior to and during a runaway Catherine Laurier, Marie-Pierre Villeneuve, Sophie Couture 2023
“For me, it’s a real pain”: A foray into the experience of parents involved in Family- Based Treatment Anne-Marie Tougas, Isabelle Thibault 2022
