“I had a shitty past; I want a great future.”: Hopes and fears of vulnerable adolescent girls aging out of care Geneviève Paquette, Nadine Lanctôt 2022
Students’ achievement goal orientations during the COVID-19 pandemic: Are they mediated by their own competence beliefs and their teachers’ support? Caroline Fitzpatrick, Jonathan Smith, Marie-France Nadeau 2022
Classroom Placement and Twins’ Social Behaviors in Elementary School: Providing Empirical Evidence to Inform Educational Policy Gabrielle Garon-Carrier, Vincent Bégin 2021
Uncovering the personal and environmental factors associated with youth mental health during the COVID-19 pandemic: The pursuit of sports and physical activity as a protective factor Catherine Laurier, Katherine Pascuzzo 2021
Validation of a French Translation of the McLean Screening Instrument for Borderline Personality Disorder, Invariance Across Genders, and Association With Depression, Trauma Symptoms, and Substance Use Among University Students Alexa Martin-Storey, Luc Touchette, Mélanie Lapalme, Yann Le Corff 2021
A French Translation of the Transgender Congruence Scale: Validation and Associations with Distress, Well-being, and Perceived Transition Status Alexa Martin-Storey, Julie Christine Cotton, Yann Le Corff 2021
Child Psychological Functioning During the COVID-19 Lockdown: An Ecological, Family-Centered Approach Jean-Pascal Lemelin 2021
Conduct Problems and Adherence to COVID-19 Guidelines: A Developmental Psychopathology-Informed Approach Alexa Martin-Storey, Jean-Pascal Lemelin, Mélanie Lapalme, Michèle Déry 2021
Professional carers’ attachment style and reflective functioning: Links with adolescent behavioral and emotional adaptation in residential care Katherine Pascuzzo 2021
Changes in students’ achievement motivation in the context of the COVID-19 pandemic: A function of extraversion/ introversion? Caroline Fitzpatrick, Jonathan Smith 2021
