ORCID Profile
0000-0001-7105-2500
Current Organisation
Université Laval
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Publisher: Elsevier BV
Date: 12-2023
Publisher: SAGE Publications
Date: 06-10-2017
Abstract: This research examines group-level perceptions of transformational leadership (TFL) as negative longitudinal predictors of witnessing person-related (e.g., insults/affronts) and work-related (e.g., negation/intentional work overload) acts of incivility at work. Witnessing workplace incivility was also postulated to negatively predict employee need satisfaction. Data were collected among production employees in different Canadian plants of a major manufacturing company ( N = 344) who worked for 42 different managers ( M group size = 9.76). Two waves of data collection occurred 1 year apart. Results from multilevel analyses showed that workgroups where managers were perceived to engage in more frequent TFL behaviors reported reduced levels of person- and work-related incivility 1 year later. However, group-level incivility did not predict change in group-level need satisfaction 1 year later. At the in idual level, results showed that witnessing higher levels of person-related incivility than one’s colleagues predicted reduced satisfaction of the need for relatedness 1 year later. These longitudinal findings build upon previous literature by identifying TFL as a potential managerial strategy to reduce incivility in workgroups over time. They also show that mere exposure to workplace misbehavior still affects employees’ adjustment, suggesting that every effort to reduce deviance in workplaces is worthwhile.
Publisher: American Psychological Association (APA)
Date: 06-2020
DOI: 10.1037/MOT0000142
Publisher: SAGE Publications
Date: 16-02-2021
Abstract: Student outcomes are influenced by different types of motivation that stem from external incentives, ego involvement, personal value, and intrinsic interest. The types of motivation described in self-determination theory each co-occur to different degrees and should lead to different consequences. The associations with outcomes are due in part to unique characteristics and in part to the degree of autonomy each entails. In the current meta-analysis, we examine these different types of motivation in 344 s les (223,209 participants) as they relate to 26 performance, well-being, goal orientation, and persistence-related student outcomes. Findings highlight that intrinsic motivation is related to student success and well-being, whereas personal value (identified regulation) is particularly highly related to persistence. Ego-involved motives (introjected regulation) were positively related to persistence and performance goals but also positively related with indicators of ill-being. Motivation driven by a desire to obtain rewards or avoid punishment (external regulation) was not associated with performance or persistence but was associated with decreased well-being. Finally, amotivation was related to poor outcomes. Relative weights analysis further estimates the degree to which motivation types uniquely predict outcomes, highlighting that identified regulation and intrinsic motivation are likely key factors for school adjustment.
Publisher: American Psychological Association (APA)
Date: 09-2013
DOI: 10.1037/A0032573
Abstract: The passion scale, based on the dualistic model of passion, measures 2 distinct types of passion: Harmonious and obsessive passions are predictive of adaptive and less adaptive outcomes, respectively. In a substantive-methodological synergy, we evaluate the construct validity (factor structure, reliability, convergent and discriminant validity) of Passion Scale responses (N = 3,571). The exploratory structural equation model fit to the data was substantially better than the confirmatory factor analysis solution, and resulted in better differentiated (less correlated) factors. Results from a 13-model taxonomy of measurement invariance supported complete invariance (factor loadings, factor correlations, item uniquenesses, item intercepts, and latent means) over language (French vs. English the instrument was originally devised in French, then translated into English) and gender. Strong measurement partial invariance over 5 passion activity groups (leisure, sport, social, work, education) indicates that the same set of items is appropriate for assessing passion across a wide variety of activities--a previously untested, implicit assumption that greatly enhances practical utility. Support was found for the convergent and discriminant validity of the harmonious and obsessive passion scales, based on a set of validity correlates: life satisfaction, rumination, conflict, time investment, activity liking and valuation, and perceiving the activity as a passion.
Publisher: Springer Science and Business Media LLC
Date: 16-08-2022
Publisher: Wiley
Date: 22-07-2020
DOI: 10.1111/JOPY.12570
Publisher: Springer Science and Business Media LLC
Date: 10-04-2012
Publisher: Wiley
Date: 05-07-2023
DOI: 10.1111/BJEP.12626
Abstract: Universities faced important and sudden changes following the lockdown measures imposed during the COVID‐19 pandemic. Traditional educational practices were disrupted as c uses were closed while distance learning was hastily adopted. This study documents the evolution of university students' autonomous and controlled motivation for their studies following c us closures by relying on a person‐centred perspective. More specifically, it examines motivation profiles and their temporal stability across two time points taken before and during the pandemic, while also considering the role of educational climate, trait self‐control and control variables (sex and age) as predictors of profile membership. A total of 1940 university students participated in this study by responding to online questionnaires at two time points, before (Time 1) and after (Time 2) the pandemic. We relied on latent profile and latent transition analyses to estimate motivation profiles, their temporal stability and their predictors. A four‐profile solution ( Self‐Determined, Moderately Motivated , Extrinsically Motivated , Amotivated ) was selected and replicated at both time points. We observed a low degree of variability in profile membership over time, especially for the Amotivated profile. A need‐supportive educational climate and trait self‐control consistently predicted a greater likelihood of membership into more adaptative profiles ( Self‐Determined, Moderately Motivated ). The COVID‐19 pandemic did not drastically change the motivational profiles of university students. Nevertheless, educational climate and self‐control appeared to ‘protect’ students against the endorsement of more problematic motivation profiles both before and during the pandemic, making them important targets for intervention.
Publisher: American Psychological Association (APA)
Date: 12-2017
DOI: 10.1037/BUL0000125
Abstract: Self-determination theory proposes a multidimensional representation of motivation comprised of several factors said to fall along a continuum of relative autonomy. The current meta-analysis examined the relationships between these motivation factors in order to demonstrate how reliably they conformed to a predictable continuum-like pattern. Based on data from 486 s les representing over 205,000 participants who completed 1 of 13 validated motivation scales, the results largely supported a continuum-like structure of motivation and indicate that self-determination is central in explaining human motivation. Further examination of heterogeneity indicated that while regulations were predictably ordered across domains and scales, the exact distance between subscales varied across s les in a way that was not explainable by a set of moderators. Results did not support the inclusion of integrated regulation or the 3 subscales of intrinsic motivation (i.e., intrinsic motivation to know, to experience stimulation, and to achieve) due to excessively high interfactor correlations and overlapping confidence intervals. Recommendations for scale refinements and the scoring of motivation are provided. (PsycINFO Database Record
Publisher: American Educational Research Association (AERA)
Date: 11-09-2021
DOI: 10.3102/00346543211042426
Abstract: Students’ self-determined motivation (acting out of interest, curiosity, and abiding values) is associated with higher academic well-being, persistence, and achievement. Self-determination theory posits that self-determined motivation is dependent on the satisfaction of three psychological needs (relatedness, competence, and autonomy), which are in turn facilitated through need-supportive behaviors from notable others. In this meta-analysis, conducted over 144 studies and more than 79,000 students, we sought to overview pathways to student motivation in order to verify (1) how do psychological needs rank in the strength of their prediction of self-determined motivation and (2) which autonomy-support providers (parents or teachers) are the most relevant for psychological need satisfaction in students and self-determined motivation. Results show that teacher autonomy support predicts students’ need satisfaction and self-determined motivation more strongly than parental autonomy support. In addition, competence is the most positive predictor of self-determined motivation, followed by autonomy and then by relatedness.
No related grants have been discovered for Julien Bureau.