Funder
Fonds de Recherche du Québec - Santé
Fonds de Recherche du Québec-Société et Culture
Social Sciences and Humanities Research Council of Canada
Faculty of social sciences, University of Quebec in Montreal
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Reference47 articles.
1. Affuso, G., Zannone, A., Esposito, C., Pannone, M., Miranda, M. C., De Angelis, G., Aquilar, S., Dragone, M., & Bacchini, D. (2022). The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time. European Journal of Psychology of Education. Advance online publication. https://doi.org/10.1007/s10212-021-00594-6
2. Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793–828). Wiley.
3. Cannard, C., Lannegrand-Willems, L., Safont-Mottay, C., & Zimmermann, G. (2016). Brief report: Academic amotivation in light of the dark side of identity formation. Journal of Adolescence, 47, 179–184. https://doi.org/10.1016/j.adolescence.2015.10.002
4. Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to non-normality and specification error in confirmatory factor analysis. Psychological Methods, 1, 16–29. https://doi.org/10.1037/1082-989X.1.1.16
5. Davidov, M., Knafo-Noam, A., Serbin, L. A., & Moss, E. (2015). The influential child: How children affect their environment and influence their own risk and resilience. Development and Psychopathology, 27, 947–951. https://doi.org/10.1017/S0954579415000619