Simon Larose

TL;DR: Deci et al. as mentioned in this paper investigated students' profiles regarding autonomous, controlled, and amotivated regulation and tested whether profile groups differed on some academic adjustment outcomes and found that students in the high autonomous/high controlled group reported the highest degree of academic adjustment.

TL;DR: Young elementary students' motivations across school subjects (writing, reading, and maths) from the stance of self-determination theory shows that, for a given school subject, young elementary students self-report different levels of intrinsic, identified, and controlled motivation.

TL;DR: This paper evaluated individual variations in table of contents' perceived security to parents, social support expectations, and socio-emotional adjustment during the high school-college transition, and test whether perceived security with respect to parents predicts changes in support expectations and socio emotional adjustment across the transition.

TL;DR: In this article, the authors examined whether two aspects of disruptive behaviors (i.e., hyperactivity-inattention and aggressiveness-opposition) observed in kindergarten predict non-completion of high school by early adulthood.

TL;DR: Examination of how perceived parental involvement and support predict college students' persistence in science based on J. P. Connell and J. G. Wellborn's theoretical model suggests that perceived parental autonomy supports predicted scientific persistence partly through students' autonomy.