Mbanga, R., Ratelle, C.F., & Duchesne, S. (2024). Bidirectional and longitudinal associations between vocational indecision and academic motivations. Motivation and Emotion. https://doi.org/10.1007/s11031-024-10082-1

Duchesne, S. & Ratelle, C.F. (2024). Antecedents and consequences of student academic worries about the secondary school transition. Learning and Individual Differences, 113, 1-10. https://doi.org/10.1016/j.lindif.2024.102485

Mbanga, R., Ratelle, C.F., & Duchesne, S. (2024). Predicting trajectories of vocational indecision from motivational profiles in adolescence.BMC Psychology, 12(1), 1-16. https://doi.org/10.1186/s40359-024-01747-0

Ratelle, C.F., Plamondon, A., Litalien, D., & Duchesne, S. (2024). Developmental trajectories of mother-adolescent agreement on maternal autonomy support and their contributions to adjustment. Journal of Family Psychology, 38(4), 663-676. https://doi.org/10.1037/fam0001214

Ratelle, C.F., Vargas Lascano, D.I., Guay, F., & Duchesne, S. (2023). Need satisfaction during the transition to secondary school and its implications in later education: A latent transition analysis. Learning and Individual Differences, 107, 102357. https://doi.org/10.1016/j.lindif.2023.102357 

Ahn, J., Plamondon, A., & Ratelle, C.F. (2023). Different ways to support and thwart autonomy: Parenting profiles and adolescent career development. Journal of Family Psychology, 7(2), 161-172. http://dx.doi.org/10.1037/fam0000982

Duchesne, S., Plamondon, A., & Ratelle, C.F. (2022). Students’ inattention symptoms and psychological need satisfaction during the secondary school transition: The protective role of teachers' involvement. Journal of Attention Disorders, 26(14), 1846-1856. http://dx.doi.org/10.1177/10870547221105061

Madjar, N., Ratelle, C. F., & Duchesne, S. (2021). A longitudinal analysis of the relationships between students’ internalized symptoms and achievement goals. Motivation Science, 7(2), 207–218. https://doi.org/10.1037/mot0000195

Ratelle, C. F., Duchesne, S., Litalien, D., & Plamondon, A. (2021). The role of mothers in supporting adaptation in school: A psychological needs perspective. Journal of Educational Psychology, 113(1), 197–212. https://doi.org/10.1037/edu0000455

Denault, A.-S., Ratelle, C. F., Duchesne, S., & Guay, F. (2019). Extracurricular activities and vocational indecision: A look at the mediating effect of vocational exploration. Journal of Vocational Behavior, 110, 43-53. https://doi.org/10.1016/j.jvb.2018.11.006

Maltais, C., Duchesne, S., Ratelle, C. F., & Feng, B. (2017). Learning climate, academic competence, and anxiety during the transition to middle school: Parental attachment as a protective factor. European Review of Applied Psychology, 67, 103-112. https://doi.org/10.1016/j.erap.2017.01.002

Duchesne, S., Ratelle, C. F., & Feng, B. (2016). Psychological need satisfaction and achievement goals: Exploring indirect effects of academic and social adaptation following the transition to secondary school. Journal of Early Adolescence. https://doi.org/10.1177/0272431616659561

Duchesne, S., & Ratelle, C. F. (2016). Patterns of anxiety symptoms during adolescence: Gender differences and sociomotivational factors. Journal of Applied Developmental Psychology, 46, 41-50. https://doi.org/10.1016/j.appdev.2016.07.001

Maltais, C., Duchesne, S., Ratelle, C. F., & Feng, B. (2015). Attachment to mother and achievement goal orientations at the beginning of middle school: The mediating role of perceived academic competence and anxiety. Learning and Individual Differences, 39, 39-48. https://doi.org/10.1016/j.lindif.2015.03.006

Duchesne, S., & Ratelle, C. F. (2014). Attachment security to mothers and fathers and developmental trajectories of depressive symptoms in adolescence: Which parent for which trajectory? Journal of Youth and Adolescence, 43, 641-654. https://doi.org/10.1007/s10964-013-0029-z

Duchesne, S., Ratelle, C. F., & Feng, B. (2014). Developmental trajectories of achievement goal orientations during the middle school transition: The contribution of emotional and behavioral dispositions. Journal of Early Adolescence, 34, 486-517. https://doi.org/10.1177/0272431613495447

Ratelle, C. F., & Duchesne, S. (2014). Trajectories of psychological need satisfaction from early to late adolescence as a predictor of adjustment in school. Contemporary Educational Psychology, 39, 388-400. https://doi.org/10.1016/j.cedpsych.2014.09.003

Duchesne, S., Mercier, A., & Ratelle, C. F. (2012). Vocational Exploration in Middle School: Motivational Characteristics of Students and Perceptions of the Learning Climate. Canadian Journal of Counselling and Psychotherapy, 46, 367. https://cjc-rcc.ucalgary.ca/article/view/59272

Duchesne, S., Ratelle, C. F., & Roy, A. (2012). Worries about the middle school transition and subsequent adjustment: The moderating role of classroom goal structure. Journal of Early Adolescence, 32, 681-710. https://doi.org/10.1177/0272431611419506

Duchesne, S., & Ratelle, C. F. (2010). Parental behaviors and adolescents’ achievement goals at the beginning of middle school: Emotional problems as potential mediators. Journal of Educational Psychology, 102, 497-507. https://doi.org/10.1037/a0019320

Poulin, R., Duchesne, S., & Ratelle, C. F. (2010). Profils de buts d’apprentissage et caractéristiques personnelles des élèves au début du secondaire. Revue Canadienne des Sciences du Comportement, 42, 44-54. https://doi.org/10.1037/a0016544

Duchesne, S., Ratelle, C. F., Poitras, S. C., & Drouin, É. (2009). Early adolescent attachment to parents, emotional functioning and worries about the middle school transition. Journal of Early Adolescence, 29, 743-766. https://doi.org/10.1177/0272431608325502

Ratelle, C. F., & Duchesne, S. (2017). The role of parents in supporting adjustment to school: A motivational perspective. Dans F. Guay, H. W. Marsh, D. M. McInerney, & R. G. Craven (dir.), Self: Driving positive psychology and well-being (International advances in self research, p. 167-197). Information Age Publishing.