La participation à des activités parascolaires à l’adolescence : l’importance de la motivation autonome

Thuot-Jolicoeur, Aurélie; Chevalier-Pomerleau, Ariane; Ghassemi-Bakhtiari, Nessa; Poulin, François; Denault, Anne-Sophie; Robitaille, Jean; Philippe, Frédérick

doi:https://doi.org/10.7202/1107453ar

Adie, J. W., Duda, J. L. et Ntoumanis, N. (2008). Autonomy support, basic need satisfaction and the optimal functioning of adult male and female sport participants: A test of basicneeds theory. Motivation and Emotion, 32, 189-199. https://doi.org/10.1007/s11031-008-9095-z

10.1007/s11031-008-9095-z Google Scholar

Adler, R. P. et Goggin, J. (2005). What do we mean by “Civic Engagement”? Journal of Transformative Education, 3(3), 236–253. https://doi.org/10.1177/1541344605276792

10.1177/1541344605276792 Google Scholar

Albanesi, C., Cicognani, E. et Zani, B. (2007). Sense of community, civic engagement and social well-being in Italian adolescents. Journal of Community and Applied Social Psychology, 17(5), 387–406. https://doi.org/10.1002/casp.903

10.1002/casp.903 Google Scholar

Assor, A., Vansteenkiste, M., et Kaplan, A. (2009). Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self-worth strivings. Journal of Educational Psychology, 101(2), 482–497. https://doi.org/10.1037/a0014236

10.1037/a0014236 Google Scholar

Baard, P. P., Deci, E. L. et Ryan, R. M. (2004). Intrinsic need satisfaction: A motivational basis of performance and well-being in two work settings 1. Journal of Applied Social Psychology, 34(10), 2045-2068. https://doi.org/10.1111/j.1559-1816.2004.tb02690.x

10.1111/j.1559-1816.2004.tb02690.x Google Scholar

Ballard, P. J. (2014). What motivates youth civic involvement?. Journal of Adolescent Research, 29(4), 439-463. https://doi.org/10.1177/0743558413520224

10.1177/0743558413520224 Google Scholar

Barnett, L. A. (2008). Predicting Youth Participation in Extracurricular Recreational Activities: Relationships with Individual, Parent, and Family Characteristics. Journal of Park & Recreation Administration, 26(2).

Google Scholar

Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J. A. et Thøgersen-Ntoumani, C. (2011). Self-determination theory and diminished functioning: The role of interpersonal control and psychological need thwarting. Personality and Social Psychology Bulletin, 37(11), 1459-1473. https://doi.org/10.1177/0146167211413125

10.1177/0146167211413125 Google Scholar

Baumeister, R. F., Campbell, J. D., Krueger, J. I. et Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 1-44. https://doi.org/10.1111/1529-1006.01431

10.1111/1529-1006.01431 Google Scholar

Beiswenger, K. L. et Grolnick, W. S. (2010). Interpersonal and intrapersonal factors associated with autonomous motivation in adolescents’ after-school activities. The Journal of Early Adolescence, 30(3), 369–394. https://doi.org/10.1177/0272431609333298

10.1177/0272431609333298 Google Scholar

Blaya, C. et Fortin, L. (2011). Les élèves français et québécois à risque de décrochage scolaire : comparaison entre les facteurs de risque personnels, familiaux et scolaires. L’orientation scolaire et professionnelle, 40/1. https://doi.org/10.4000/osp.2988

10.4000/osp.2988 Google Scholar

Bohnert, A., Fredricks, J. et Randall, E. (2010). Capturing unique dimensions of youth organized activity involvement. Review of Educational Research, 80(4), 576–610. https://doi.org/10.3102/0034654310364533

10.3102/0034654310364533 Google Scholar

Bond, L., Butler, H., Thomas, L., Carlin, J., Glover, S., Bowes, G. et Patton, G. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. The Journal of Adolescent Health: official publication of the Society for Adolescent Medicine, 40(4), 357.e9–357.e3.57E18. https://doi.org/10.1016/j.jadohealth.2006.10.013

10.1016/j.jadohealth.2006.10.013 Google Scholar

Bowers, E. P., Li, Y., Kiely, M. K., Brittian, A., Lerner, J. V. et Lerner, R. M. (2010). The Five Cs model of positive youth development: A longitudinal analysis of confirmatory factor structure and measurement invariance. Journal of Youth and Adolescence, 39(7), 720–735. https://doi.org/10.1007/s10964-010-9530-9

10.1007/s10964-010-9530-9 Google Scholar

Brown, B. B. et Larson, J. (2009). Peer relationships in adolescence. Dans R. M. Lerner et L. Steinberg (dir.), Handbook of Adolescent Psychology: Contextual influences on adolescent development (pp. 74–103). John Wiley et Sons. https://doi.org/10.1002/9780470479193.adlpsy002004

10.1002/9780470479193.adlpsy002004 Google Scholar

Brunet, J., Gunnell, K. E., Gaudreau, P. et Sabiston, C. M. (2015). An integrative analytical framework for understanding the effects of autonomous and controlled motivation. Personality and Individual Differences, 84, 2‑15. https://doi.org/10.1016/j.paid.2015.02.034

10.1016/j.paid.2015.02.034 Google Scholar

Buhrmester, D. et Furman, W. (2008). The network of relationships inventory: Relationship qualities version. Unpublished measure, University of Texas at Dallas. https://doi.org/10.1177/0165025409342634

Google Scholar

Bundick, M. J. (2011). Extracurricular activities, positive youth development, and the role of meaningfulness of engagement. The Journal of Positive Psychology, 6(1), 57-74. https://doi.org/10.1080/17439760.2010.536775

10.1080/17439760.2010.536775 Google Scholar

Camacho-Thompson, D. E. et Simpkins, S. D. (2022). Parental involvement in organized after-school activities and adolescent motivational beliefs. Applied Developmental Science, 26(1), 176-191. https://doi.org/10.1080/10888691.2020.1750400

10.1080/10888691.2020.1750400 Google Scholar

Chambers, C. R., Wehmeyer, M. L., Saito, Y., Lida, K. M., Lee, Y. et Singh, V. (2007). Self-determination: What do we know? Where do we go? Exceptionality, 15(1), 3-15. https://doi.org/10.1080/09362830709336922

10.1080/09362830709336922 Google Scholar

Chan, W. Y., Ou, S. R. et Reynolds, A. J. (2014). Adolescent civic engagement and adultoutcomes: An examination among urban racial minorities. Journal of Youth and Adolescence, 43, 1829- 1843. https://doi.org/10.1007/s10964-014 -0136-5

10.1007/s10964-014-0136-5 Google Scholar

Ciarrochi, J., Heaven, P. C. L. et Davies, F. (2007). The impact of hope, self-esteem, and attributional style on adolescents’ school grades and emotional well-being: A longitudinal study. Journal of Research in Personality, 41(6), 1161-1178. https://doi.org/10.1016/j.jrp.2007.02.001

10.1016/j.jrp.2007.02.001 Google Scholar

Claes, M. E. (1992). Friendship and personal adjustment during adolescence. Journal of Adolescence, 15(1), 39-55. https://doi.org/10.1016/0140-1971(92)90064-C

10.1016/0140-1971(92)90064-C Google Scholar

Crocetti, E., Erentaitė, R. et Žukauskienė, R. (2014). Identity styles, positive youth development, and civic engagement in adolescence. Journal of Youth and Adolescence, 43, 1818-1828. https://doi.org/10.1007/s10964-014-0100-4

10.1007/s10964-014-0100-4 Google Scholar

Curtis, C. A. (2019). Home and school environmental influences on adolescents’ sociopolitical group participation: Implications for increasing youth involvement. Education and Urban Society, 51(7), 871-893. https://doi.org/10.1177/0013124517727052

10.1177/0013124517727052 Google Scholar

Dambrun, M. et Ricard, M. (2011). Self-centeredness and selflessness: A theory of self-based psychological functioning and its consequences for happiness. Review of General Psychology, 15(2), 138-157.

10.1037/a0023059 Google Scholar

Deci, E. L. et Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology / Psychologie Canadienne, 49(3), 182‑ 185. https://doi.org/10.1037/a0012801

10.1037/a0012801 Google Scholar

Deci, E. L. et Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. The Oxford Handbook of Human Motivation, 18(6), 85-107. https://doi.org/10.1037/a0023059

10.1093/oxfordhb/9780195399820.013.0006 Google Scholar

De Meyer, J., Tallir, I. B., Soenens, B., Vansteenkiste, M., Aelterman, N., Van den Berghe, L., Speleers, L. et Haerens, L. (2014). Does observed controlling teaching behavior relate to students’ motivation in physical education? Journal of Educational Psychology, 106(2), 541-554. https://doi.org/10.1037/a0034399

10.1037/a0034399 Google Scholar

Denault, A.-S. et Poulin, F. (2009). Intensity and breadth of participation in organized activities during the adolescent years: Multiple associations with youth outcomes. Journal of Youth and Adolescence, 38(9), 1199–1213. https://doi.org/10.1007/s10964-009-9437-5

10.1007/s10964-009-9437-5 Google Scholar

Desrosiers, H., Nanhou, V. et Belleau, L. (2016). L’adaptation psychosociale et scolaire des jeunes lors du passage au secondaire. Dans Étude longitudinale du développement des enfants du Québec(ELDEQ 1998-2015) – De la naissance à 17 ans, 8(2) Institut de la statistique du Québec.

Google Scholar

Dodd, M. D., Brummette, J. et Hazleton, V. (2015). A social capital approach: An examination of Putnam’s civic engagement and public relations roles. Public Relations Review, 41(4), 472- 479. https://doi.org/10.1016/j.pubrev.2015.05.001

10.1016/j.pubrev.2015.05.001 Google Scholar

Eccles, J. S., Barber, B. L., Stone, M. et Hunt, J. (2003). Extracurricular activities and adolescent development. Journal of Social Issues, 59(4), 865–889. https://doi.org/10.1046/j.0022-4537.2003.00095.x

10.1046/j.0022-4537.2003.00095.x Google Scholar

Farb, A. F. et Matjasko, J. L. (2012). Recent advances in research on school-based extracurricular activities and adolescent development. Developmental Review, 32(1), 1-48. https://doi.org/10.1016/j.dr.2011.10.001

10.1016/j.dr.2011.10.001 Google Scholar

Feldman, A. F. et Matjasko, J. L. (2005). The role of school-based extracurricular activities in adolescent development: A comprehensive review and future directions. Review of Educational Research, 75(2), 159–210. https://doi.org/10.3102/00346543075002159

10.3102/00346543075002159 Google Scholar

Field, S. et Hoffman, A. (1994). Development of a model for self-determination. Career Development for Exceptional Individuals, 17(2), 159-169. https://doi.org/10.1177/088572889401700205

10.1177/088572889401700205 Google Scholar

Field, S., Hoffman, A. et Posch, M. (1997). Self-determination during adolescence a developmental perspective. Remedial and Special Education, 18(5), 285-293. https://doi.org/10.1177/074193259701800504

10.1177/074193259701800504 Google Scholar

Forneris, T., Camiré, M. et Williamson, R. (2015). Extracurricular activity participation and the acquisition of developmental assets: Differences between involved and noninvolved canadian high school students. Applied Developmental Science, 19(1), 47‑55. https://doi.org/10.1080/10888691.2014.980580

10.1080/10888691.2014.980580 Google Scholar

Fredricks, J. A., Blumenfeld, P. C. et Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059

10.3102/00346543074001059 Google Scholar

Fredricks, J. A. et Eccles, J. S. (2006). Extracurricular involvement and adolescent adjustment: Impact of duration, number of activities, and breadth of participation. Applied Developmental Science, 10(3), 132–146. https://doi.org/10.1207/s1532480xads1003_3

10.1207/s1532480xads1003_3 Google Scholar

Fredricks, J. A., et Eccles, J. S. (2008). Participation in extracurricular activities in the middle school years: Are there developmental benefits for African American and European American youth? Journal of Youth and Adolescence, 37(9), 1029–1043. https://doi.org/10.1007/s10964-008-9309-4

10.1007/s10964-008-9309-4 Google Scholar

Furman, W. et Buhrmester, D. (2009). Methods and measures: The network of relationships inventory: Behavioral systems version. International Journal of Behavioral Development, 33(5), 470-478. https://doi.org/10.1177/0165025409342634

10.1177/0165025409342634 Google Scholar

Ganzeboom, H. B. (2010). A new international socio-economic index (ISEI) of occupational status for the international standard classification of occupation 2008 (ISCO-08) constructed with data from the ISSP 2002–2007; with an analysis of quality of occupational measurement in issp. International Social Survey Programme 2010, Lisbon, Portugal. http://www.harryganzeboom.nl/isco08/index.htm

Google Scholar

Gilman, R., Meyers, J. et Perez, L. (2004), Structured extracurricular activities among adolescents: Findings and implications for school psychologists. Psychology in the Schools, 41(1), 31- 41.

10.1002/pits.10136 Google Scholar

Gosling, S. D., Rentfrow, P. J. et Swann, W. B. (2003). A very brief measure of the Big-Five personality domains. Journal of Research in Personality, 37(6), 504‑528. https://doi.org/10.1016/S0092-6566(03)00046-1

10.1016/S0092-6566(03)00046-1 Google Scholar

Gunnell, K. E., Crocker, P. R., Mack, D. E., Wilson, P. M. et Zumbo, B. D. (2014). Goal contents, motivation, psychological need satisfaction, well-being and physical activity: A test of self-determination theory over 6 months. Psychology of Sport and Exercise, 15(1), 19-29. https://doi.org/10.1016/j.psychsport.2013.08.005

10.1016/j.psychsport.2013.08.005 Google Scholar

Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B. et Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16, 26-36. https://doi.org/10.1016/j.psychsport.2014.08.013

10.1016/j.psychsport.2014.08.013 Google Scholar

Hancock Hoskins, D. (2014). Consequences of parenting on adolescent outcomes. Societies, 4(3), 506-531. https://doi.org/10.3390/soc4030506

10.3390/soc4030506 Google Scholar

Hansen, D. M., Larson, R. W. et Dworkin, J. B. (2003). What adolescents learn in organized youth activities: A survey of self-reported developmental experiences? Journal of Adolescence, 13(1), 25–55. https://doi.org/10.1111/1532-7795.1301006

10.1111/1532-7795.1301006 Google Scholar

Hardre, P. L. et Reeve, J. (2003). A motivational model of rural students’ intentions to persist in, versus drop out of high school. Journal of Educational Psychology, 95, 347–356. https://doi.org/10.1037/0022-0663.95.2.347

10.1037/0022-0663.95.2.347 Google Scholar

Hardy, S. A., Pratt, M. W., Pancer, S. M., Olsen, J. A. et Lawford, H. L. (2011). Community and religious involvement as contexts of identity change across late adolescence and emerging adulthood. International Journal of Behavioral Development, 35(2), 125-135. https://doi.org/10.1177/0165025410375920

10.1177/0165025410375920 Google Scholar

Hodgins, H. S., Brown, A. B. et Carver, B. (2007). Autonomy and control motivation and self-esteem. Self and Identity, 6(2‑3), 189‑208. https://doi.org/10.1080/15298860601118769

10.1080/15298860601118769 Google Scholar

Hope, N. H., Holding, A. C., Verner-Filion, J., Sheldon, K. M. et Koestner, R. (2019). The path from intrinsic aspirations to subjective well-being is mediated by changes in basic psychological need satisfaction and autonomous motivation: A large prospective test. Motivation and Emotion, 43, 232-241. https://doi.org/10.1007/s11031-018-9733-z

10.1007/s11031-018-9733-z Google Scholar

Howard, J. L., Gagné, M. et Bureau, J. S. (2017). Testing a continuum structure of self-determined motivation: A meta-analysis. Psychological Bulletin, 143(12), 1346. https://doi.org/10.1037/bul0000125

10.1037/bul0000125 Google Scholar

Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X. et Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300-1323. https://doi.org/10.1177/1745691620966789

10.1177/1745691620966789 Google Scholar

International Labour Organization. (2012). International Standard Classification of Occupations 2008 (ISCO-08): Structure, group definitions and correspondence tables. International Labour Organization.

Google Scholar

Kasser, T. et Ryan, R. M. (1993). A dark side of the American dream: Correlates of financial success as a central life aspiration. Journal of Personality and Social Psychology, 65(2), 410–422. https://doi.org/10.1037/0022-3514.65. 2.410

10.1037/0022-3514.65.2.410 Google Scholar

Keizer, R., Helmerhorst, K. O. et van Rijn-van Gelderen, L. (2019). Perceived quality of the mother–adolescent and father–adolescent attachment relationship and adolescents’ self-esteem. Journal of Youth and Adolescence, 48(6), 1203- 1217. https://doi.org/10.1007/s10964-019-01007-0

10.1007/s10964-019-01007-0 Google Scholar

Larson, R. W. et Verma, S. (1999). How children and adolescents spend time across the world: Work, play, and developmental opportunities. Psychological Bulletin, 125(6), 701– 736. https://doi.org/10.1037/0033-2909.125.6.701

10.1037/0033-2909.125.6.701 Google Scholar

Laursen, B. et Collins, J. K. (2009). Parent-child relationships during adolescence. Dans R. M. Lerner et L. Steinberg (dir.), Handbook of Adolescent Psychology (Vol. 2, pp. 3-42). John Wiley et Sons. https://doi.org/10.1002/9780470479193.adlpsy002002

10.1002/9780470479193.adlpsy002002 Google Scholar

Lenzi, M., Vieno, A., Pastore, M. et Santinello, M. (2013). Neighborhood social connectedness and adolescent civic engagement: An integrative model. Journal of Environmental Psychology, 34, 45-54. https://doi.org/10.1016/j.jenvp.2012.12.003

10.1016/j.jenvp.2012.12.003 Google Scholar

Li, M., Wang, Z., You, X. et Gao, J. (2015). Value congruence and teachers’ work engagement: The mediating role of autonomous and controlled motivation. Personality and Individual Differences, 80, 113‑118. https://doi.org/10.1016/j.paid.2015.02.021

10.1016/j.paid.2015.02.021 Google Scholar

Mahatmya, D., Lohman, B. J., Matjasko, J. L. et Farb, A. F. (2012). Engagement across developmental periods. Dans S. L. Christenson, A. L. Reschly et C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 45–63). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_3

10.1007/978-1-4614-2018-7_3 Google Scholar

Mahoney, J. L. et Stattin, H. (2000). Leisure activities and adolescent antisocial behavior: The role of structure and social context. Journal of Adolescence, 23(2), 113–127. https://doi.org/10.1006/jado.2000.0302

10.1006/jado.2000.0302 Google Scholar

Mahoney, J.L., Schweder, A.E. et Stattin, H. (2002). Structured after-school activities as a moderator of depressed mood for adolescents with detached relations to their parents. Journal of Community Psychology, 30, 69–86. https://doi.org/10.1002/jcop.1051

10.1002/jcop.1051 Google Scholar

Mahoney, J. L., Harris, A. L. et Eccles, J. S. (2006). Organized activity participation, positive youth development, and the over-scheduling hypothesis. Social Policy Report, 20(4), 1-32. https://doi.org/10.1002/j.2379-3988.2006.tb00049.x

10.1002/j.2379-3988.2006.tb00049.x Google Scholar

Martela, F. et Sheldon, K. M. (2019). Clarifying the concept of well-being: Psychological need satisfaction as the common core connecting eudaimonic and subjective well-being. Review of General Psychology, 23(4), 458-474. https://doi.org/10.1177/1089268019880886

10.1177/1089268019880886 Google Scholar

Matthews, T.L., Hempel, L.M. et Howell, F.M. (2010), Gender and the transmission of civic engagement: Assessing the influences on youth civic activity. Sociological Inquiry, 80, 448-474. https://doi.org/10.1111/j.1475-682X.2010.00342.x

10.1111/j.1475-682X.2010.00342.x Google Scholar

McHale, J. P., Vinden, P. G., Bush, L., Richer, D., Shaw, D., et Smith, B. (2005). Patterns of personal and social adjustment among sport-involved and noninvolved urban middle-school children. Sociology of Sport Journal, 22(2), 119–136. https://doi.org/10.1123/ssj.22.2.119

10.1123/ssj.22.2.119 Google Scholar

McLachlan, S., Spray, C. et Hagger, M. S. (2011). The development of a scale measuring integrated regulation in exercise. British Journal of Health Psychology, 16(4), 722-743. https://doi.org/10.1348/2044-8287.002009

10.1348/2044-8287.002009 Google Scholar

McNeish, D. M. et Stapleton, L. M. (2016). The effect of small sample size on two-level model estimates: A review and illustration. Educational Psychology Review, 28(2), 295‑314. https://doi.org/10.1007/s10648-014-9287-x

10.1007/s10648-014-9287-x Google Scholar

Melman, S., Littie, S. G., et Akin-Littie, K. A. (2007). Adolescent overscheduling: The relationship between levels of participation in scheduled activities and self-reported clinical symptomology. The High School Journal, 90(3), 18–30. https://doi-org.proxy.bibliotheques.uqam.ca/10.1353/hsj.2007.0011

10.1353/hsj.2007.0011 Google Scholar

Messick, S. (1960). Dimensions of social desirability. Journal of Consulting Psychology, 24(4), 279–287. https://doi.org/10.1037/h0044153

10.1037/h0044153 Google Scholar

Metzger, A., Alvis, L. M., Oosterhoff, B., Babskie, E., Syvertsen, A. et Wray-Lake, L. (2018). The intersection of emotional and sociocognitive competencies with civic engagement in middle childhood and adolescence. Journal of Youth and Adolescence, 47, 1663-1683. https://doi.org/10.1007/s10964-018-0842-5

10.1007/s10964-018-0842-5 Google Scholar

Milyavskaya, M., Philippe, F. L. et Koestner, R. (2013). Psychological need satisfaction across levels of experience: Their organization and contribution to general well-being. Journal of Research in Personality, 47(1), 41-51. https://doi.org/10.1016/j.jrp.2012.10.013

10.1016/j.jrp.2012.10.013 Google Scholar

Mouratidis, A., & Michou, A. (2011). Perfectionism, self-determined motiva-tion, and coping among adolescent athletes. Psychology of Sport and Exercise, 12(4), 355-367. https://doi.org/10.1016/j.psychsport.2011.03.006

10.1016/j.psychsport.2011.03.006 Google Scholar

Myers, D. G. et Diener, E. (1995). Who is happy?. Psychological Science, 6(1), 10-19. https://doi.org/10.1111/j.1467-9280.1995.tb00298.x

10.1111/j.1467-9280.1995.tb00298.x Google Scholar

Nota, L., Soresi, S., Ferrari, L. et Wehmeyer, M. L. (2011). A multivariate analysis of the self-determination of adolescents. Journal of Happiness Studies, 12, 245-266. https://doi.org/10.1007/s10902-010-9191-0

10.1007/s10902-010-9191-0 Google Scholar

Noom, M. J., Deković, M. et Meeus, W. H. (1999). Autonomy, attachment and psychosocial adjustment during adolescence: A double-edged sword? Journal of Adolescence, 22(6), 771-783. https://doi.org/10.1006/jado.1999.0269

10.1006/jado.1999.0269 Google Scholar

Oberle, E., Ji, X. R., Kerai, S., Guhn, M., Schonert-Reichl, K. A. et Gadermann, A. M. (2020). Screen time and extracurricular activities as risk and protective factors for mental health in adolescence: A population-level study. Preventive Medicine, 141, 106291. https://doi.org/10.1016/j.ypmed.2020.106291

10.1016/j.ypmed.2020.106291 Google Scholar

Parker, J. S. et Benson, M. J. (2004). Parent-adolescent relations and adolescent functioning: Self-esteem, substance abuse, and delinquency. Adolescence, 39(155), 519.

Google Scholar

Peters, G. J. Y. (2014). The alpha and the omega of scale reliability and validity: Why and how to abandon Cronbach’s alpha and the route towards more comprehensive assessment of scale quality. European Health Psychologist, 16(2), 56-69.

Google Scholar

Philippe, F. L., Gingras, M.-P., Ghassemi-Bakhtiari, N., Poulin, F., Robitaille, J., Denault, A.-S., Dandeneau, S. et Geoffroy, M.-C. (2022). Organized civic and non-civic activities as predictors of academic GPA in high school students. Applied Developmental Science, 1‑16. https://doi.org/10.1080/10888691.2022.2053127

10.1080/10888691.2022.2053127 Google Scholar

Pittman, L. D. et Richmond, A. (2007). Academic and psychological functioning in late adolescence: The importance of school belonging. The Journal of Experimental Education, 75(4), 270-290. https://doi.org/10.3200/JEXE.75.4.270-292

10.3200/JEXE.75.4.270-292 Google Scholar

Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159-175. https://doi.org/10.1080/00461520903028990

10.1080/00461520903028990 Google Scholar

Ricard, N. C. et Pelletier, L. G. (2016). Dropping out of high school: The role of parent and teacher self-determination support, reciprocal friendships and academic motivation. Contemporary Educational Psychology, 44, 32-40. https://doi.org/10.1016/j.cedpsych.2015.12.003

10.1016/j.cedpsych.2015.12.003 Google Scholar

Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.

10.1515/9781400876136 Google Scholar

Ryan, R. M. (1995). The integration of behavioral regulation within life domains. Journal of Personality, 63, 397-429.

10.1111/j.1467-6494.1995.tb00501.x Google Scholar

Ryan, R. M. et Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications. https://doi.org/10.1521/978.14625/28806

10.1521/978.14625/28806 Google Scholar

Sebastian, C., Burnett, S. et Blakemore, S. J. (2008). Development of the self-concept during adolescence. Trends in Cognitive Sciences, 12(11), 441-446. https://doi.org/10.1016/j.tics.2008.07.008

10.1016/j.tics.2008.07.008 Google Scholar

Seow, P.-S. et Pan, G. (2014). A literature review of the impact of extracurricular activities participation on students’ academic performance. Journal of Education for Business, 89(7), 361‑366. https://doi.org/10.1080/08832323.2014.912195

10.1080/08832323.2014.912195 Google Scholar

Shanahan, M.J. et Flaherty, B.P. (2001), Dynamic patterns of time use in adolescence. Child Development, 72, 385-401. https://doi.org/10.1111/1467-8624.00285

10.1111/1467-8624.00285 Google Scholar

Sheldon, K. M. et Elliot, A. J. (1999). Goal striving, need satisfaction, and longitudinal well-being: The self-concordance model. Journal of Personality and Social Psychology, 76(3), 482. https://doi.org/10.1037/0022-3514.76.3.482

10.1037/0022-3514.76.3.482 Google Scholar

Sheldon, K.M. Hilpert, J.C. (2012). The balanced measure of psychological needs (BMPN) scale: an alternative domain general measure of need satisfaction. Motivation and Emotion, 36, 439-451. https://doi.org/10.1007/s11031-012-9279-4

10.1007/s11031-012-9279-4 Google Scholar

Sheldon, K. M., Osin, E. N., Gordeeva, T. O., Suchkov, D. D. et Sychev, O. A. (2017). Evaluating the dimensionality of self-determination theory’s relative autonomycontinuum. Personality and Social Psychology Bulletin, 43(9), 1215-1238. https://doi.org/10.1177/0146167217711915

10.1177/0146167217711915 Google Scholar

Sherrod, L. R., Torney-Purta, J. et Flanagan, C. A. (2010). Handbook of Research on Civic Engagement in Youth. John Wiley et Sons. https://doi.org/10.1002/9780470767603

10.1002/9780470767603 Google Scholar

Soenens, B. et Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in 3 life domains: The role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34(6). https://doi.org/10.1007/s10964-005-8948-y

10.1007/s10964-005-8948-y Google Scholar

Soenens, B., & Beyers, W. (2012). The cross-cultural significance of control and autonomy in parent–adolescent relationships. Journal of Adolescence, 35(2), 243-248. https://doi.org/10.1016/j.adolescence.2012.02.007

10.1016/j.adolescence.2012.02.007 Google Scholar

Stone, D. N., Deci, E. L. et Ryan, R. M. (2009). Beyond talk: Creating autonomous motivation through self-determination theory. Journal of General Management, 34(3), 75-91. https://doi.org/10.1177/030630700903400305

10.1177/030630700903400305 Google Scholar

Tian, L., Chen, H. et Huebner, E. S. (2014). The longitudinal relationships between basic psychological needs satisfaction at school and school-related subjective well-being in adolescents. Social Indicators Research, 119, 353-372. https:// doi.org/10.1007/s11205-013-0495-4

10.1007/s11205-013-0495-4 Google Scholar

Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In Advances in Experimental Social Psychology (Vol. 29, pp. 271–360). Academic Press. https://doi.org/10.1016/S0065-2601(08)60019-2

10.1016/S0065-2601(08)60019-2 Google Scholar

Vansteenkiste, M., Aelterman, N., De Muynck, G. J., Haerens, L., Patall, E. et Reeve, J. (2018). Fostering personal meaning and self-relevance: A self-determination theory perspective on internalization. The Journal of Experimental Education, 86(1), 30-49. https://doi.org/10.1080/00220973.2017.1381067

10.1080/00220973.2017.1381067 Google Scholar

Vasquez, A. C., Patall, E. A., Fong, C. J., Corrigan, A. S. et Pine, L. (2016). Parent autonomy support, academic achievement, and psychosocial functioning: A meta-analysis of research. Educational Psychology Review, 28, 605-644. https://doi.org/10.1007/s10648-015-9329-z

10.1007/s10648-015-9329-z Google Scholar

Véronneau, M. H., Koestner, R. F. et Abela, J. R. (2005). Intrinsic need satisfaction and well–being in children and adolescents: An application of the self–determination theory. Journal of Social and Clinical Psychology, 24(2), 280-292. https://doi.org/10.1521/jscp.24.2.280.62277

10.1521/jscp.24.2.280.62277 Google Scholar

Viau, A., Denault, A.-S. et Poulin, F. (2015). Organized activities during high school and adjustment one year post high school: Identifying social mediators. Journal of Youth and Adolescence, 44(8), 1638‑1651. https://doi.org/10.1007/s10964-014-0225-5

10.1007/s10964-014-0225-5 Google Scholar

Wagner, W. et Mathison, P. (2015). Connecting to communities: Powerful pedagogies for leading for social change. New Directions for Student Leadership, 2015(145), 85-96. https://doi.org/10.1002/yd.20126

10.1002/yd.20126 Google Scholar

Weinstein, N. et Ryan, R. M. (2010). When helping helps: Autonomous motivation for prosocial behavior and its influence on well-being for the helper and recipient. Journal of Personality and Social Psychology, 98(2), 222. https://doi.org/10.1037/a0016984

10.1037/a0016984 Google Scholar

White, R. L., Parker, P. D., Lubans, D. R., MacMillan, F., Olson, R., Astell-Burt, T. et Lonsdale, C. (2018). Domain-specific physical activity and affective wellbeing among adolescents: An observational study of the moderating roles of autonomous and controlled motivation. International Journal of Behavioral Nutrition and Physical Activity, 15, 1-13. https://doi.org/10.1186/s12966-018-0722-0

10.1186/s12966-018-0722-0 Google Scholar

Wray-Lake, L., Shubert, J., Lin, L. et Starr, L. R. (2019). Examining associations between civic engagement and depressive symptoms from adolescence to young adulthood in a national US sample. Applied Developmental Science, 23(2), 119-131. https://doi.org/10.1080/10888691.2017.1326825

10.1080/10888691.2017.1326825 Google Scholar

Yates, M. et Youniss, J. (1996). A developmental perspective on commu-nity service in adolescence. Social Development, 5(1), 85–111. https://doi.org/10.1111/j.1467-9507.1996.tb00073.x

10.1111/j.1467-9507.1996.tb00073.x Google Scholar

La participation à des activités parascolaires à l’adolescence : l’importance de la motivation autonomeAdolescents’ Participation in Extracurricular Activities: The Importance of Autonomous Motivation[Record]

Correspondance

Résumé

Abstract

Bibliographie

Abstracts

Résumé

Abstract

Appendices

Bibliographie

Citation Tools

Cite this article

Export the record for this article