Adresse (travail) : | Département de psychologie Faculté des arts et des sciences Pavillon Marie-Victorin, local C-365 90, avenue Vincent-d'Indy 6128, succursale centre-ville Montréal, QC H3C 3J7 |
Téléphone (travail) : | (514) 343-5745 |
Télécopieur : | (514) 343-2285 |
Courriel | |
Site web : | http://psy.umontreal.ca/repertoire-departement/vue/joussemet-mireille/ |
Département : | Psychologie |
Intérêts de recherche
À la croisée de la psychologie sociale et de la psychologie du développement, mon programme de recherche est ancré dans la théorie de l’autodétermination (Deci & Ryan; 1980, 2000, 2010). Cette théorie stipule que les êtres humains ont trois besoin psychologiques essentiels : la compétence, l’affiliation sociale et l’autodétermination. Mes activités de recherche portent sur le besoin d’autodétermination des enfants et leur développement.
Armour, J.-A., Joussemet, M., Mageau, G. A. & Varin, R. (2022). Perceived Parenting and Borderline Personality Features during Adolescence. Child Psychiatry & Human Development, 1-12.
Mageau, G. A., Joussemet, M., Robichaud, J.-M., Larose, M.-P. & Grenier, F. (2022). How-to parenting program: A randomized controlled trial evaluating its impact on parenting. Journal of Applied Developmental Psychology, 1-14.
Lemelin, E., Petit, E., Kil, H., Carpentier, J., Gadoury, S., Forest, J., Richard, J.-P., Joussemet, M. & Mageau, G. A. (2021). Effectiveness of the reroot workshop in sports: A qualitative analysis. SCAPPS, 52(1).
Malboeuf-Hurtubise, C., Léger-Goodes, T., Mageau, G. A., Joussemet, M., Herba, C., Chadi, N., Lefrançois, D., Camden, C., Bussières, È.-L., Taylor, G., Éthier, M.-A. & Gagnon, M. (2021). Philosophy for children and mindfulness during COVID-19: Results from a randomized cluster trial and impact on mental health in elementary school students. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 107, 1-6.
Tessier, J., Joussemet, M., Kurdi, V. & Mageau, G. A. (2021). Adolescents “walking the talk”: How value importance and enactment relate to well-being and risk-taking. Motivation and Emotion, 1-16.
Andreakis, E., Laurin, J. C., Joussemet, M. & Mageau, G. A. (2020). Toddler Temperament, Parent Stress, and Autonomy Support. Journal of Child and Family Studies, 1-15.
Andreadakis, E., Joussemet, M. & Mageau, G. A. (2018). How to support toddlers’ autonomy: Socialization practices reported by parents. Early Education and Development, 297-314.
Joussemet, M., Mageau, G. A., Larose, M. P., Briand, M. & Vitaro, F. (2018). How to talk so kids will listen & listen so kids will talk: a randomized controlled trial evaluating the efficacy of the how-to parenting program on children’s mental health compared to a wait-list control group. BMC Pediatrics, 18(10), 257-.
Mageau, G. A., Lessard, J., Carpentier, J., Robichaud, J.-M., Joussemet, M. & Koestner, R. (2018). Effectiveness and acceptability beliefs regarding logical consequences and mild punishments. Journal of Applied Developmental Psychology, 54, 12-22.
Armour, J.-A., Joussemet, M., Kurdi, V., Tessier, J., Boivin, M. & Tremblay, R. E. (2017). How toddlers' irritability and fearfulness relate to parenting: A longitudinal study conducted among Quebec families. Infant and Child Development, 1-16 (e2062).
Laurin, J. C. & Joussemet, M. (2017). Parental autonomy-supportive practices and toddlers’ rule internalization: A prospective observational study. Motivation and Emotion, 41(5), 562-575.
Malboeuf-Hurtubise, C., Joussemet, M., Taylor, G. & Lacourse, É. (2017). Effects of a mindfulness-based intervention on the perception of basic psychological need satisfaction among special education students. International Journal of Disability, Development and Education, 65(1), 33-44.
Malboeuf-Hurtubise, C., Lacourse, É., Taylor, G., Joussemet, M. & Amor, B. (2017). A mindfulness-based intervention pilot study for elementary students with severe learning difficulties: Effects on internalized and externalized symptoms from an emotional regulation perspective. Journal of Evidence-Based Complementary and Alternative Medicine , 22(3), 473-481.
Côté-Lecaldare, M., Joussemet, M. & Dufour, S. (2016). How to support toddlers' autonomy: A qualitative study with childcare educators. Early education and development, 27(6), 822-840.
Jungert, T., Landry, R., Joussemet, M., Mageau, G. A., Gingras, I. & Koestner, R. (2015). Autonomous and controlled motivation for parenting: Associations with parent and child outcomes. Journal of Child and Family Studies, 24(7), 1932-1942.
Laurin, J. C., Joussemet, M., Tremblay, R. E. & Boivin, M. (2015). Early forms of controlling parenting and the development of childhood anxiety. Journal of Child and Family Studies, 24(11), 3279-3292.
Mageau, G. A., Ranger, F., Joussemet, M., Koestner, R., Moreau, E. & Forest, J. (2015). Validation of the Perceived Parental Autonomy Support Scale (P-PASS). Canadian Journal of Behavioural Science, 47(3), 251-262.
Joussemet, M., Mageau, G. A. & Koestner, R. (2014). Promoting optimal parenting and children's mental health: A preliminary evaluation of the how-to parenting program. Journal of Child and Family Studies, 23(6), 949-964.
Pelletier, J. E. & Joussemet, M. (2014). Le soutien à l’autodétermination des personnes ayant une déficience intellectuelle. Revue de Psychoéducation, 43(1), 37-55.
Savard, A., Joussemet, M., Emond Pelletier, J. & Mageau, G. A. (2013). The benefits of autonomy support for adolescents with severe emotional and behavioral problems. Motivation and Emotion, 37(4), 688-700.
Dumas-Potvin, P., Savard, A & Joussemet, M. (2011). Le décrochage scolaire chez les jeunes recevant des services en centre jeunesse: portrait d’une problématique inquiétante et complexe. Défi Jeunesse, XVII(3), 27-32.
Lekes, N., Joussemet, M., Koestner, R., Taylor, G., Hope, N. H. & Gingras, I. (2011). Research Article - Transmitting intrinsic value priorities from mothers to adolescents: The moderating role of a supportive family environment. Child Development Research, 1-9.
Joussemet, M., Landry, R. & Koestner, R. (2008). A self-determination theory perspective on parenting. Canadian Psychology, 49(3), 194-200.
Joussemet, M., Vitaro, F., Barker, E. D., Côté, S., Nagin, D. S., Zoccolillo, M. & Tremblay, R. E. (2008). Controlling parenting and physical aggression during elementary school. Child Development, 79(2), 411-425.
Landry, R., Whipple, N., Mageau, G., Joussemet, M., Koestner, R., DiDio, L., Gingras, I., Bernier, A. & Haga, S. M. (2008). Trust in organismic development, autonomy support, and adaptation among mothers and their children. Motivation and Emotion, 32(3), 173-188.
Savard, A., Laurin, J. & Joussemet, M. (2008). La satisfaction des besoins psychologiques et les milieux de réadaptation sociale. Défi Jeunesse, 14(2), 12-20.
Joussemet, M., Koestner, R., Lekes, N. & Landry, R (2005). A longitudinal study of the relationship of maternal autonomy support to children’s adjustment and achievement in school. Journal of Personality, 73(5), 1215-1236.
Joussemet, M., Koestner, R., Lekes, N. & Houlfort, N (2004). Introducing uninteresting tasks to children: A comparison of the effects of rewards and autonomy support. Journal of Personality, 72(1), 139-166.
Houlfort, N., Koestner, R., Joussemet, M., Nantel-Vivier, A. & Lekes, N. (2002). The impact of performance-contingent rewards on perceived autonomy and competence. Motivation and Emotion, 26(4), 279-295.
Joussemet, M. & Koestner, R. (2000). Effect of expected rewards on children's creativity. Creativity Research Journal, 12(4), 231-239.
Chapitre de livreKurdi, V., Joussemet, M. & Mageau, G. A. (2021). A Self-determination Theory Perspective on Social and Emotional Learning. In Yoder, N. and Skoog-Hoffman, A. (Ed.), Motivating the SEL Field Forward Through Equity (Advances in Motivation and Achievement . Bingley : Emerald Publishing.
Article sans comité de lectureJoussemet, M., Mageau, G. A. & Emond Pelletier, J. (2013). Mieux comprendre le style parental optimal: la contribution de la théorie de l’auto-détermination. Psychologie Québec, 30(6), 35-39.