Genevieve Taylor, Ph.D. - Publications

Psychology McGill University, Montreal, QC, Canada 

15 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2021 Malboeuf-Hurtubise C, Léger-Goodes T, Mageau GA, Taylor G, Herba CM, Chadi N, Lefrançois D. Online art therapy in elementary schools during COVID-19: results from a randomized cluster pilot and feasibility study and impact on mental health. Child and Adolescent Psychiatry and Mental Health. 15: 15. PMID 33676537 DOI: 10.1186/s13034-021-00367-5  0.32
2021 Marion-Jetten AS, Taylor G, Schattke K. Mind Your Goals, Mind Your Emotions: Mechanisms Explaining the Relation Between Dispositional Mindfulness and Action Crises. Personality & Social Psychology Bulletin. 146167220986310. PMID 33501890 DOI: 10.1177/0146167220986310  1
2021 Malboeuf-Hurtubise C, Léger-Goodes T, Mageau GA, Joussemet M, Herba C, Chadi N, Lefrançois D, Camden C, Bussières ÈL, Taylor G, Éthier MA, Gagnon M. 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 & Biological Psychiatry. 110260. PMID 33493652 DOI: 10.1016/j.pnpbp.2021.110260  0.32
2020 Malboeuf-Hurtubise C, Lefrançois D, Mageau GA, Taylor G, Éthier MA, Gagnon M, DiTomaso C. Impact of a Combined Philosophy and Mindfulness Intervention on Positive and Negative Indicators of Mental Health Among Pre-kindergarten Children: Results From a Pilot and Feasibility Study. Frontiers in Psychiatry. 11: 510320. PMID 33384619 DOI: 10.3389/fpsyt.2020.510320  0.32
2019 Malboeuf-Hurtubise C, Taylor G, Mageau GA. Impact of a Mindfulness-Based Intervention on Basic Psychological Need Satisfaction and Internalized Symptoms in Elementary School Students With Severe Learning Disabilities: Results From a Randomized Cluster Trial. Frontiers in Psychology. 10: 2715. PMID 31920787 DOI: 10.3389/fpsyg.2019.02715  0.32
2017 Malboeuf-Hurtubise C, Lacourse E, Taylor G, Joussemet M, Ben Amor L. A Mindfulness-Based Intervention Pilot Feasibility Study for Elementary School Students With Severe Learning Difficulties: Effects on Internalized and Externalized Symptoms From an Emotional Regulation Perspective. Journal of Evidence-Based Complementary & Alternative Medicine. 22: 473-481. PMID 30208736 DOI: 10.1177/2156587216683886  0.32
2017 Malboeuf-Hurtubise C, Lacourse E, Herba C, Taylor G, Amor LB. Mindfulness-based Intervention in Elementary School Students With Anxiety and Depression: A Series of n-of-1 Trials on Effects and Feasibility. Journal of Evidence-Based Complementary & Alternative Medicine. 2156587217726682. PMID 28853297 DOI: 10.1177/2156587217726682  0.32
2015 Schattke K, Brandstätter V, Taylor G, Kehr HM. Perceived achievement incentives moderate the positive impact of achievement motive congruence on the experience of flow in indoor wall climbers | Wahrgenommene leistungsanreize moderieren den positiven einfluss von leistungsmotiv- kongruenz auf das flow-erleben beim hallenklettern Zeitschrift Fur Sportpsychologie. 22: 20-33. DOI: 10.1026/1612-5010/a000134  0.72
2015 Renaud-Dubé A, Guay F, Talbot D, Taylor G, Koestner R. The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: a mediation model Social Psychology of Education. 18: 255-272. DOI: 10.1007/s11218-014-9288-0  0.72
2014 Taylor G, Jungert T, Mageau GA, Schattke K, Dedic H, Rosenfield S, Koestner R. A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation Contemporary Educational Psychology. 39: 342-358. DOI: 10.1016/j.cedpsych.2014.08.002  0.72
2014 Schattke K, Brandstätter V, Taylor G, Kehr HM. Flow on the Rocks: Motive-incentive congruence enhances flow in rock climbing International Journal of Sport Psychology. 45: 603-620.  0.72
2012 Taylor G, Lekes N, Gagnon H, Kwan L, Koestner R. Need satisfaction, work-school interference and school dropout: an application of self-determination theory. The British Journal of Educational Psychology. 82: 622-46. PMID 23025396 DOI: 10.1111/j.2044-8279.2011.02050.x  0.72
2010 Renaud-Dubé A, Taylor G, Lekes N, Koestner R, Guay F. Adolescents' motivation toward the environment: Age-related trends and correlates Canadian Journal of Behavioural Science. 42: 194-199. DOI: 10.1037/a0018596  0.72
2010 Koestner R, Taylor G, Losier GF, Fichman L. Self-regulation and adaptation during and after college: A one-year prospective study Personality and Individual Differences. 49: 869-873. DOI: 10.1016/j.paid.2010.07.019  0.72
2003 Abela JR, Taylor G. Specific vulnerability to depressive mood reactions in schoolchildren: the moderating role of self-esteem. Journal of Clinical Child and Adolescent Psychology : the Official Journal For the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53. 32: 408-18. PMID 12881029 DOI: 10.1207/S15374424JCCP3203_09  0.72
Show low-probability matches.