| Year |
Citation |
Score |
| 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 |
0.69 |
|
| 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 |
0.573 |
|
| 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 |
0.413 |
|
| 2018 |
Malboeuf-Hurtubise C, Taylor G, Paquette L, Lacourse E. Corrigendum: A Mindfulness-Based Intervention for Students With Psychiatric Disorders in a Special Education Curriculum: A Series of n-of-1 Trials on Internalized and Externalized Symptoms Frontiers in Education. 3. DOI: 10.3389/Feduc.2018.00097 |
0.41 |
|
| 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 |
0.656 |
|
| 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 |
0.395 |
|
| 2017 |
Malboeuf-Hurtubise C, Joussemet M, Taylor G, Lacourse E. 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: 33-44. DOI: 10.1080/1034912X.2017.1346236 |
0.673 |
|
| 2015 |
Grégoire S, Lachance L, Taylor G. Mindfulness, mental health and emotion regulation among workers International Journal of Wellbeing. 5: 96-119. DOI: 10.5502/Ijw.V5I4.444 |
0.331 |
|
| 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 |
0.674 |
|
| 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 |
0.634 |
|
| 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. DOI: 10.5167/Uzh-104469 |
0.688 |
|
| 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 |
0.71 |
|
| 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 |
0.634 |
|
| 2011 |
Lekes N, Joussemet M, Koestner R, Taylor G, Hope NH, Gingras I. Transmitting Intrinsic Value Priorities from Mothers to Adolescents: The Moderating Role of a Supportive Family Environment Child Development Research. 2011: 1-9. DOI: 10.1155/2011/167146 |
0.576 |
|
| 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 |
0.611 |
|
| 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 |
0.608 |
|
| 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 |
0.322 |
|
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