Genevieve Taylor, Ph.D.

Psychology McGill University, Montreal, QC, Canada 
"Genevieve Taylor"
Mean distance: 18.66 (cluster 8)


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Richard Koestner grad student 2012 McGill
 (The differential effects of academic motivation types on school achievement and persistence.)


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Kaspar Schattke collaborator 2014- McGill
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Malboeuf-Hurtubise C, Taylor G, Mageau GA. (2019) 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
Malboeuf-Hurtubise C, Lacourse E, Taylor G, et al. (2017) 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
Malboeuf-Hurtubise C, Lacourse E, Herba C, et al. (2017) 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
Schattke K, Brandstätter V, Taylor G, et al. (2015) 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
Renaud-Dubé A, Guay F, Talbot D, et al. (2015) The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: a mediation model Social Psychology of Education. 18: 255-272
Taylor G, Jungert T, Mageau GA, et al. (2014) A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation Contemporary Educational Psychology. 39: 342-358
Schattke K, Brandstätter V, Taylor G, et al. (2014) Flow on the Rocks: Motive-incentive congruence enhances flow in rock climbing International Journal of Sport Psychology. 45: 603-620
Taylor G, Lekes N, Gagnon H, et al. (2012) Need satisfaction, work-school interference and school dropout: an application of self-determination theory. The British Journal of Educational Psychology. 82: 622-46
Renaud-Dubé A, Taylor G, Lekes N, et al. (2010) Adolescents' motivation toward the environment: Age-related trends and correlates Canadian Journal of Behavioural Science. 42: 194-199
Koestner R, Taylor G, Losier GF, et al. (2010) Self-regulation and adaptation during and after college: A one-year prospective study Personality and Individual Differences. 49: 869-873
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