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Arielle Bonneville-Roussy

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2014 Psychology University of Cambridge, Cambridge, England, United Kingdom 
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"Arielle Bonneville-Roussy"
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John Rust grad student 2014 Cambridge

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Bonneville-Roussy A, Hruska E, Trower H. (2020) Teaching Music to Support Students: How Autonomy-Supportive Music Teachers Increase Students' Well-Being. Journal of Research in Music Education. 68: 97-119
Bonneville-Roussy A, Eerola T. (2018) Age trends in musical preferences in adulthood: 3. Perceived musical attributes as intrinsic determinants of preferences: Musicae Scientiae. 22: 394-414
Bonneville-Roussy A, Rust J. (2018) Age trends in musical preferences in adulthood: 2. Sources of social influences as determinants of preferences Musicae Scientiae. 16: 9999999999
Bonneville-Roussy A, Vallerand RJ. (2018) Passion at the heart of musicians’ well-being Psychology of Music. 48: 266-282
Bonneville-Roussy A, Stillwell D, Kosinski M, et al. (2017) Age trends in musical preferences in adulthood: 1. Conceptualization and empirical investigation Musicae Scientiae. 21: 369-389
Bonneville-Roussy A, Evans P, Verner-Filion J, et al. (2017) Motivation and coping with the stress of assessment: Gender differences in outcomes for university students Contemporary Educational Psychology. 48: 28-42
Evans P, Bonneville-Roussy A. (2016) Self-determined motivation for practice in university music students Psychology of Music. 44: 1095-1110
Bonneville-Roussy A, Bouffard T. (2015) When quantity is not enough: Disentangling the roles of practice time, self-regulation and deliberate practice in musical achievement Psychology of Music. 43: 686-704
Bonneville-Roussy A, Rentfrow PJ, Xu MK, et al. (2013) Music through the ages: Trends in musical engagement and preferences from adolescence through middle adulthood. Journal of Personality and Social Psychology. 105: 703-17
Bonneville-Roussy A, Vallerand RJ, Bouffard T. (2013) The roles of autonomy support and harmonious and obsessive passions in educational persistence Learning and Individual Differences. 24: 22-31
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