Geneviève Taylor
Biographic Data
| ID | 3656482 |
|---|---|
| NAME | Geneviève Taylor |
| GIVEN NAMES | Geneviève |
| FAMILY NAME | Taylor |
| SIGNATURE | TAYLOR G |
| AFFILIATIONS | Université du Québec à Montréal |
| ORCID | 0000-0003-3186-076X |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Associations among positive child health measures in the environmental influences on child health outcomes (Echo) cohort
Mind Your Goals, Mind Your Emotions
Action crises describe the intra-psychic conflicts people face when deliberating whether to continue pursuing or to give up a goal for which difficulties keep accumulating. Action crises lead to negative consequences such as elevated distress and depression. Less is known about their predictors. We propose mindfulness as a negative predictor of action crises because mindful people should set more autonomous goals and better regulate their emotion…
Whose autonomy support is more effective? Managers' or Co‐Workers’? An experimental comparison of source and occupational context on intrinsic motivation
The purpose of this paper was to experimentally test whether support from different sources would lead to increased intrinsic work motivation and to examine whether occupational context moderated this effect. In Study 1, we manipulated autonomy support, source of behaviour, and occupational context. In Study 2, we allocated participants to a conventional or social work context depending on their real occupation to increase ecological validity. Al…
Existential Therapy for Children
Overall, results from this study show that P4C may be a promising intervention to foster greater autonomy in elementary school children, while also improving mental health
Autonomous Motivation Moderates the Relation of Self-Criticism to Depressive Symptoms Over One Year
Introduction: This study examined whether motivation moderated the relation between self-criticism and depression over one year in a sample of adults receiving cognitive-behavior therapy (CBT). Methods: Participants (N = 38) completed measures of pre-treatment self-criticism (Time 1), autonomous/controlled motivation for engaging in CBT at the beginning of treatment (Time 2), and interviewer-rated depression at Time 1, and one year after baseline…
Impact of a Combined Philosophy and Mindfulness Intervention on Positive and Negative Indicators of Mental Health Among Pre-kindergarten Children
Background: Fostering greater resiliency to stress, optimal psychosocial development and promoting better mental health and well-being in youth is an important goal of the Canadian and American elementary school systems (1, 2). Recent research on mindfulness and philosophy for children (P4C) has yielded promising results regarding innovative interventions that may be implemented in elementary school settings to foster greater child resiliency and…
Le rôle potentiel de la présence attentive et de la philosophie pour enfants dans le développement de l’autodétermination chez des élèves du primaire
Afin de s’acquitter de sa mission, l’école québécoise doit s’assurer du développement psychosocial optimal et de l’autodétermination de ses élèves. La pratique de la présence attentive a récemment fait l’objet d’une attention soutenue en recherche et se veut très prometteuse pour favoriser l’autodétermination des jeunes. Dans un même ordre d’idées, l’implantation d’ateliers de philosophie pour enfants gagne également en popularité en milieu scola…
The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions
A self-determination theory approach to predicting school achievement over time
Need satisfaction, work–school interference and school dropout
Background. In many parts of the world, it is common for secondary school students to be involved in part‐time employment. Research shows that working can have a negative impact on school engagement. However, the majority of studies have focused on the amount of time that students spend working rather than on the quality of work experience and its influence on school engagement. Aims. This study explored the relation of part‐time work and school …
The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions
Need satisfaction, work–school interference and school dropout
Background. In many parts of the world, it is common for secondary school students to be involved in part‐time employment. Research shows that working can have a negative impact on school engagement. However, the majority of studies have focused on the amount of time that students spend working rather than on the quality of work experience and its influence on school engagement. Aims. This study explored the relation of part‐time work and school …
Need satisfaction, work–school interference and school dropout
Background. In many parts of the world, it is common for secondary school students to be involved in part‐time employment. Research shows that working can have a negative impact on school engagement. However, the majority of studies have focused on the amount of time that students spend working rather than on the quality of work experience and its influence on school engagement. Aims. This study explored the relation of part‐time work and school …
A self-determination theory approach to predicting school achievement over time
The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions
Le rôle potentiel de la présence attentive et de la philosophie pour enfants dans le développement de l’autodétermination chez des élèves du primaire
Afin de s’acquitter de sa mission, l’école québécoise doit s’assurer du développement psychosocial optimal et de l’autodétermination de ses élèves. La pratique de la présence attentive a récemment fait l’objet d’une attention soutenue en recherche et se veut très prometteuse pour favoriser l’autodétermination des jeunes. Dans un même ordre d’idées, l’implantation d’ateliers de philosophie pour enfants gagne également en popularité en milieu scola…
Autonomous Motivation Moderates the Relation of Self-Criticism to Depressive Symptoms Over One Year
Introduction: This study examined whether motivation moderated the relation between self-criticism and depression over one year in a sample of adults receiving cognitive-behavior therapy (CBT). Methods: Participants (N = 38) completed measures of pre-treatment self-criticism (Time 1), autonomous/controlled motivation for engaging in CBT at the beginning of treatment (Time 2), and interviewer-rated depression at Time 1, and one year after baseline…
Impact of a Combined Philosophy and Mindfulness Intervention on Positive and Negative Indicators of Mental Health Among Pre-kindergarten Children
Background: Fostering greater resiliency to stress, optimal psychosocial development and promoting better mental health and well-being in youth is an important goal of the Canadian and American elementary school systems (1, 2). Recent research on mindfulness and philosophy for children (P4C) has yielded promising results regarding innovative interventions that may be implemented in elementary school settings to foster greater child resiliency and…
Whose autonomy support is more effective? Managers' or Co‐Workers’? An experimental comparison of source and occupational context on intrinsic motivation
The purpose of this paper was to experimentally test whether support from different sources would lead to increased intrinsic work motivation and to examine whether occupational context moderated this effect. In Study 1, we manipulated autonomy support, source of behaviour, and occupational context. In Study 2, we allocated participants to a conventional or social work context depending on their real occupation to increase ecological validity. Al…
Existential Therapy for Children
Overall, results from this study show that P4C may be a promising intervention to foster greater autonomy in elementary school children, while also improving mental health
Mind Your Goals, Mind Your Emotions
Action crises describe the intra-psychic conflicts people face when deliberating whether to continue pursuing or to give up a goal for which difficulties keep accumulating. Action crises lead to negative consequences such as elevated distress and depression. Less is known about their predictors. We propose mindfulness as a negative predictor of action crises because mindful people should set more autonomous goals and better regulate their emotion…
Associations among positive child health measures in the environmental influences on child health outcomes (Echo) cohort
Psychology (9 works) · Social Psychology (6 works) · Developmental psychology (5 works) · Motivation and Self-Concept in Sports (5 works) · Self-determination theory (4 works) · Autonomy (3 works) · Clinical Psychology (3 works) · Education, Achievement, and Giftedness (3 works) · Medicine (3 works) · Psychiatry (3 works)