Chantal Levesque‐bristol
Biographic Data
| ID | 4516243 |
|---|---|
| NAME | Chantal Levesque‐bristol |
| GIVEN NAMES | Chantal |
| FAMILY NAME | Levesque‐bristol |
| SIGNATURE | BRISTOL C L |
| AFFILIATIONS | Purdue University West Lafayette |
| ORCID | 0000-0001-5034-0028 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
A short-term longitudinal study investigating the role of basic psychological needs and autonomous motivation in explaining students' achievement and dropout from teacher education
This pre-registered short-term longitudinal study investigated the relations between basic psychological need satisfaction and motivational classes and objective measures of achievement and dropout across two semesters. Participants were first-year and fourth-year student teachers (n = 272) in Norway, a demographic known for having high attrition rates. Unexpectedly, we found that autonomous motivation and amotivation were negatively related with…
Student teachers′ basic psychological needs and motivation underlie the experiences of educational quality: A pre-registered qualitative study
This qualitative pre-registered study was designed to investigate student teachers' motivational experiences concerning educational quality from the lens of Self-Determination Theory. Experiences of educational quality have large implications for learning and wellness and educational quality is incorporated in the law of study regulation. Through four separate focus groups, we interviewed a total of 18 student teachers from either first-year or f…
Factor mixture modeling reveals heterogeneity in the self-determination continuum among American college students
Understanding preservice teachers’ intentions to enact autonomy support: The combined perspectives from self-determination theory and mindset theory
Perceived autonomy supportive and culturally responsive environments contribute to international students’ participation and willingness to communicate
Doing Well vs. Doing Better: Preliminary Evidence for the Differentiation of the “Static” and “Incremental” Aspects of the Need for Competence
An evaluation of the integrative model for learning and motivation in the college classroom
International students’ self-determined motivation, beliefs about classroom assessment, learning strategies, and academic adjustment in higher education
Multilevel Factors Affecting College Students’ Perceived Knowledge Transferability: From the Perspective of Self-Determination Theory
Relationships between beliefs about assessment and self-regulated learning in second language learning
Reexamining the impact of self-determination theory on learning outcomes in the online learning environment
General Need for Autonomy and Subjective Well-Being: A Meta-Analysis of Studies in the US and East Asia
Chinese Education Examined via the Lens of Self-Determination
The impact of resilience on role stressors and burnout in elementary and secondary teachers
Being present in the face of existential threat: The role of trait mindfulness in reducing defensive responses to mortality salience
Terror management theory posits that people tend to respond defensively to reminders of death, including worldview defense, self-esteem striving, and suppression of death thoughts. Seven experiments examined whether trait mindfulness-a disposition characterized by receptive attention to present experience-reduced defensive responses to mortality salience (MS). Under MS, less mindful individuals showed higher worldview defense (Studies 1-3) and se…
Service-Learning's Impact on College Students' Commitment to Future Civic Engagement, Self-Efficacy, and Social Empowerment
Information from surveys of undergraduate college students is used to investigate whether or not service-learning affects students' commitment to future civic engagement, self-efficacy, and social empowerment. Results indicate that some applications of service-learning do have positive effects on students' commitment to future community involvement, efficacy, and empowerment. Analysis reveals that higher levels of commitment to be engaged are med…
Being present in the face of existential threat: The role of trait mindfulness in reducing defensive responses to mortality salience
Terror management theory posits that people tend to respond defensively to reminders of death, including worldview defense, self-esteem striving, and suppression of death thoughts. Seven experiments examined whether trait mindfulness-a disposition characterized by receptive attention to present experience-reduced defensive responses to mortality salience (MS). Under MS, less mindful individuals showed higher worldview defense (Studies 1-3) and se…
Service-Learning's Impact on College Students' Commitment to Future Civic Engagement, Self-Efficacy, and Social Empowerment
Information from surveys of undergraduate college students is used to investigate whether or not service-learning affects students' commitment to future civic engagement, self-efficacy, and social empowerment. Results indicate that some applications of service-learning do have positive effects on students' commitment to future community involvement, efficacy, and empowerment. Analysis reveals that higher levels of commitment to be engaged are med…
The impact of resilience on role stressors and burnout in elementary and secondary teachers
Being present in the face of existential threat: The role of trait mindfulness in reducing defensive responses to mortality salience
Terror management theory posits that people tend to respond defensively to reminders of death, including worldview defense, self-esteem striving, and suppression of death thoughts. Seven experiments examined whether trait mindfulness-a disposition characterized by receptive attention to present experience-reduced defensive responses to mortality salience (MS). Under MS, less mindful individuals showed higher worldview defense (Studies 1-3) and se…
Service-Learning's Impact on College Students' Commitment to Future Civic Engagement, Self-Efficacy, and Social Empowerment
Information from surveys of undergraduate college students is used to investigate whether or not service-learning affects students' commitment to future civic engagement, self-efficacy, and social empowerment. Results indicate that some applications of service-learning do have positive effects on students' commitment to future community involvement, efficacy, and empowerment. Analysis reveals that higher levels of commitment to be engaged are med…
The impact of resilience on role stressors and burnout in elementary and secondary teachers
General Need for Autonomy and Subjective Well-Being: A Meta-Analysis of Studies in the US and East Asia
Chinese Education Examined via the Lens of Self-Determination
Reexamining the impact of self-determination theory on learning outcomes in the online learning environment
Multilevel Factors Affecting College Students’ Perceived Knowledge Transferability: From the Perspective of Self-Determination Theory
Relationships between beliefs about assessment and self-regulated learning in second language learning
International students’ self-determined motivation, beliefs about classroom assessment, learning strategies, and academic adjustment in higher education
Doing Well vs. Doing Better: Preliminary Evidence for the Differentiation of the “Static” and “Incremental” Aspects of the Need for Competence
An evaluation of the integrative model for learning and motivation in the college classroom
Perceived autonomy supportive and culturally responsive environments contribute to international students’ participation and willingness to communicate
Understanding preservice teachers’ intentions to enact autonomy support: The combined perspectives from self-determination theory and mindset theory
Student teachers′ basic psychological needs and motivation underlie the experiences of educational quality: A pre-registered qualitative study
This qualitative pre-registered study was designed to investigate student teachers' motivational experiences concerning educational quality from the lens of Self-Determination Theory. Experiences of educational quality have large implications for learning and wellness and educational quality is incorporated in the law of study regulation. Through four separate focus groups, we interviewed a total of 18 student teachers from either first-year or f…
Factor mixture modeling reveals heterogeneity in the self-determination continuum among American college students
A short-term longitudinal study investigating the role of basic psychological needs and autonomous motivation in explaining students' achievement and dropout from teacher education
This pre-registered short-term longitudinal study investigated the relations between basic psychological need satisfaction and motivational classes and objective measures of achievement and dropout across two semesters. Participants were first-year and fourth-year student teachers (n = 272) in Norway, a demographic known for having high attrition rates. Unexpectedly, we found that autonomous motivation and amotivation were negatively related with…
Psychology (14 works) · Motivation and Self-Concept in Sports (10 works) · Social Psychology (9 works) · Pedagogy (7 works) · Mathematics education (6 works) · Self-determination theory (6 works) · Structural equation modeling (6 works) · Computer Science (5 works) · Education, Achievement, and Giftedness (4 works) · Political science (4 works)