Articles
Peer-reviewed publications, published or in press
Names preceded by a star* are students under the supervision of Marie-Hélène Véronneau.
Names preceded by two stars** are Postdoctoral students under the supervision of Marie-Hélène Véronneau.
**Ben Alaya, I., **Petit, M.-P., De France, K., Barker, E. T., Stack, D. M., *Cimon-Paquet, C., & Véronneau, M.-H. (in press). Who thrives, who struggles? School-to-work transition among vocational training students before and during the COVID-19 pandemic. McGill Journal of Education.
*Gaudet, O., Véronneau, M.-H., Saint-Charles, J., & Mathys, C. (in press). Centralité dans la clique et popularité de la clique en lien avec le développement de l’estime de soi à l’adolescence. Revue de psychoéducation.
*Voyer, S., & Véronneau, M.-H. (in press). Le bien-être psychologique des élèves de formation professionnelle lors de leur transition en emploi : Le rôle de la compétence émotionnelle et de la réussite éducative. Revue des sciences de l’éducation de McGill.
*Gagné-Legault, G., *Cimon-Paquet, C., & Véronneau, M.-H. (in press). Les perceptions de la supervision parentale selon les jeunes et leurs parents comme prédicteurs du fonctionnement scolaire à la fin du secondaire. Revue des sciences de l’éducation de McGill.
2024
*Gendron, L., *Cimon-Paquet, C., Vallerand, R., & Véronneau, M.-H. (2024). Le rôle de la passion pour une activité parascolaire dans le fonctionnement scolaire à la fin du secondaire. Canadian Journal of Behavioural Science. https://doi.org/10.1037/cbs0000419
**Gilbert, W., Stack, D. M., Barker, E. T., Dubeau, A., Serbin, L. A., & Véronneau, M.-H. (2024). Emotional competence and help-seeking intentions as predictors of educational success in vocational training students. Journal of Adult and Continuing Education. https://doi.org/10.1177/14779714241265463
*Chacon Valdez, Y., *Gaudet, O., Verner-Filion, J., & Véronneau, M.-H. (2024). Perceptions of teacher–student relationships and the development of academic motivation in high school: A transactional analysis. Educational Psychology. 44(1), 59-77.https://www.tandfonline.com/doi/full/10.1080/01443410.2024.2311672
*Cimon-Paquet, C., Véronneau, M.-H., & Mathys, C. (2024). Beyond the laws: Parental monitoring, perceived acceptability of underage drinking and youth alcohol use among Belgian Youth. Journal of Youth and Adolescence. 53(7), 1666-1682. https://doi.org/10.1007/s10964-024-01948-1
2023
Boutin, S., *Vaillancourt, M. C., Véronneau, M.-H., *Gaudet, O., & Mathys, C. (2023). Affiliation à une clique de pairs agressifs et fonctionnement scolaire au secondaire : l’effet modérateur du soutien parental [Affiliation with a clique of aggressive peers and academic adjustment in secondary school: The moderating effect of parental support]. Revue de psychoéducation, 52(2), 379–401.https://doi.org/10.7202/1107450ar
Link to Archipel, open access
**Verner-Filion J., Véronneau, M.-H., *Vaillancourt, M. C., & Mathys C. (2023). Perceived school climate and school grades in secondary school students: The mediating effect of self-determined motivation. Contemporary Educational Psychology, 74. 102202. https://doi.org/10.1016/j.cedpsych.2023.102202
*Tsakpinoglou., F., & Véronneau, M.-H. (2023). La réussite des élèves en formation professionnelle au Québec : Effets directs et modérateurs de la compétence émotionnelle [Educational success in vocational training in Quebec: Direct and moderating effects of emotional competence]. Revue des sciences de l’éducation, 49(1), 1107843ar. https://doi.org/10.7202/1107843ar
*Dupré, M.-P., & Véronneau, M.-H. (2023). Rejet parental et anxiété à l’adolescence : Effets modérateurs de la popularité et de l’acceptation par les pairs [Parental rejection and anxiety during adolescence: Moderating effects of popularity and peer acceptance]. Revue de psychoéducation, 52(1), 44–69. https://doi.org/10.7202/1099287ar
*Cimon-Paquet, C., *Bélanger, F. A., & Véronneau, M.-H. (2023). Consommation de substances et perception du climat relationnel entre élèves et enseignants au secondaire [Adolescent substance use and perceived student–teacher relationship climate in high school]. Revue québécoise de psychologie, 44(2), 57. https://doi.org/10.7202/1109740ar
*Cimon-Paquet, C., *Gaudet, O., **Verner-Filion, J., & Véronneau, M.-H. (2023). Perceived parental monitoring and school motivation during adolescence: A bidirectional model. European Journal of Psychology of Education, 38(2), 819–839. https://doi.org/10.1007/s10212-022-00633-w
Link to Archipel, open access
2022
**Petit, M.-P., Véronneau, M.-H., & Mathys, C. (2022). Predicting change in high school motivation profiles among Canadian and Belgian adolescents: The role of parenting practices. Current Psychology, 42(34), 30393‑30411. https://doi.org/10.1007/s12144-022-03933-y
**Petit, M.-P., Véronneau, M.-H., & Mathys, C. (2022). A cross-national comparison of school motivation profiles among Canadian and Belgian adolescents: The role of parenting practices and youth’s mental health. Current Psychology, 42(18), 15625–15646. https://doi.org/10.1007/s12144-022-02867-9
Véronneau, M.-H., & *Trempe, S.-C. (2022). La qualité de la relation avec un·e meilleur·e ami·e et le risque de décrochage scolaire au secondaire : Effets médiateurs de la motivation scolaire. Revue canadienne des sciences du comportement, 56(2), 102/112. https://doi.org/10.1037/cbs0000359
Link to Archipel, open access
*Tsakpinoglou, F., & Véronneau, M.-H. (2022). La réussite éducative en formation professionnelle : Validation d’un premier questionnaire. Revue canadienne de l’éducation, 45(4), 893–919. https://doi.org/10.53967/cje-rce.5247
Link to Archipel, open access
Véronneau, M.-H., Serbin, L. A., Kennedy-Turner, K., Stack, D. M., Ledingham, J., & Schwartzman, A. (2022). Promoting Postsecondary Education in Low-Income Youth: The Moderating Role of Socio-Behavioral and Academic Skills in the Context of a Major Educational Reform. Journal of Youth and Adolescence, 51(7), 1317–1332. https://doi.org/10.1007/s10964-021-01541-w
2021
Véronneau, M.-H., & Schwartz-Mette, R. (2021). Social Media and Peer Relationships in Adolescence: Current State of Science and Directions for Future Research. Merrill-Palmer Quarterly, 67(4), 485–508. 10.1353/mpq.2021.0023
Link to Archipel, open access
2019
*Vaillancourt, M. C., *Oliveira Paiva, A., Véronneau, M.-H., & Dishion, T. J. (2019). How Do Individual Predispositions and Family Dynamics Contribute to Academic Adjustment Through the Middle School Years? The Mediating Role of Friends’ Characteristics. Journal of Early Adolescence, 39(4), 576–602.https://doi:10.1177/0272431618776124
Mathys, C., Véronneau, M.-H., & Lecocq, A. (2019). Grade retention at the Transition to Secondary School: Using Propensity Score Matching to Identify Consequences on Psychological Adjustment. Journal of Early Adolescence, 39(1), 97–133. https://doi:10.1177/0272431617735651
Link to Archipel, open access
2016
Véronneau, M.-H., Dishion, T. J., Connell, A. M., & Kavanagh, K. (2016). A randomized, controlled trial of the Family Check-Up model in public secondary schools: Examining links between parent engagement and substance use progressions from early adolescence to adulthood. Journal of Consulting and Clinical Psychology, 84(6), 526–543. https://doi:10.1037/a0040248
Link to Archipel, open access
*Marshall-Denton, R., Véronneau, M.-H., & Dishion, T. J. (2016). Brief report: A confirmatory approach to the validation of the Peer Group Norm Questionnaire. Journal of Adolescence, 50(1), 16–21. https://doi:10.1016/j.adolescence.2016.03.014
Chiapa, A., Morris, G. P., Véronneau, M.-H., & Dishion, T. J. (2016). Translational research on parenting of adolescents: Linking theory to valid observation measures for family centered prevention and treatment. Translational Behavioral Medicine: Practice, Policy, and Research (special issue) 6(1), 90–104. https://doi:10.1007/s13142-015-0375-3
Link to Archipel, open access
2015
Véronneau, M.-H., Serbin, L. A., Stack, D. M., Ledingham, J., & Schwartzman, A. (2015). Emerging psychopathology moderates upward social mobility: The intergenerational (dis)continuity of socioeconomic status. Development and Psychopathology, 27(4pt1), 1217–1236. https://doi:10.1017/S0954579415000784
Dishion, T. J., Véronneau, M.-H., Stormshak, E. A., & Kavanagh, K. (2015). Family-centered prevention of adolescent drug abuse: Translational research in a public health framework. Dans L. M. Scheier (Éd.), Handbook of adolescent drug use prevention: Research, intervention strategies and practice. (p. 293–309). American Psychological Association. https://doi:10.1037/14550-017
2014
Véronneau, M.-H., Hiatt Racer, K., Fosco, G. M., & Dishion, T. J. (2014). The contribution of adolescent effortful control to early adult educational attainment.Journal of Educational Psychology, 106(3), 730–743. https://doi:10.1037/a0035831
Boyd-Ball, A. J., Véronneau, M.-H., Dishion, T. J., & Kavanagh, K. (2014). Monitoring and Peer Influences as Predictors of Increases in Alcohol Use Among American Indian Youth. Prevention Science, 15(4), 526–535. https://doi:10.1007/s11121-013-0399-1
Link to Archipel, open access
Véronneau, M.-H., *Trempe, S.-C., & *Oliveira Paiva, A. (2014). Risk and protection factors in the peer context: How do other children contribute to the psychosocial adjustment of the adolescent? Ciência & Saúde Coletiva, 19(3), 695–705. https://doi:10.1590/1413-81232014193.17972013
2013
Bukowski, W. M., & Véronneau, M.-H. (2013). Studying Withdrawal and Isolation in the Peer Group: Historical advances in Concepts and Measures. In R. J. Coplan et J. C. Bowker (Eds.), The Handbook of Solitude (1st ed, p. 14-33). Wiley. https://doi:10.1002/9781118427378.ch2
Glowacz, F., Véronneau, M.-H., Boët, S., & Born, M. (2013). Finding the roots of adolescent aggressive behavior: A test of three developmental pathways. International Journal of Behavioral Development, 37(4), 319–331. https://doi:10.1177/0165025413486418
2012
Véronneau, M.-H., Cance, J. D., & Ridenour, T. A. (2012). Mentoring Early-Career Preventionists: Current views from Mentors and Protégés. Prevention Science, 13 (5), 493–503. https://doi:10.1007/s11121-012-0276-3
Piehler, T. F., Véronneau, M.-H., & Dishion, T. J. (2012). Substance Use Progression from Adolescence to Early Adulthood: Effortful Control in the Context of Friendship Influence and Early-Onset Use. Journal of Abnormal Child Psychology, 40(7), 1045–1058. https://doi:10.1007/s10802-012-9626-7
Dishion, T. J., Ha, T., & Véronneau, M.-H. (2012). An ecological analysis of the effects of deviant peer clustering on sexual promiscuity, problem behavior, and childbearing from early adolescence to adulthood: An enhancement of the life history framework. Developmental Psychology, 48(3), 703–717. https://doi:10.1037/a0027304
2011
Véronneau, M.-H., & Dishion, T. J. (2011). Middle School Friendships and Academic Achievement in Early Adolescence: A Longitudinal Analysis. Journal of Early Adolescence, 31(1), 99–124. https://doi:10.1177/0272431610384485
Stormshak, E. A., Connell, A. M., Véronneau, M.-H., Myers, M. W., Dishion, T. J., Kavanagh, K., & Caruthers, A. S. (2011). An Ecological Approach to Promoting Early Adolescent Mental Health and Social Adaptation: Family-Centered Intervention in Public Middle Schools. Child Development, 82(1), 209–225. https://doi:10.1111/j.1467-8624.2010.01551.x
2010
Véronneau, M.-H., & Dishion, T. J. (2010). Predicting Change in Early Adolescent Problem Behavior in the Middle School Years: A mesosystemic Perspective on Parenting and Peer Experiences. Journal of Abnormal Child Psychology, 38(8), 1125–1137. https://doi:10.1007/s10802-010-9431-0
Dishion, T. J., Véronneau, M.-H., & Myers, M. W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. Development and Psychopathology, 22(3),603–619. https://doi:10.1017/S0954579410000313
Véronneau, M.-H., Vitaro, F., Brendgen, M., Dishion, T. J., & Tremblay, R. E. (2010). Transactional analysis of the reciprocal links between peer experiences and academic achievement from middle childhood to early adolescence. Developmental Psychology, 46(4), 773–790. https://doi:10.1037/a0019816
2008
Véronneau, M.-H., Vitaro, F., Pedersen, S., & Tremblay, R. E. (2008). Do peers contribute to the likelihood of secondary school graduation among disadvantaged boys? Journal of Educational Psychology, 100(2), 429–442. https://doi.org/10.1037/0022-0663.100.2.429
2007
Véronneau, M.-H., & Vitaro, F. (2007). Social experiences with peers and high school graduation: A review of theoretical and empirical research. Educational Psychology, 27(3), 419–445. https://doi:10.1080/01443410601104320
2005
Véronneau, M.-H., Koestner, R. F., & Abela, J. R. Z. (2005). Intrinsic Need Satisfaction and Well-Being in Children and Adolescents: An application of the Self-Determination Theory. Journal of Social and Clinical Psychology, 24(2), 280–292. https://doi:10.1521/jscp.24.2.280.62277
2002
Abela, J. R. Z., & Véronneau-McArdle, M.-H. (2002). The relationship between self-complexity and depressive symptoms in third and seventh grade children: A short-term longitudinal study. Journal of Abnormal Child Psychology, 30(2), 155–166. https://doi:10.1023/A:1014705316224