jonathan.smith_1

Articles dans des revues scientifiques avec comité de lecture

Malboeuf-Hurtubise, C., Lefrançois, D., Éthier, M.-A., Smith, J., Béland, S. et Léger-Goodes, T. (2025). Thinking and creating by and for oneself? In what way traditional assessment practices influence how students perceive and approach philosophical and artistic learning. Learning: Research and practice.

Fry, Z., Mendrek, A., Crooks, J., Gilbert, M., Léger-Goodes, T., Lefrançois, D., Smith, J., Maltais, N., Geoffroy, M.-C., Éthier, M.-A. et Malboeuf-Hurtubise, C. (2025). “What is the point of it all if we are just going to die anyway?”: Exploring Heideggerian concepts of ‘developing-towards-death’ with children using arts-based existential therapy. The Journal of Positive Psychology.

Malboeuf-Hurtubise, C., Lefrançois, D., Éthier, M.-A., Smith, J., Léger-Goodes, T. et Herba, C. M. (2024). Exploring children’s despair in the face of climate change. Communications Psychology, 2, 78.

Malboeuf-Hurtubise, C., Taylor, G., Lambert, D., Paradis, P.-O., Léger-Goodes, T., Mageau, G. A., Labbé, G., Smith, J. et Joussemet, M. (2024). Impact of a mindfulness-based intervention on well-being and mental health of elementary school children: results from a randomized cluster trial. Scientific Reports. 

Leroux, M., Smith, J., Bergeron, L., Bergeron, J., Malboeuf-Hurtubise, C., Turcotte, S. et Deschênes, G. (2024). Flexible ou non l’aménagement de la classe au primaire au Québec en contexte de crise sanitaire ?. Éducation et formation, (e-323), 119-132.

Léger-Goodes, T., Herba, C. M., Moula, Z., Mendrek, A., Hurtubise, K., Piché, J., Gilbert, M., Bernier, M., *Bélanger, N., Smith, J., & Malboeuf-Hurtubise, C. (2024). Feasibility, acceptability and perceived benefits of a creative arts intervention for elementary school children living with speech, language and communication disorders. Frontiers in Child and Adolescent Psychiatry, 3, 1322860.

Bérubé-Deschênes, N., Smith, J., Roy, M., Cloutier, G., Lemieux, A., Cinar, E., & Garon-Carrier, G. (2024). Profiles of basic psychological needs satisfaction and sociodemographic and school-associated factors. The Journal of Experimental Education, 1-14. 

Dupuis, A., Therriault, D., Lane, J., Smith, J., Gosselin, P., Drapeau, M., Saint-Pierre-Mousset, E., Morin, P., Thibault, I., Dufour, M., Viscogliosi, C. et Berrigan, F. (2024). Changes in anxiety symptoms and their correlates in adolescents participating in a school-based anxiety prevention program during the COVID-19 pandemic. Canadian Journal of School Psychology, 39(2), 111-131.

Lane, J., Ziam, S., Therriault, D., McSween-Cadieux, E., Dagenais, C., Gosselin, P., Smith, J., Houle, A.-A., Drapeau, M., Roy, M., Thibault, I., & St-Pierre-Mousset, É. (2024). Processus novateur pour favoriser la pérennisation et la mise à l’échelle de programmes de prévention de l’anxiété à l’école : l’exemple du programme HORS-PISTE [An innovative process for sustaining and scaling up school-based mental health promotion and anxiety prevention programs: The example of the HORS-PISTE program]. Santé mentale au Québec, 48(2), 67-94. 

Malboeuf-Hurtubise, C., Léger-Goodes, T., Herba, C. M., *Bélanger, N., Smith, J. et Marks, E. (2024). Meaning making and fostering radical hope: how positive psychology can guide eco-anxiety research in youth. Frontiers in Child and Adolescent Psychiatry, 3, 1296446. 

Smith, J., Garon-Carrier, G., Guimond, F.-A., Fitzpatrick, C., Chichekian, T., St-Amand, J. et Lemieux, A. (2023). Using personality traits to predict compatibility between self-perception of academic competence and achievement: A latent profile analysis study. Social Psychology of Education, 27(1), 283-297.

St-Amand, J., Smith, J. et Goulet, M. (2023). Is teacher humor an effective pedagogical asset in classroom management? Estimating its association with students’ sense of school belonging, emotional well-being and engagement. Current Psychology, 43(3), 2499-2514.

Aucoin, P., Gardam, O., St. John, E., Kokenberg-Gallant, L., Corbeil, S., Smith, J. et Guimond, F-A. (2023). COVID-19-related anxiety and trauma symptoms predict decreases in body image satisfaction in children. Child Psychiatry & Human Development, 54(6), 1666-1677.

Tiraboschi, G. A., Garon-Carrier, G., Smith, J. et Fitzpatrick, C. (2023). Adolescent internet use predicts higher levels of generalized and social anxiety symptoms for girls but not for boys. Preventive Medicine Reports, 36, 102471.

Ayotte-Beaudet, J.-P., Chastenay, P., Paquette, A., Beaudry, M.-C., L’Heureux, K., Giamellaro, M., Smith J. et Desjarlais, E. (2023). Exploring the effects on learning of a contextualized-outdoor science education: The case of primary school students learning about living organisms in the immediate surrounding of their school. Journal of Biological Education, 57(2), 277-294.

Potvin, P., Ayotte-Beaudet, J.-P., Hasni, A., Smith, J., Giamellaro, M., Lin, T.-J. et Tsai, C.-C. (2023). Development and validation of a questionnaire to assess situational interest in a science period: A study in three cultural/linguistic contexts. Research in Science Education, 53(1), 99-120.

Fitzpatrick, C., Lemieux, A., Smith, J., West, G. L., Bohbot, V. et Asbridge, M. (2023). Is adolescent internet use a risk factor for the development of depression symptoms or vice-versa?. Psychological Medicine, 6773-6779.

Therriault, D., Houle, A.-A., Lane, J., Smith, J., Roberge, P., Gosselin, P. et Dupuis, A. (2022). Portrait des symptômes d’anxiété généralisée chez les élèves du secondaire : l’importance de la prévention, du dépistage et de l’intervention. Santé mentale au Québec, 47(1), 263-287.

Smith, J., Guimond, F.-A., St-Amand, J., Fitzpatrick, C., Bergeron, J. et Gagnon, M. (2022). The effects of the COVID-19 pandemic on French-Canadian adolescents’ academic motivation: A follow-up study. Clinical Case Reports, 10(9), e6376.

Smith, J., Guimond, F.-A., St-Amand, J., Olivier, E. et Chouinard, R. (2022). Keep calm and earn more points: What research says about token economy systems. Theory into practice, 61(4), 384-394.

St-Amand, J., Smith, J. et Rasmy, A. (2022). Empirical validation of a model predicting students’ sense of belonging and school engagement as a function of classroom management practices. International Journal of Educational Psychology, 11(2), 94-124.

Aucoin, P., Gardam, O., St. John, E., Kokenberg-Gallant, L., Corbeil, S., Smith, J. et Guimond, F-A. (2022). COVID-19-related anxiety and trauma symptoms predict decreases in body image satisfaction in children. Child Psychiatry & Human Development, 54(6), 1666-1677.

Leroux, M., Soro, Z., Bergeron, J., Bergeron, L., Berrigan, F., Deschênes, G., Malboeuf-Hurtubise, C., Smith, J. et Turcotte, S. (2022). L’aménagement flexible de la classe sous les projecteurs : analyse des retombées sur les apprentissages des élèves ainsi que sur les pratiques pédagogiques d’enseignantes du primaire. Didactique : apprentissage et enseignement, 3(1), 64-93.

Smith, J., Nadeau, M.-F., Archambault, I., Guimond, F.-A., St-Amand, J., Fitzpatrick, C. et Gagnon, M. (2022). Students’ achievement goal orientations during the COVID-19 pandemic: Are they mediated by their own competence beliefs and their teachers’ support?. Frontiers in Education – Section Educational Psychology: Motivational Development in Current Educational Contexts. 7, 762766.

Smith, J., Paquin, S., St-Amand, J., Moreau, D., Singh, C., Bergeron, J. et Leroux, M. (2022). A remediation measure as an alternative to grade retention: A study on achievement motivation. Psychology in the Schools, 59(6), 1209-1221.

St-Amand, J., Smith, J. et Rasmy, A. (2021). Development and validation of a model predicting students’ sense of school belonging and engagement as a function of school climate. International Journal of Learning, Teaching and Educational Research, 20(12), 64-84.

St-Amand, J., Smith, J., Béland, S. et Moreau, D. (2021). Toward an understanding of teachers’ humor in classroom management. Educational Sciences: Theory & Practice, 21(2), 115-130.

Moreau, D. et Smith J. (2021). Teachers helping their students think historically… at last?. The History Teacher, 54(4), 731-757.

Lane, J., Therriault. D., Dupuis, A., Gosselin, P., Smith, J., Ziam, S., Roy, M., Roberge, P., Drapeau, M., Morin, P., Berrigan, F., Thibault, I. et Dufour M. (2021). The impact of the COVID-19 pandemic on the anxiety of adolescents in Quebec. Child & Youth Care Forum, 51(4), 811-833.

Guimond, F.-A., Smith, J., Vitoroulis, I., St. John, E., MacLachlan, M. et Aucoin, P. (2021). The role of online schooling, screen-based activities, and parent coping in Canadian children’s COVID-19-related trauma and anxiety symptoms. Psychiatry International, 2(2), 180-190.

Smith J., Guimond, F.-A., Aucoin, P., Moreau, D., St-Amand, J., Gagnon, M., Ayotte-Beaudet, J.-P. et Talbot, E. (2021). Examining secondary school students’ personality traits of extraversion and emotional stability in relation to their academic expectation and value appraisals. Interdisciplinary Education and Psychology, 2(3), 6.

Leroux, M., Bergeron, L., Turcotte, S., Deschênes, G., Smith J., Malboeuf-Hurtubise, C., Riel, J., Bergeron, J. et Berrigan, F. (2021). L’aménagement flexible de la classe : le point de vue d’enseignantes du primaire au Québec. Éducation et socialisation, 59.

Smith, J., Guimond, F.-A., Bergeron, J., St-Amand, J., Fitzpatrick, C. et Gagnon, M. (2021). Changes in students’ achievement motivation in the context of the COVID-19 pandemic: A function of extraversion/introversion?. Education Sciences, 11(1), 30.

Moreau, D., Larose, F. et Smith J. (2021). L’intention de persister d’étudiants québécois en éducation préscolaire et en enseignement primaire en contexte de pandémie. Formation et profession, 28(4), 1-13.

Smith J., Moreau, D., Paquin, St-Amand, J. et Chouinard, R. (2020). The evolution of motivation to learn in the context of the transition to secondary school: Developmental trajectories and relational determinants. The International Journal of Pedagogy and Curriculum, 27(2), 17-37.

St-Amand, J., Boily, R., Bowen, F., Smith J., Janosz, M. et Verner-Filion, J. (2020). The development of the French version of the psychological sense of school membership (PSSM): An examination of its latent structure, invariance, and its relations with at-risk students. Interdisciplinary Education and Psychology, 2(3). 3.

Moreau, D. et Smith J. (2019). L’enseignement de l’histoire nationale au Québec à travers ses recommandations curriculaires : une analyse lexicométrique. Revue des sciences de l’éducation, 45(2), 50-77.

Moreau, D. et Smith J. (2019). Pensée historique et problématisation des apprentissages : identification de modèles dans les écrits scientifiques anglophones. Éducation et francophonie, 47(2), 24-44.

Smith J., Chouinard, R., Bergeron, J. et St-Amand, J. (2018). Motivation d’élèves en situation d’échec ayant expérimenté une mesure alternative au redoublement. Nouveaux cahiers de la recherche en éducation, 20(2), 122-140.

Moreau, D. et Smith J. (2018). La « nation » dans le programme québécois d’Histoire et éducation à la citoyenneté : une analyse de contenu. Revue canadienne de l’éducation, 41(3), 890-916.

Bergeron, J., Lessard, V., Roy, N. et Smith J. (2017). L’importance du soutien des adultes en mathématiques, tel que perçu par les élèves des mathématiques enrichies au secondaire, lors de leurs choix de filières de formation préuniversitaire. Formation et profession, 25(3), 90-108.

Chouinard, R., Roy, N., Archambault, I. et Smith J. (2017). Relationships with teachers and achievement motivation in the context of the transition to secondary school. Interdisciplinary Education and Psychology, 2(1), 1-15.

St-Amand, J., Girard, S. et Smith J. (2017). Sense of belonging at school: Defining attributes, determinants, and sustaining strategies. IAFOR Journal of Education, 5(2), 105-119.

St-Amand, J., Girard, S., Hiroux, M.-H. et Smith J. (2017). Participation in sports-related extracurricular activities: A strategy that enhances school engagement. McGill Journal of Education, 52(1), 197-206.

Chapitres de livre

Malboeuf-Hurtubise, C., Joussemet, M., Smith, J. et Taylor, G. (février 2025, soumis). Can mindfulness help satisfy children’s basic psychological needs? Lessons learned from implementing interventions in elementary schools. Dans L. C. Kong et B. Ng (dir.), Self-determination theory and mindfulness. Springer.

Malboeuf-Hurtubise, C., Smith, J., Lefrançois, D., Éthier, M.-A., Gagnon, M. et Michaud, O. (février 2025, soumis). Arts and culture to foster self-determination in middle level education: How creative expression and the use of material culture can promote wellbeing and learning?. Dans S. Cronenberg (dir.), Interdisciplinary perspectives on arts and arts-integrated learning for middle level education. Routledge.

Malboeuf-Hurtubise, C., C., Lefrançois, D., Herba, C., Gagnon, M., Smith, J., Éthier, M.-A. et Léger-Goodes, T. (décembre 2024, accepté). La voix des enfants et des adolescents dans la recherche multidisciplinaire en éducation et en santé mentale en contexte scolaire primaire et secondaire. Dans Lavoie, K., Vargas Diaz, R., Niang, A., Pouliot, E. et Côté, I. (dir.), La participation des enfants et des adolescents en recherche : La co-construction au cœur de pratiques novatrices.

Symonds, J., Torsney, B. M., Tang, X., Katsantonis, I., Kyriakopoulou, N., Benke, G. et Smith, J. (sous presse). Momentary student engagement in the life course: A state to trait perspective. Dans G. A. D. Liem, J. Fredricks et Z. Y. Wong (dir.), Sociocultural perspectives on student engagement: Theory, research, and application. 15^th volume in the research on sociocultural influences on motivation and learning. Emerald.

Smith, J., Ratelle, C. F., Jones, M. H., Torsney, B. M. et Symonds, J. E. (2024). Motivation. Dans W. Troop-Gordon et E. W. Neblett (dir.), Encyclopedia of adolescence (2^e ed., vol. 1: Changes in adolescence, p. 261-273). Elsevier.