Publications académiques

Articles scientifiques


Alawie, F., Olivier, E., & Dupéré, V. (2024). Can physical activity protect young adolescents with difficult temperaments and exposed to family adversity from internalizing and externalizing Problems? Yes, but…. The Journal of Early Adolescence, 

Aliyas, Z., Collins, P. A., Sylvestre, M. P., & Frohlich, K. L. (2024). Investigating social inequalities in children’s independent mobility, active transportation and outdoor free play in two Canadian cities. Preventive medicine reports39, 102642.

Descary, G., Dupéré, V., Trempblay-Hebert, S., & Schoon, I. (2023). Is academic agency relevant for the school-to-work transition of lower attainers? Evidence from Canada and England. Journal of Youth and Adolescence, 52, 2509-2525. 

Descary, G., Olivier, E., Thouin, E., Arim, R., Dupéré, V., Tardif-Grenier, K., & Archambault, I. (2024). The mental health of Canadian young adults vs. older adults before, during, and after COVID19’s first wave as a function of sociodemographic characteristics. Canadian Journal of Community Mental Health.   

Dupéré, V., Beauregard, N., Pelletier-Dumas, M., Racine, É., & Tardif-Grenier, K. (2024) Employment wages and diseases of despair in early adulthood: Links through subjective socioeconomic status and cumulative stressor exposure. SSM-Mental Health, 5. 

Dupéré, V., Dion, E., Lacourse, E., Archambault, I., Pelletier, M. & Cantin, S. (2024). Diseases of despair among low-educated young adults: The complex role of social relationships. Developmental Psychology 

Frohlich, K.L. & Collins, P. (2024). Children’s right to the city and their independent mobility: why it matters for public health. Journal of Epidemiology and Community Health, 78. 66-68. 

Goulet, J., Maltais, C., Archambault, I. Noël, V., & Guériton, M. (2024). Supporting academic achievement of children in out-of-home care through effective interventions: Results of a systematic review and meta-analyses. Children and Youth Services Review, 156. 

Hébert, C., Goulet, J., Tardif-Grenier, K., Pagani, LS., & Archambault, I. (2024) Links between family-school value discrepancies and teacher-student relations in adolescents from immigrant and nonimmigrant backgrounds. Journal of Education.  

Thompson, C.M., Collins, P.A., & Frohlich, K.L. (2024). Promoting children’s health through community-led street interventions: Analyzing sustained voluntarism in Canadian School Streets. BMC Public Health, 24(1011). 

Thompson, J.A. & Lawerh, R. (2024). Gender and WASH practices in schools: Photovoice research from Southwest Cameroon. The International Journal for Water Equity and Justice.


Archambault, I., Lampron-de Souza, S., Lamanque-Bélanger, C., Pascal, S., Pagani, L., & Dupéré, V. (2023). Low peer acceptance and classroom engagement: The protective role of elementary school teacher-student relationships for immigrant background students. The Journal of Early Adolescence. 

Archambault, I., Milette, M-C., Dupéré, V., Pascal, S., Thouin, É., & Archambault, K. (2023). Évaluation de la mise en œuvre du programme La Classe Enchantée auprès d’enfants du primaire en contexte pluriethnique et défavorisé. Revue de psychoéducation, 52(2), 487-518. 

Belanger, F., Cantin, S., & Archambault, I. (2023). Student Engagement as a Mediator Process Between Peer Victimization and Achievement at the Beginning of Middle School. Journal of School Health, 93(11), 973‑981.  

Courtemanche, Y., Poliakova, N., Riva, M., Fletcher, C., Desrochers-Couture, M., Moisan, C., Pépin, C., Fraser, S., Muckle, G., & Bélanger, R. (2023) Sociocultural determinants of alcohol and cannabis use and misuse among Nunavimmiut. Canadian Journal of Public Health.

Goulet, J., Archambault, I. Morizot, J., & Olivier, E. (2023). Validation of the Student-Rated Parental School Involvement Questionnaire: Factorial validity and invariance across time and sociodemographic characteristics. Journal of Psychoeducational Assessment, 41(4), 416-433. 

Hoeeg, D., Frohlich, K.L., Christensen, U. & Grabowski, D. (2023). Mechanisms of stigmatization in a family-based prevention and treatment of childhood overweight and obesity. Children, 10.  

Moisan, C., Bélanger, R., Calvin, J., Shipaluk, L., Fraser, S., Morin, V., & Muckle, G. (2023). Exploring Ambivalence Toward Pregnancy Among Young Inuit Women. Culture, Health & Sexuality, 25(1), 94‑109.

Nadon, L., Morin, A.J.S., Olivier, E., Archambault, I., Smodis McCune, V., & Tóth-Király, I. (2023). A longitudinal person-centered representation of elementary students’ motivation: Do perceptions of parent and teacher achievement goals matter? Journal of School Psychology, 100. 

Olivier, E., Lazariuk, L., Archambault, I. & Morin, A.J.S. (2023). Teacher emotional exhaustion: The synergistic roles of self-efficacy and student-teacher relationships. Social Psychology of Education, 27. 

Olivier, E., Morin, A.J.S., Plante, I., Archambault, I., & Dupéré, V. (2023). Classroom learning climate profiles: Combining classroom goal structure and social climate to support student school functioning and behavioral adaptation. Journal of Educational Psychology 116(2), 256–277. 

Olivier, E., St-Onge, Z., & Archambault, I. (2023). Climat motivationnel de classe et sentiment d’efficacité des enseignants : contribution aux buts d’accomplissement et au rendement des élèves. Revue des Sciences de l’Éducation, 48(2). 

Perez, R. M., Archambault, K., & Dupéré, V. (2023). Déploiement et contribution des relations sociales au sein d’un programme parascolaire artistique conçu pour des jeunes vivant avec des difficultés socio-émotionnelles. Revue de psychoéducation, 52, 519–549. 

Saetta, S., Frohlich, K.L., Le Dref, G., Kivitz, L., & Minary, L. (2023). The (de)normalisation of smoking among apprentices: plurality of settings, norms and vulnerability levels.  Qualitative Health Research. https://doi.org10.1177/10497323231166796.   

Tardif-Grenier, K., Falcão, W., Olivier, E., Dupéré, V., Gervais, C., Archambault, I., Thomson-Sweeny, J., & Roy, J. (2023). Pratiques des entraîneurs sportifs et développement positif des jeunes en milieu défavorisé. Revue de psychoéducation, 52(2), 550 – 577.   

Thouin, É., Dupéré, V., & Denault A-S. (2023). Paid employment in adolescence and rapid integration into career-related job in early adulthood among vulnerable youth: The identity connection. Journal of Vocational Behavior. 

Thouin, E., Dupéré, V., Denault, A., & Schoon, I. (2023). Beyond college for all: Portrait of rapid and successful school-to-work transitions among vulnerable youth. Developmental Psychology, 59(9), 1573‑1586.  

Virat, M., Leoni, V., & Archambault, I. (2023). Teachers’ Compassionate Love, Teachers’ Esteem and Students’ Attitudes Towards the Justice System: The Mediating Role of School Belonging. European Journal of Developmental Psychology, 20(2), 287‑306.


Archambault, I., Pascal, S., Olivier, E., Dupéré, V., Janosz, M., Parent, S. et Pagani, L.S. (2022). Examining the contribution of student anxiety and opposition-defiance to the internal dynamics of affective, cognitive and behavioural engagement in math. Learning and Instruction, 79.

Arim, R. G., Deng, Z., Henseke, G., Dietrich, H., Schoon, I., A. Murray, E. Smyth, & Dupéré, V. (2022). Youth unemployment in the United Kingdom, Germany, the Republic of Ireland, and Canada in times of COVID-19. Economic and Social Reports, Statistics Canada.  

Denault, A.-S., Litalien, D., Plamondon, A., Dupéré, V., Archambault, I., & Guay, F. (2022). Do I participate for the right reasons? An investigation of motivation profiles and key experiences in extracurricular activities among high school students. Journal of Applied Developmental Psychology. 

Deng, Z., Arim, R.G., Henseke, G., Schoon, I., Dietrich, H., Murray, A., Smyth, E., & Dupéré, V. (2022). Le taux de chômage chez les jeunes au Canada, en Allemagne, en Irlande et au Royaume-Uni à l’ère de la COVID-19. Rapports économiques et sociaux, Statistique Canada, 2(3), 1-5. DOI : 10.25318/36280001202200300003-fra [disponible en anglais DOI: 10.25318/36280001202200300003-eng]

Dufour, S., Lavergne C., Morin, C, Casseùs T. et Archambault, I. (2022) Rôles de l’agent de liaison interculturel communautaire dans la dynamique écoles, protection de la jeunesse et familles issues de la diversité ethnoculturelle. Revue de psychoéducation, 51(3).

Ferlatte, O., Karmann, J., Gariépy, G., Frohlich, K.L., Moullec, G., Lemieux, V. et Hébert, R. (2022). Virtual photovoice with older adults: Methodological reflections during the COVID-19 pandemic. International Journal of Qualitative Methods, 21.

Fraser, S. Gaulin, D., Loutfi, D. et Nadeau, L. (accepté). Collaboration in youth mental health services in Nunavik: using actor-network analyses to better understand dynamics, strengths and challenges to collaboration. International Journal of Mental Health.

Fraser, S.L, Lyonnais, M-C., Riva, M., Fletcher, C., Beauregard, N., Thompson, J., Mickpegak, R. et Bouchard, L-A. (2022). Culturally and contextually adaptive indicators of organizational success: Nunavik, Quebec. Canadian Journal of Public Health.

Fraser, S.L., Parent, V., & Weetaltuk C. (accepté). Rethinking engagement in family and collective healing among Inuit: How to understand and support paths towards wellbeing. International Journal of Circumpolar Health. 

Frohlich, K.L., Thompson, J., Fraser, S., Dupéré, V., & Beauregard, N. (2022) “It reflects the society in which we live, except now everything is accentuated”: Youth, social inequities, and the COVID-19 pandemic. Canadian Journal of Public Health.

Gallo, A., Olivier, E., Morin, A.J.S. et Archambault, I. (2022). Student-teacher relationship and classroom goal structure profiles: Promoting achievement and preventing externalizing and internalizing behaviors. Learning & Instruction, 82(2).

Gaulin, D., Gagnon-Dion, M-H., Plourde-Leveillé, L., Fraser, S.L. (2022). La recherche-action participative comme soutien de l’autodétermination au Nunavik : regards sur les processus, implications et défis. Revue Intervention, 155, 97-111.

Gauvin, L., Barnett, T.A., Dea, C., Drouin, O., Frohlich, K.L., Henderson, M., & Sylvestre, M.-P. (2022). Quanrantots, quarankids, and quaranteens: How research can contribute to mitigating the deleterious impacts of the COVID-19 pandemic on health behaviours and social inequalities while achieving sustainable change. Canadian Journal of Public Health, Special Supplement.

Gilbert-Blanchard, O., Archambault, I., Tardif-Grenier, K. et Audet G. (2022). La perception des élèves des relations et des attitudes des enseignants à leur égard : contribution du statut générationnel et de la région d’origine. Éducation comparée et internationale, 50(2). 85- 103.

Henseke, G., Schoon, I., Schimmele, C., Arim, R., Dietrich, H., Murray, A., Smyth, E. et Dupéré, V. (2022). La satisfaction des jeunes à l’égard de la vie durant la pandémie de COVID-19 selon une étude comparative transnationale. Rapports économiques et sociaux, 2, 1-7 (aussi disponible en Anglais).

Moisan, C., Bélanger, R., Fraser, S. et Muckle, G. (2022) Shedding light on attitudes toward pregnancy among Inuit adolescents from Nunavik. International Journal of Circumpolar Health, 81.

Moisan, C., Belanger, R., Jeannie, C., Shipaluk, L., Fraser, S., Véronique, M., & Muckle, G. (2022). Exploring Ambivalence Toward Pregnancy Among Young Inuit Women. Culture Health and Sexuality. DOI: 10.1080/13691058.2021.2022211.

Nadeau, L., Gaulin, D., Johnson-Lafleur, J., Levesque, C. et Fraser, S. (2022). The challenges of decolonizing participatory research in indigenous contexts: The Atautsikut community of practice experience in Nunavik. International Journal of Circumpolar Health, 81.

Olivier, E., Dupéré, V., Archambault, I., Meilleur, M., Thouin, É. et Denault, A-S. (2022). Musical extracurricular activities and adjustment among immigrant children:  A two-year quasi-experimental study. Frontiers in Education, 7.

Olivier, E., Morin, A.J.S., Tardif-Grenier, K., Archambault, I., Dupéré, V. et Hébert, C. (2022). Profiles of anxious and depressive symptoms among samples of adolescents assessed before and during the COVID-19 pandemic: Associations with coping strategies. Journal of Youth and Adolescence, 51, 570-584.

Perreault, K., Lapalme J., Riva, M., & Potvin, L. (2022). “We’re home now”: How a rehousing intervention shapes the mental well-being of Inuit adults in Nunavut, Canada. International Journal of Environmental Research and Public Health, 19(11),

Plante, I., Chaffee, K.E., Olivier, É., Dupéré, V., et Bernier, V. (2022). Influence des pratiques de gestion de classe sur le rendement scolaire en mathématiques et en français : le rôle médiateur de la motivation. Didactique, 3, 85-113.

Poliakova, N., Riva, M., Fletcher, C. Desrochers-Couture, M. Courtemanche, Y., Moisan, C., Fraser, S., Pépin, C., Bélanger, R., & Muckle, G. (2022) Sociocultural factors in relation to mental health within the Inuit population of Nunavik. Canadian Journal of Public Health. 

Salvas, M-C., Archambault, I., Olivier, E., Vitaro, F., Cantin, S., Guimond, F-A. et Robert-Mazaye, C. (2022). Interplay between peer experiences and classroom behavioral engagement throughout early childhood: Intraindividual and interindividual differences. Journal of School Psychology, 93 : 138-153.

Simard, C.O., Riva, M., Dufresne, P., Perreault, K., Muckle, G., Poliakova, N., Desrochers-Couture, M., Fletcher, C., Moisan, C., Fraser, S., Bélanger, R., Courtemanche, Y. et Bignami, S. (2022). The psychosocial dimension of housing in Nunavik: does social support vary with household crowding? Canadian Journal of Public Health.

Smith, L.E., Gosselin, V., Collins, P., & Frohlich, K.L. (2022). A tale of two cities:  Unpacking the success and failure of school street interventions in two Canadian cities. International Journal of Environmental Research and Public Health, 19(18),

Stamp, J., Frigon, C., Dupéré, V., Dion, E., Olivier, E. et Archambault, I. (2022). School mobility and high school dropout: Seasonal and developmental timing matters. Frontiers in Education. 7

St-Onge, Z., Olivier, E. et Archambault, I. (accepté). Le lien prédictif entre le sentiment d’efficacité des enseignants, l’engagement cognitif et les buts d’accomplissement des élèves de la 4e à la 6e année du primaire. Revue des Sciences de l’Éducation.

Tardif-Grenier, K., Olivier, E., Marks, A.K., Archambault, I., Dupéré, V., Gervais, C. & Hébert, C. (2022). Coping and its association with psychological adjustment: Differences between first-, second-, and third-generation adolescents. Journal of Adolescence, 94(4),

Thouin, E. Courdi, C. Olivier, E., Dupéré, V., Denault, A-S. et Lacourse, E. (2022). Introduction à l’analyse de séquence et à son application en psychologie développementale. Revue de psychoéducation, 55, 427-449.

Thouin, E., Dupéré, V., Dion, E., McCabe, J., Denault, A-S., Archambault, I., Brière, F. N., Leventhal, T. et Crosnoe, R. (2022). School-based extracurricular activity involvement and high school dropout among at-risk students: Consistency matters. Applied Developmental Science, 26, 303-316.

Virat, M., Leoni, V. et Archambault, I. (2022). Teachers’ compassionate love, teachers’ esteem and students’ attitudes towards the justice system: The mediating role of school belonging. European Journal of Developmental Psychology.


Bilodeau, J., Quesnel-Vallée, A., Beauregard, N. et Brault, M-C. (2021). Gender, work-family conflict and depressive symptoms during the COVID-19 among Quebec graduate students. Preventive medicine reports, 24, 101568.

Descary, G., Dupéré, V., Dion, E., Archambault, I., Thouin, É., Olivier, É, et Lacourse, É. (2021). Le décrochage scolaire est-il contagieux? Exploration du rôle des amis, des partenaires amoureux et de la fratrie. Revue des sciences de l’éducation, 47(2). DOI: 10.7202/1082077ar.  

Dupéré, V., Dion, E., Cantin, S., Archambault, I. et Lacourse, E. (2021). Social contagion and high school dropout: The role of friends, romantic partners and siblings. Journal of Educational Psychology, 113, 572-584.

Fraser, S.L., Gaulin, D., & Fraser, W.D. (2021). Dissecting systemic racism: Policies, practices and epistemologies creating racialized systems of care for Indigenous peoples. International Journal for Equity in Health, 20(164). 

Fraser, S., Moulin, L., Gaulin, D., & Thompson, J. (2021). On the move: Exploring Inuit and non-Inuit health service providers’ perspectives about family participation in care in Nunavik, a qualitative study. BMC Health Services Research.

Fraser, S.L, & Plourde-Leveillé, L., & Kirmayer, L. (2021). Exploring potential roles of research in northern suicide prevention. International Journal of Circumpolar Health

Gagnon-Dion, M-H., Fraser, S.L. & Brown, L.C. (2021). Inuit Wellness: A better understanding of the principles that guide their actions and an overview of their practices. Transcultural Psychiatry. DOI : 10.1177/13634615211056830.

Geoffrion, S., Lamothe, J., Fraser. S., Lafortune, D., & Dumais, A. (2021). Workers and perceived work climate influence the use of restraint and seclusion in youth residential treatment centers: results from a mixed-method longitudinal study. Child Abuse and Neglect. DOI: 10.1016/j.chiabu.2020.104825

Jock, B., Clavier, C., De Leeuw, E., & Frohlich, K.L. (2021). Dismantling the status quo: Promoting policies for health, well-being and equity – an IUHPE2022 agenda. Global Health Promotion, 29(1) : 86-91. .

Núñez-Regueiro, F., Archambault, I., Bressoux, P. et Nurra, C. (2021). Measuring stressors among children and adolescents: A scoping review 1956-2020. Adolescent Research Review.

Núñez-Regueiro, F., Archambault, I., Bressoux, P. et Nurra, C. (2021). Measuring stressors among adolescents: Validation of the Positive and Negative Adolescent Life Experiences Scale. Journal of Psychoeducational Assessment, 39(8), 969-982.

Olivier, E., Janosz, M., Archambault, I., Geoffrion, S., Pascal, S., Goulet, J., Marchand, A. et Pagani, L.S. (2021). Chronic and temporary exposure to student violence predicts emotional exhaustion in high school teachers. Journal of School Violence, 20(2), 195–211.  

Plourde-Léveillé, L. & Fraser, S. (2021) Vers une décolonisation des ressources de soins et services sociaux : les travailleurs communautaires locaux au Nunavik. Revue canadienne de santé publique, 112, 676-684. DOI: 10.17269/s41997-020-00461-9

Tardif-Grenier, K., Archambault, I., Dupéré, V., Marks, A., & Olivier, E. (2021). Canadian adolescents’ internalized symptoms in pandemic times: Association with sociodemographic characteristics, confinement habits, and support. Psychiatric Quarterly.

Thompson. J., Fraser, S., Archambault, A., Beauregard, N., Dupéré, V., & Frohlich, K. (2021). Schooling, interrupted: A critical account of motivation and education during the COVID- 19 pandemic in Quebec. Special Issue (eds. S. Winton, C. Brushwood Rose), Journal of Teaching and Learning, 15(2), DOI: 10.22329/JTL.V15I2.6722


Archambault, I., Pascal, S., Tardif-Grenier, K., Dupéré, V., Janosz, M., Parent, S., & Pagani, S. L. (2020). The contribution of teaching practices to student engagement in low-income elementary schools. Teachers and Teaching: Theory and Practice.

Dubreuil, A., Vallée, J., Shareck, M., & Frohlich, K. L. (2020). L’évolution des espaces d’activité des jeunes montréalais lors de la transition vers l’âge adulte. Revue Jeunes et Société, 5(1), 71-98. 

Dupéré, V., Dion, E., Cantin, S., Archambault, I., & Lacourse, E. (2020). Social contagion and high school dropout: The role of friends, romantic partners and siblings. Journal of Educational Psychology, ND. Published online.

Fraser, S.L., Plourde-Leveillé, L. et Kirmayer, L. (2020). Exploring potential roles of research and the benefits of community-university partnership in Northern Suicide Prevention. International journal of circumpolar health, 79(1).

Gagné, T., Frohlich, K. L., & Quesnel-Vallée, A. (2020). The role of education and other transition milestones in the progression of social inequalities in cigarette smoking between the ages of 18 and 25: Evidence from the Canadian National Population Health Survey. Addictive Behaviors.

Ghenadenik, A., Gauvin, L., & Frohlich, K. L. (2020). Smoking in young adults: A study of 4-year smoking behaviour patterns and residential presence of features facilitating smoking using data from the Interdisciplinary Study of Inequalities in Smoking cohort. Nicotine and Tobacco Research.

Glenn, N. M., Frohlich, K. L., & Vallée, J. (2020). Socio-spatial inequalities in smoking among young adults: What a ‘Go-Along’ study says about local smoking practices. Social Science & Medicine, 253.

Goulet, M., Archambault, I., Janosz, M., Bélanger, J., & Christenson, S. L. (2020). Understanding the dynamic interinfluences of implementation processes: An illustration by multiple case studies. Evaluation & Program Planning. 

Kurdi, V. & Archambault, I. (2020) Student self-perceptions and engagement in low socioeconomic status elementary schools: The moderating effects of student immigration status and anxiety. School Mental Health.

Mc Cabe, J., Dupéré, V., Dion, E., Thouin, E., Archambault, I., . . . Crosnoe, R. (2020). Why do extracurricular activities prevent dropout more effectively in some high schools than in others? A mixed-method examination of organizational dynamics. Applied Developmental Science, 24, 323-338.

Nadeau, L., Johnson-Lafleur, J. Annahatak, J., Fraser, S. (2020). Imagining continuing education, interprofessional collaboration and support in a trilingual environment: Atautsikut, a community of practice in youth mental health and wellness in Nunavik. Inuit Studies

Olivier, E., Archambault, I., & Dupéré, V. (2020). Do needs for competence and relatedness mediate the risk of low engagement of students with behavior problem profiles? Learning & Individual Differences, 78, 101842. 

Olivier, E., Archambault, I., & Dupéré, V. (2020). Do needs for competence and relatedness mediate the risk of low engagement of students with behavior and social problem profiles? Learning and Individual Differences, 78, 101842.

Olivier, E., Morin, J. S., A., Langlois, J., Tardif-Grenier, K., & Archambault, I. (2020). Internalizing and externalizing behaviors and student engagement in elementary and secondary school students. Journal of Youth and Adolescence. 

Thompson, J., Fraser, S. L., Macabena Perez, R., Paquette, C., & Frohlich, K. L. (2020). Girls and young women negotiate wellbeing during the COVID-19 pandemic. Girlhood Studies: An Interdisciplinary Journal, 13(3). 

Thouin, É., Dupéré, V., Dion, E., McCabe, J., Denault, A.-S., Archambault, I., . . . Crosnoe, R. (2020). School-based extracurricular activity involvement and high school dropout among at-risk students: Consistency matters. Applied Developmental Science, ND.


Afia, K., Dion, E., Dupéré, V., Archambault, I., & Toste, J. (2019). Parenting practices during middle adolescence and high school dropout. Journal of Adolescence, 76, 55-64. 

Bélanger, J., Gagné, A., Janosz, M., Archambault, I., & Fahrni, L. (2019). Des communautés de pratiques de direction d’écoles et de commissions scolaires : une voie pour soutenir la mise en place d’écoles inclusives. Éducation et Société Inclusive, 85(1), 37-52.

Dupéré, V., Dion, E., Leventhal, T., Crosnoe, R., Archambault, I. & Goulet, M. (2019). Circumstances preceding dropout among rural high schoolers: A comparison with urban peers. Journal of Research in Rural Education, 35(3), 1-20.

Fraser, S.L., Hordyk, S-R., Etok, N., Weetaltuk, C. (2019). Exploring community mobilization in northern Quebec: motivators, challenges and resilience in action. American Journal of Community Psychology, 64(1-2), 159-171.

Gagne, T., Ghenadenik, A., Abel, T., & Frohlich, K. L. (2019). Social inequalities in health information seeking profiles among young Montreal adults. Health Promotion International, 33(3), 390–399.

Gagne, T., Quesnel-Vallée, A., & Frohlich, K. L. (2019) Considering the age-graded nature of associations between socioeconomic characteristics and smoking during the transition towards adulthood. Preventive Medicine 123, 262-269.

Ghenadenik, A. E., Gauvin, L., & Frohlich, K. L (2019). Residential environments and changes in smoking behaviour among young adults: A prospective study using data from the ISIS cohort. Preventive Medicine, 123, 48-54.

Lavoie, L., Dupéré, V., Dion, E., Crosnoe, R., Lacourse, E., & Archambault, I. (2019). Gender differences in adolescents’ exposure to stressful life events and differential links to impaired school functioning. Journal of Abnormal Child Psychology, 47(6), 1053–1064.

Leventhal, T., & Dupéré, V. (2019). Neighborhood effects on youth development in experimental and nonexperimental research. Annual Review of Developmental Psychology, 1, 149-176.

McCabe, J., Dupéré, V., Dion, E., Thouin, E., Archambault, I., Dufour, S., Denault, A-S., Leventhal, T., & Crosnoe, R (2019). Why do extracurricular activities prevent dropout more effectively in some schools than in others? A mixed-method examination of organizational dynamics. Applied Developmental Science.

Merry L., Hanley J., Ruiz-Casares M., Archambault, I., & Mogere, D. (2019). Migrant families with children in Montreal, Canada and transnational family support: A protocol for a focused ethnography. BMJ Open, 9, e029074.

Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Students self-efficacy, classroom engagement, and academic achievement: Comparing three theoretical frameworks. Journal of Youth and Adolescence, 48(2), 326-340.

Tardif-Grenier, K., Archambault, I., Lafantaisie, V. & Magnan, M-O. (coll. Baradhy, R.) (2019). La collaboration école-familles immigrantes: perceptions d’administrateurs en milieu scolaire primaire défavorisé. Canadian Journal of Education, 41(4), 954-990. 

Tardif-Grenier, K., Olivier, E., & Archambault, I. (2019). Is there an immigrant paradox in Canadian elementary students’ behavioral and social adjustment? International Journal of School & Educational Psychology.



Archambault, I., Janosz, M., Pascal, S., Dupéré, V., & Brault, M-C. (accepté). 21st Century Skills in Montreal: The Contribution of Individual and School Characteristics. In S. Lamb & R. Rumberger (Eds). International Study of City Youths. 

Archambault, I., Janosz, M., Olivier, E., & Dupéré, V. (2022). Student engagement and school dropout: Theories, evidence, and future directions. In A. Reschly & S. Christenson (Eds). Handbook of Research on Student Engagement, 2nd Edition. Springer.

Burkholder, C., Aladejebi, F., & Thompson, J. (accepté). Engaging DIY media making to explore dystopic conditions with 2LGBTQ+ youth and allies in New Brunswick, Canada. In C. Burnett & J. Roswell (Eds.), Unsettling Literacies: Directions for Literacy in Precarious Times. Springer. 

Burkholder, C. & Thompson, J. (accepté). Teaching Fieldnotes. In A. Ruth, A. Wutich, & H.R. Bernard (Eds.), Handbook of teaching qualitative and mixed research methods. Routledge. 

Frohlich, K.L., St-Arneault, K., & St-Pierre, M. (2022). Capturing complexity in health promotion intervention research: A critical realist perspective.  In D. Jourdan & L. Potvin (Eds.), Global Handbook of Health Promotion Research. Springer.

Frohlich, K.L., Vallée, J, Ellaway, A., & Macintyre, S. (2022). Place. In J. Gabe & L. F. Monaghan (Eds.), Key Concepts in Medical Sociology (3rd ed.), London, UK: Sage. 

Heering Holt, D., & Frohlich, K.L. (2022). Moving beyond Health in All Policies: Exploring how policy could front and centre the reduction of social inequities in health. In P. Fafard, A. Cassola, & E. de Leeuw (Eds.), Integrating Science and Politics for Public Health. Palgrave. 

MacEntee, K., Thompson, J., Nyariro, M., & Mitchell, C. (2022). A reflexive account of performing facilitation in participatory visual research for social change. In C. Burkholder, F. Aladejebi, & J. Schwab-Cartas. Facilitating community research for social change: Case studies in qualitative, arts-based and visual research. Routledge. 

Splicer, B., Kirby, C., Fraser, S. (accepté). Your mandates aren’t ours: ethics of Indigenous youth-led research. Tangled Webs.


Cotton, J-C., Fraser, S., Supeno, E (2021). Pour une approche culturellement responsable en adaptation et évaluation de programme. L’évaluation de Programme. In A-M Tougas, A. Bérubé & N. Kishchuck (Eds), Identification, conception, implantation et évaluation de programmes d’intervention psychosociale et en santé. Presse de l’Université du Québec

Lavoie, L., Thouin, E., & Dupéré, V. (2021). High school dropouts’ movements in and out of work and education during the transition to adulthood. In A. E. Marshall & J. E. Symonds (Eds.), Young Adult Development at the School-to-Work Transition: International Pathways and Processes. Oxford, UK: Oxford University Press.

Thompson, J. (2021). Participatory visual research: A workshop model. In S. Bell, P. Aggleton, and A. Gibson (Eds.), Peer research in health and social development: International perspectives on participatory research: Routledge.

Thompson, J. (2021). Yu ai tron!: Gender, language and ethics in Cameroon. In R. Moletsane, L. Wiebesiek, A. Treffry-Goately, & A. Mandrona (Eds.), Ethical Practice in Participatory Visual Research with Girls and Young Women: A Focus on Rurality, Indigeneity and Transnationality. New York and Oxford: Berghahn.


Beauregard, N. (2020). Que sait-on de la réalité des jeunes en matière de santé et de sécurité du travail? Les relations industrielles en questions, p. 205-211, Presses de l’Université de Montréal, Montréal : Québec. 

Brault, M.C., Dion, É., & Dupéré, V. (2020). Analyses multiniveaux. Dans M. Corbière & N. Larivière (dir.), Méthodes qualitatives, quantitatives et mixtes dans la recherche en sciences humaines, sociales et de la santé, 2e édition. Québec, QC: PUQ.

Frohlich, K. L., & Vallée, J. (2020). Place. In J. Gabe & L. F. Monaghan (Eds.), Key Concepts in Medical Sociology (3rd ed.). London, UK: Sage.

Lacourse, E., Giguère, C. E. et Dupéré, V. (2020). Les algorithmes d’apprentissage et la modélisation statistique : exemple de la prédiction du décrochage scolaire. Dans M. Corbière & N. Larivière (dir.), Méthodes qualitatives, quantitatives et mixtes dans la recherche en sciences humaines, sociales et de la santé, 2e édition. Québec, QC: PUQ.

Lessard, A., Archambault, I. & Dupéré, V. (2020). La prévention du décrochage scolaire. Dans L. Massé, N. Desbiens & C. Lanaris (dir.), Les troubles du comportement à l’école : prévention, évaluation et intervention. Montréal, QC: Gaëtan Morin Éditeur – Chenelière éducation.

Thompson, J. & Burkholder, C. (2020). What about fieldnotes? An introduction. In C. Burkholder & J. Thompson (Eds.), Fieldnotes in International Education Research: Approaches, Practices, and Ethical Considerations. Routledge Critical Ethnography in Education Series (Ed. Julia Hall).

Thompson, J. (2020). Reflexive uncertainty: Fieldnotes and emotion in participatory visual research. In C. Burkholder & J. Thompson, Fieldnotes in International Education Research: Approaches, Practices, and Ethical Considerations. Routledge Critical Ethnography in Education Series (Ed. Julia Hall).


Archambault, I., Janosz, M., Goulet, M., Dupéré, V., & Gilbert-Blanchard, O. (2019). Promoting student engagement from childhood to adolescence. In J. A. Fredricks, A. L. Reschly, & S. L. Christenson (Eds.), Handbook of Student Engagement Interventions: Working with Disengaged Students (pp. 13-29). London: Elsevier.

Brault, M.-C., Dupéré, V., Janosz, M., Pascal, S., Archambault, I., & Yerg, N. (2019). A multilevel analysis of student school-misconduct in Montréal high schools: Investigating the role of school socioeconomic composition and teacher culture. In J. Demanet & M. Van Houtte (Eds.), Opposing Education. ND: Springer.

Dupéré, V., Archambault, I., Desrosiers, H. & Nanhou, V. (2019). Obtenir un diplôme d’études secondaires avant l’âge de 20 ans: une analyse ancrée dans une perspective des parcours de vie. Étude longitudinale du développement des enfants du Québec (ELDEQ 1998-2017) – De la naissance à 19 ans, vol. 9, fascicule 1. Montréal, QC: Institut de la statistique du Québec.

Janosz, M., Pascal, S., Archambault, I., et al. (2019). Implementing Check & Connect : Lessons from two international effectiveness experiments. In J. Fredricks, A. Reschly, & S. Christenson, S. (Eds.) Handbook of Student Engagement Interventions. NY: Wiley

Lavoie, L., Thouin, E., & Dupéré, V. (2019). High school dropouts’ movements in and out of work and education during the transition to adulthood. In A. E. Marshall & J. E. Symonds (Eds.), Young Adult Development at the School-to-Work Transition: International Pathways and Processes. Oxford, UK: Oxford University Press.

Leventhal, T., Anastasio, J., & Dupéré, V. (2019). The urban world of minority and majority children. In G. H. Elder, Jr, & R. D. Parke (Eds.), Children in Changing Worlds: Socio-cultural and Temporal Perspectives (pp. 165-191). Cambridge, UK: Cambridge University Press.