Concordia University

http://www.concordia.ca/content/concordia/en/faculty.html

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Alexandre J.S. Morin, Ph.D.

Professor, Psychology

Office: L-SP 257-06 
Richard J. Renaud Science Complex,
7141 Sherbrooke W.
Phone: (514) 848-2424 ext. 3533
Email: alexandre.morin@concordia.ca
Website(s): Substantive Methodological Synergy Research Laboratory


EDUCATION


 


Diploma

Discipline

University

Year

Ph.D. research and intervention

Industrial-Organizational Psychology

University of Montreal, Canada

2005

M.Ps. (Professional Master)

Industrial-Organizational Psychology

University of Montreal, Canada

2003

Bachelor (B.Sc.)

Psychology

University of Montreal, Canada

1998


 


EMPLOYMENT


 


Rank

Period

             University

Full Professor

January 2017

Concordia University, Canada

Full Professor (Research Only)

February 2014 –November 2016

Australian Catholic University, Australia

Associate Professor

September 2012- February 2014

University of Western Sydney, Australia

Associate Professor

June 2010 – August 2012

University of Sherbrooke, Canada

Assistant Professor

June 2005 –June 2010

University of Sherbrooke, Canada

 



Teaching activities

Teaching

PSYC 426: Psychometrics and Individual Differences

PSYC 734: Multivariate Statistics


Research activities

Substantive-Methodological Synergies (SMS)

Marsh and Hau(2007) and Borsboom (2006) emphasised the need for substantive-methodologicalsynergies (SMS) in psychological research. Substantive-methodological synergiesrepresent joint ventures in which new methodological developments are appliedto substantively important issues. Welive in exciting times of fast-paced innovation in quantitative methods. Thiscreates new research opportunities: methodological innovations enableresearchers to penetrate previously inaccessible research problems, revisitclassic unresolved issues, and address new research issues. However, this alsocreates concerns for substantive researchers who fail to keep pace with newmethodological developments. As pointed out by Marsh and Hau (2007): (a)some of the best methodological research is based on the development ofcreative methodological solutions to problems that stem from substantiveresearch; (b) new methodologies provide important new approaches to currentsubstantive issues; and (c) substantive-methodological synergies areparticularly important in applied areas. The converse is also likely: researchers with strong methodologicalskills might lose touch with the need to present statistical tools in ways thathave practical and theoretical significance. Substantive-methodologicalsynergies are also useful in demonstrating the practical advantages ofstatistical innovations to substantive research and to present thoseinnovations in a clear and replicable way to applied researchers who might lackthe formal mathematical training necessary to be able to dig into statisticalpapers. Substantive-methodological synergies represents the core of myresearch program.

Leading a research program centered onsubstantive-methodological synergies involvestwo core components. A first component is to remain open to collaborativeopportunities with substantive experts seeking better, clearer, or simply moreprecise answers to critical research questions. A second component focuses on a number of key statistical models that I particularly enjoy using, illustrating, but alsoworking at improving in terms of applications and interpretations: psychometric models (ESEM, Bifactor ESEM), person-centered analyses, longitudinal analyses ofchanges, and their combination.



Selected publications

EditedBooks

Craven, R.G., Morin,A.J.S., Tracey, D., Parker, P.D., & Zhong, H.F. (2015). Inclusive Education for Students with Intellectual Disabilities (Series Title: InternationalAdvances in Education: Global Initiatives for Equity and Social Justice). Charlotte, NC: Information Age Publishing.

Morin, A.J.S., Maïano, C., Tracey, D., &Craven, R.G. (2017). Inclusive Physical Activities: International Perspectives (Series Title: InternationalAdvances in Education: Global Initiatives for Equity and Social Justice). Charlotte, NC: Information Age Publishing.

GuestEditor: Special Issue.

Morin,A.J.S., Gagné, M., & Bujacz, A. (In preparation). FeatureTopic: Person-Centered Methodologies in the Organizational Sciences. Organizational Research Methods

Book Chapters

Morin, A.J.S. (2016).  Person-centeredresearch strategies in commitment research. In J.P. Meyer (Ed.), The Handbookof Employee Commitment (p. 490-508). Cheltenham, UK: Edward Elgar.

Marsh, A.J.S.,Parker, P.D., & Morin, A.J.S.(2016). Invariancetesting across samples and time: Cohort-sequence analysis of perceived body composition.In N. Ntoumanis, & N. Myers (Eds.), AnIntroduction to Intermediate and Advanced Statistical Analyses for Sport andExercise Scientists (pp. 101-130). London, UK: Wiley.

Morin, A.J.S., & Wang, J.C.K. (2016). A gentleintroduction to mixture modeling using physical fitness data. In N. Ntoumanis,& N. Myers (Eds.), An Introduction toIntermediate and Advanced Statistical Analyses for Sport and ExerciseScientists (pp. 183-210). London, UK: Wiley

Larivée, S., & Morin, A.J.S. (2007). Qu’en pense letout-venant ? Les théories implicites de l’intelligence [Laypersonsimplicit theories of intelligence]. In S. Larivée (Ed.), L’intelligence. Tome 1. Les approches biocognitives, développementaleset contemporaines (pp. 3-8). Montréal : ERPI.

Marsh, H.W.,Hau, K.-T., Wen, Z., Nagengast, B., & Morin,A.J.S. (2013). 17.Moderation. In T.D. Little (Ed.), OxfordHandbook of Quantitative Methods, Vol. 2 (pp. 361-386), New York, NY:Oxford University Press.

Morin, A.J.S., Marsh, H.W.,& Nagengast, B. (2013). Exploratory Structural Equation Modeling. In G.R.Hancock & R.O. Mueller (Eds.), StructuralEquation Modeling: A Second Course, 2nd Edition (pp. 395-436). Greewich, Connecticut : IAP.

Accepted or In Press articles

Aşçı, H.F., Maïano, C., Morin, A.J.S., Çağlar, E., & Bilgili, N.(In Press). Validity and reliability of the very short form of the Physical Self-Inventory among Turkish adolescents. Journal of Sports Sciences. Early View, doi: 10.1080/02640414.2016.1255346

Arens, A.K., & Morin, A.J.S. (In Press). Improved representationof the Self-Perception Profile for Children through bifactor exploratorystructural equation modeling. Early View DOI :10.3102/0002831216666490

Arens, A.K., & Morin, A.J.S. (In Press). Relations between teachers’emotional exhaustion and students’ educational outcomes. Journal of Educational Psychology.Early View DOI: 10.1037/edu0000105

Ciarrochi, J., Morin, A.J.S.,Sahdra, B., Litalien, D., & Parker, P.D. (In Press). A Longitudinalperson-centered perspective on youth social support: Relations withpsychological wellbeing. DevelopmentalPsychology

Courcy, F., Morin, A. J. S., Madore, I. (In Press).The effects of exposure topsychological violence in the workplace on commitment and turnover intentions:The moderating role of social support and role stressors. Journal of Interpersonal Violence. EarlyView doi: 10.1177/0886260516674201

Diallo,T.M.O, Morin, A.J.S. & Lu, H. (In Press). Performance of growth mixturemodels in the presence of time-varying covariates. Behavior Research Methods. Early View doi: 10.3758/s13428-016-0823-0

Diallo,T.M.O, Morin, A.J.S. & Lu, H. (In Press). The impact of total and partialinclusion or exclusion of active and inactive time invariant covariates in growth mixture models. Psychological Methods

Guo, J., Marsh, H. W., Parker, P., Morin, A. J. S. & Dicke, T. (In Press). Extending expectancy-valuetheory predictions of achievement and aspirations in sciences: Dimensionalcomparison processes and expectancy-by-value interactions. Learning &Instruction.

Howard, J., Gagné, M., Morin, A.J.S., Wang, Z.N., & Forest, J. (In Press). Using bifactor exploratory structural equationmodeling to test for a continuum structure of motivation. Journal of Management. Early View DOI: 10.1177/0149206316645653

Litalien, D., Morin,A.J.S., & McInerney, D.M. (Accepted, 02 December 2016). Achievement goalprofiles among adolescent males and females. DevelopmentalPsychology.

Morin, A.J.S., Arens, A.K., Maïano, C., Ciarrochi, J., Tracey, D.,Parker, P.D., & Craven, R.G. (In Press). Reciprocal Relationships between Teacher Ratings ofInternalizing and Externalizing Behaviors in Adolescents with Different Levelsof Cognitive Abilities. Journal of Youthand Adolescence. Early viewdoi:10.1007/s10964-016-0574-3

Morin, A.J.S., Arens, A.K., Tracey, D., Parker, P.D., Ciarrochi,J., Craven, R.G., & Maïano, C. (In Press). Self-esteem trajectories and their socialdeterminants in adolescents with different levels of cognitive ability. American Journal on Intellectual andDevelopmental Disabilities.

Morin, A.J.S., Arens, A.K., Tran, A., & Caci, H. (In Press). Exploring Sources ofConstruct-Relevant Multidimensionality in Psychiatric Measurement: A Tutorialand Illustration using the Composite Scale of Morningness. InternationalJournal of Methods in Psychiatric Research. Early View DOI: 10.1002/mpr.1485

Morin,A.J.S., Boudrias, J.-S., Marsh,H.W., McInerney, D.M., Dagenais-Desmarais, V., & Madore, I. (InPress). Complementary variable- andperson-centered approaches to exploring the dimensionality of psychometricconstructs: Application to psychological wellbeing at work. Journal of Business and Psychology. Early View DOI 10.1007/s10869-016-9448-7

Morin, A.J.S., Scalas, L.F., & Vispoel, W. (In Press). The Music Self-Perception Inventory: Development ofParallel Forms A and B. Psychology ofMusic. Early view doi: 10.1177/0305735616669426

Sánchez-Oliva, D., Morin, A.J.S., Teixeira, P.J., Carraça, E.V., Palmeira,A.L., & Silva, M.N. (In Press). A bifactor exploratory structural equation modellingrepresentation of the structure of need satisfaction at work. Journal of Vocational Behavior

Scalas, L.F., Marsh, H.W., Vispoel, W., Morin, A.J.S, & Wen, Z. (In Press). Musicself-concept and self-esteem formation in adolescence: A comparison betweenindividual and normative models of importance within a latent framework. Psychology of Music. Earlyview doi: 10.1177/0305735616669426

Wang, J.C.K., Morin,A.J.S., Ryan, R.M., & Liu, W.C. (In Press). Students’ motivational profiles in the physicaleducation context. Journal of Sport &Exercise Psychology.

Xu,M.K., Morin, A.J.S., Marsh, H.W.,Richards, M., & Jones, P.B. (In Press). Psychometric validation of the Parental Bonding Instrument in a UKpopulation-based sample: Role of gender and association with mental health inmid-late life. Assessment.


2016

Arens,A.K., & Morin, A.J.S. (2016).Examination of the structure and grade-related differentiation ofmultidimensional self-concept instruments for children using ESEM. Journal of Experimental Education, 84 (2),330-355. DOI: 10.1080/00220973.2014.999187

Barcza-Renner, K.,Eklund, R.C., Morin, A.J.S., &Habeeb, C.M. (2016). Controlling Coaching Behaviors and Athlete Burnout: TheMediating Roles of Perfectionism and Motivation. Journal of Sport & Exercise Psychology, 38, (1), 30-44

Caci, H., Morin, A.J.S., & Tran, A. (2016). Teacher ratings of the ADHD-RSIV in a community sample: Results from the ChiP-ARD study. Journal of Attention Disorders, 20 (5), 434-444.. DOI: 10.1177/1087054712473834

Diallo, T.M.O, Morin, A.J.S. & Lu, H. (2016). Impact of misspecifications ofthe latent variance-covariance and residual matrices on the class enumerationaccuracy of growth mixture models. Structural EquationModeling, 23 (4), 507-531. DOI: 10.1080/10705511.2016.1169188

Garn,A.C., Morin, A.J.S., Martin, J.J.,Shen, B., Centeio, E., Kulik, N., Somers, C. & McCaughtry, N. (2016). AReciprocal Effects Model of Children’s Body Fat Self-Concept: Relations withPhysical Self-Concept and Physical Activity.Journal of Sport & Exercise Psychology, 38, 255-267. doi: 10.1123/jsep.2015-0255

Gosselin, P., Chabot, K., Béland, M., Goulet-Gervais, L., & Morin,A.J.S. (2016). La peur del’accouchement chez les nullipares: Lien avec la douleur lors del’accouchement, les symptômes de stress post-traumatiques et les symptômesdépressifs post-partum. [Fear of childbirth among nulliparous women: Relationswith pain during delivery, post-traumatic stress symptoms and postpartumdepressive symptoms]. L’Encéphale, 42, 191-196. Doi. 10.1016/j.encep.2016.01.007

Howard,J., Gagné, M., Morin, A.J.S., & Van den Broeck, A.(2016). Motivationprofiles at work: A Self-Determination Theory approach. Journal of Vocational Behavior, 95-96,74-96. doi: 10.1016/j.jvb.2016.07.004

Kam, C., Morin, A.J.S., Meyer, J.P., &Topolnytsky, L. (2016). Are commitment profiles stable and predictable? Alatent transition analysis. Journal ofManagement, 42 (6), 1462-1490. DOI: 10.1177/0149206313503010  

Maïano, C., Aimé, A.,Salvas, M.-C., Morin, A. J. S.,& Normand, C. (2016). Prevalence and correlates of bullying perpetration andvictimization among school-aged youth with intellectual disabilities: Asystematic review. Research in Developmental Disabilities, 49-50, 181-195.

Maïano,C., Hue, O., Morin, A.J.S., & Moullec, G.(2016). Prevalenceof overweight and obesity among children and adolescents with intellectualdisabilities: A systematic review and meta-analysis. Obesity Reviews, 17 (7),599-611.

Maïano,C., Morin A. J. S., Monthuy-Blanc,J., Garbarino, J.-M., & Ninot, G. (2016). Development and validity of a veryshort form of the Eating Disorders Inventory. ComprehensivePsychiatry, 65, 141-149.

Meyer,J.P., & Morin, A.J.S. (2016). A person-centeredapproach to commitment research: Theory, research, and methodology. Journal of Organizational Behavior, 37, 584-612. DOI:10.1002/job.2085

Morin, A.J.S., Arens, A.K.,& Marsh, H.W. (2016). A Bifactor Exploratory Structural Equation ModelingFramework for the Identification of Distinct Sources of Construct-RelevantPsychometric Multidimensionality. StructuralEquation Modeling, 23, 116-139.  

Morin, A.J.S., Boudrias, J.-S.,Marsh, H.W., Madore, I., & Desrumaux, P. (2016). Further reflections ondisentangling shape and level effects in person-centered analyses: Anillustration aimed at exploring the dimensionality of psychological health. Structural Equation Modeling, 23 (3), 438-454

Morin A. J. S., Maïano, C., White,R.L., Owen, K., Tracey, D., Mascret, N., & Lonsdale, C. (2016). English Validation of the Short Form of thePhysical Self-Inventory (PSI-S). Psychologyof Sport & Exercise, 27, 180-194. doi:10.1016/j.psychsport.2016.08.016

Morin, A.J.S., Meyer, J.P., Bélanger, É., Boudrias, J.-S., Gagné,M., & Parker, P.D. (2016). Longitudinal associationsbetween employees’ perceptions of the quality of the change management process,affective commitment to change and psychological empowerment. Human Relations, 69 (3),839-867. DOI: 10.1177/0018726715602046

Morin, A.J.S., Meyer, J.P.,Creusier, J., & Biétry, F. (2016). Multiple-group analysis of similarity inlatent profile solutions. OrganizationalResearch Methods, 19 (2),231-254. DOI:10.1177/1094428115621148

Morin, A.J.S., Scalas, L.F.,Vispoel, W., Marsh, H.W., & Wen, Z. (2016). The Music Self-PerceptionInventory: Development of a Short Form. Psychologyof Music, 44 (5), 915-934. DOI: 10.1177/0305735615592690

Morin, A.J.S., Tran, A., & Caci, H. (2016). Factorial Validityof the ADHD Adult Symptom Rating Scale in a French community sample: Resultsfrom the ChiP-ARD study. Journal ofAttention Disorders, 20 (6),530-541. DOI: 10.1177/1087054713488825

Wang,J.C.K., Morin, A.J.S., Liu, W.C.,& Chian, L.K. (2016). Predicting Physical Activity Intention and Behaviourusing Achievement Goal Theory: A Person-Centered Analysis. Psychologyof Sport & Exercise, 23, 13-20. DOI: 10.1016/j.psychsport.2015.10.004


2015

Arens,A.K., & Morin, A.J.S. &Waterman, R. (2015). Relations between classroom disciplinary problems andstudent motivation: Achievement as a potential mediator? Learning and Instruction, 39,184-193

Asparouhov, T., Muthén, B.O., & Morin, A.J.S. (2015). Bayesian Structural equation modeling withcross-loadings and residual covariances: Comments on Stromeyer et al. Journal of Management, 41 (6), 1561-1577. DOI: 10.1177/0149206315591075

Caci,H., Morin, A.J.S., & Tran, A.(2015). Investigation of a bifactor model of the Strengthsand Difficulties Questionnaire. EuropeanChild and Adolescent Psychiatry, 24 (10), 1291-1301 DOI 10.1007/s00787-015-0679-3

Chen,X., Morin, A.J.S., Parker, P.D.,& Marsh, H.W. (2015). Developmental Investigation of the Domain-SpecificNature of the Life Satisfaction Construct Across the Post-School Transition. Developmental Psychology, 51 (8),1074-1085.  

Diallo, T.M.O, & Morin, A.J.S. (2015). Power of Latent GrowthCurve Models to Detect Piecewise Linear Trajectories. Structural Equation Modeling, 22 (3),449-460.

Guay, F., Morin,A.J.S, Litalien, D., Valois, P.,& Vallerand, R.J. (2015). Application of Exploratory Structural EquationModeling to Evaluate the Academic Motivation Scale. Journalof Experimental Education, 83 (1), 51-82. DOI: 10.1080/00220973.2013.876231

Guo, J., Marsh, H. W., Morin, A.J. S., Parker, P., & Kaur, G. (2015). Directionality of theAssociations of High School Expectancy-Value, Aspirations and Attainment: ALongitudinal study. American Educational ResearchJournal, 52 (2), 371-402. DOI: 10.3102/0002831214565786

Guo, J., Marsh, H. W., Parker, P., Morin,A. J. S., & Yeung A. (2015). Expectancy-Value inMathematics, Gender and Socioeconomic Background as Predictors of Achievementand Aspirations: A Multi-cohort Study. Learning and Individual Differences, 37, 161-168 DOI: 10.1016/j.lindif.2015.01.008

Guo, J., Parker,P., Marsh, H. W., & Morin, A. J. S. (2015). Achievement, motivation, and educational choices:A longitudinal study of expectancy and value using a multiplicativeperspective. Developmental Psychology,51 (8), 1163-1176. DOI: 10.1037/a0039440

Lafranchi,M.-C., Maïano, C., Morin, A.J.S., &Therme, P. (2015). Social PhysiqueAnxiety and Disturbed Eating Attitudes and Behaviors in Adolescents: ModeratingEffects of Sport, Sport-Related Characteristics and Gender. International Journal of Behavioral Medicine, 22, 149-160. DOI:10.1007/s12529-014-9406-6

Litalien,D., Guay, F., & Morin, A. J. S.(2015). Motivation for PhD studies: Scale development and validation. Learningand Individual Differences, 41,1-13.

Maïano,C., Morin, A. J. S., Lanfranchi,M.-C., & Therme, P. (2015). Body-related sport practice motives and disturbed eating attitudesand behaviors in adolescents: Moderating effects of sport-relatedcharacteristics and gender. European Eating Disorders Review, 23 (4), 277-286.

Maïano,C., Morin, A. J. S., & Mascret,N. (2015). Psychometric Properties of the Short Form of the PhysicalSelf-Description Questionnaire in a French Adolescent Sample. Body Image, 12, 89-97. DOI:10.1016/j.bodyim.2014.10.005

Maïano,C., Morin, A. J. S., & Probst,M., (2015). Cross-linguistic validity of the French and Dutch versions of thevery short form of the Physical Self-Inventory among adolescents. BodyImage, 15, 35-39.

Marsh, H.W., Abduljabbar, A.S., Parker, P., Morin, A.J.S., Abdelfattah, F., Nagengast, B., Möller, J., &Abu-Hilal, M.M. (2015). The Internal/External Frame of Reference Model:Age-Cohort and Cross-Cultural Differences. AmericanEducational Research Journal, 52,168-202. DOI:10.3102/0002831214549453

Marsh, H.W., Abduljabbar, A.S., Morin, A.J.S., Parker, P., Abdelfattah,F., Nagengast, B., & Abu-Hilal, M.M. (2015). The Big-Fish-Little-PondEffect: Generalizability of Social Comparison Processes Over Two Age Cohortsfrom Western, Asian and Middle-Eastern Islamic Countries. Journal of Educational Psychology, 107, 258-271. DOI: 10.1037/a0037485  

Marsh,H.W., Morin, A.J.S., & Parker,P.D. (2015). Physical Self-Concept Changes in a Selective Sport High School: ALongitudinal Cohort-Sequence Analysis of the Big-Fish-Little-Pond Effect. Journal of Sport & Exercise Psychology,37, 150-163. DOI: 10.1123/jsep.2014-0224

McInerney,D.M., Ganotice, F.A.Jr, King, R.B., Marsh, H.W., & Morin, A.J.S. (2015). Explorning commitment and turnover intentionsamong teachers: What can we learn from Hong Kong teachers? Teaching and Teacher Education, 52,11-23.

McInerney,D. M., Ganotice, F., King, R. B., Morin,A.J.S., & Marsh, H. W. (2015). Teachers’ commitment and psychologicalwell-being: Implications of self-beliefs for teaching in Hong Kong.Educational Psychology, 35(8), 926-945. DOI: 10.1080/01443410.2014.895801

Meyer,J.P., Morin, A.J.S., &Vandenberghe, C. (2015). Dual Commitment toOrganization and Supervisor: A Person-centered Approach. Journal of Vocational Behavior, 88, 56-72. DOI: 10.1016/j.jvb.2015.02.001

Mitchison,D., Morin, A.J.S., Mond, J.,Slewa-Younam, S., & Hay, P. (2015). The Bidirectional Relationship betweenQuality of Life and Eating Disorders: A 9-Year Community-Based Study ofAustralian Women. PLoS One, 10 (3), e0120591.DOI:10.1371/journal.pone.0120591  

Morin, A.J.S., & Marsh, H.W. (2015). Disentangling Shape from Levels Effects inPerson-Centred Analyses: An Illustration Based University Teacher MultidimensionalProfiles of Effectiveness. Structural Equation Modeling, 22 (1), 39-59.

Morin, A.J.S., Meyer, J.P., McInerney,D. M., Marsh, H.W., & Ganotice,F. (2015). Profiles of Dual Commitment to the Occupationand Organization: Relations to Wellbeing and Turnover Intentions. Asia Pacific Journalof Management, 32 (3), 717-744.

Morin, A.J.S., Scalas, L.F., & Marsh, H.W. (2015). Tracking theelusive actual-ideal discrepancy model within latent subpopulations. Journal of Individual Differences, 36 (2),65-72. DOI:10.1027/1614-0001/a000157

Parker, P.D.,Marsh, H.W., Morin, A.J.S., Seaton,M., & Van Zanden, B. (2015). If one goes up the other must come down: Examiningipsative relationships between math and English self-concept trajectoriesacross high school. British Journal of EducationalPsychology, 85, 172-191. DOI:10.1111/bjep.12050


2014

Boudrias, J.-S., Morin, A.J.S., & Lajoie, D. (2014).Directionality ofthe associations between psychological empowerment and behavioral involvement:A longitudinal autoregressive cross lagged analysis. Journal of Occupationaland Organizational Psychology, 87 (3),437-463.

Caci, H., Morin, A.J.S., Benat, A., & Tran, A. (2014).Prevalence and correlates of ADHD in adults from a French community sample. Journal of Nervous andMental Disease, 202 (4), 1-9.

deLeeuw, A., Valois, P., Morin, A.J.S.,& Schmidt, P. (In press, Accepted, 17 April 2014). Gender Differences in PsychosocialDeterminants of University Students’ Intentions to Buy Fair-Trade Products. Journal of Consumer Policy, 37, 485-505.

Diallo, T.M.O., Morin, A.J.S., & Parker, P.D. (2014).Statistical Power of Latent Growth Curve Models to Detect Quadratic Growth. Behavior Research Methods, 46 (2), 357-371.

Lanfranchi,M.-C., Maïano, C., Morin, A.J.S., &Therme, P. (2014). Prevalence and Sport-Related Predictors of Disturbed Eating Attitudesand Behaviors: Moderating Effects of Sex and Age. Scandinavian Journal of Medicine and Science in Sports, 41 (5), 775-788.

Marsh, H.W., Abduljabbar, A.S., Parker, P., Morin, A.J.S., Abdelfattah,F., & Nagengast, B (2014). The Big-Fish-Little-Pond Effect in Mathematics: AComparison of USA and Saudi Arabian TIMSS Responses. Journal of Cross-Cultural Psychology, 45 (5), 777-804.

Marsh, H.W., Kuyper, H., Morin, A.J.S., Parker, P., & Seaton,M. (2014). Big-Fish-Little-Pond Social Comparison and Local Dominance Effects:Integrating New Statistical Models, Methodology, Design, Theory and SubstantiveImplications. Learning& Instruction, 33, 50-66.

Marsh, H.W., Kuyper, H., Seaton, M., Parker, P., Morin, A.J.S.,Möller, J., & Abduljabbar, A.S. (2014). Dimensional Comparison Theory:An extension of the Internal/External Frame of Reference Effect on AcademicSelf-concept Formation. Contemporary EducationalPsychology, 39,326-341.

Marsh, H.W., Morin, A.J.S., Parker, P., & Kaur, G. (2014). Exploratory Structural Equation Modeling: An Integration of the bestFeatures of Exploratory and Confirmatory Factor Analysis. Annual Review of Clinical Psychology, 10, 85-110.

Morin, A.J.S., Marsh, H.W., Nagengast, B., & Scalas, L.F.(2014). DoublyLatent Multilevel Analyses of Classroom Climate: An illustration. Journal of Experimental Education, 82 (2), 143-167.

Scalas,L.F., Marsh, H.W., Morin, A.J.S.,& Nagengast, B., (2014). Why is Support for Jamesian Actual-Ideal Discrepancy Model SoElusive? A New Latent-Variable Approach. Personalityand Individual Differences, 69,62-68.

Scalas, LF, Morin, AJS, &Marsh, HW. (2014). Using person-centred mixture models to better understand theActual-Ideal Discrepancy model. Personalityand Individual Differences, 60,S46.

Scalas, L.F., Morin, A.J.S.,Marsh, H.W., & Nagengast, B. (2014). Importance models of the physicalself: Improved methodology supports a normative importance model but not theIndividual Importance model. EuropeanJournal of Social Psychology, 44 (2), 154-174.  

Wen,Z., Marsh, H.W., Hau, K.-T., Wu, Y., Liu, H., & Morin, A.J.S. (2014). Interaction effects in latent growth models:Evaluation of alternative estimation approaches. Structural Equation Modeling, 21,361-374.

 

2013

Caci,H., Morin, A.J.S., Bouchez, J., & Baylé, F.J. (2013). Bifactormodels support ICD-10 construct of ADHD against DSM-IV, both in Children ratedby teachers and self-rated in adults. European Psychiatry, 28 (suppl. 1), 687.

Caci, H., Morin, A.J.S., Bouchez, J., & Baylé, F.J. (2013). Prevalenceof ADHD in a French community sample of 892 children: Results from the ChiP-ARDstudy. EuropeanPsychiatry, 28(suppl. 1), 697.

Caci, H., Morin, A.J.S., Bouchez, J., & Baylé, F.J. (2013). Prevalenceof ADHD in a French community sample of 1171 adults: Results from the ChiP-ARDstudy. European Psychiatry, 28 (suppl. 1), 689.

Laverdière, O.,Morin A.J.S., & St-Hilaire, F.(2013). Factor structure and measurement invariance of a short measure of theBig Five personality traits. Personalityand Individual Differences, 55, 739-743.

Lehéron, C., Morin, A.J.S., & Caci, H. (2013). ADHDand atopy are related: An Exploratory study of 102 children. European Psychiatry, 28 (suppl. 1), 985.

Maïano, C., Morin, A.J.S., Lafranchi, M.-C., & Therme, P. (2013). The Eating Attitudes Test-26 Revisited using Exploratory StructuralEquation Modeling. Journal of Abnormal ChildPsychology, 41, 775-788.

Marsh, H.W., Abduljabbar, A.S., Abu-Hilal, M.M., Morin, A.J.S.,Abdelfattah, F., Leung, K.C., Xu, M.K., Nagengast, B., & Parker, P. (2013).Factorial, Convergent, and Discriminant Validity ofTIMSS Math and Science Motivation Measures: A Comparison of Arab andAnglo-Saxon Countries. Journal of EducationalPsychology, 105, 108-128. doi: 10.1037/a0029907

Marsh, H.W., Lüdtke, O., Nagengast, B., Morin, A.J.S., & Von Davier, M. (2013). Why Item Parcels Are (almost) Never Appropriate: TwoWrongs Do Not Make A Right—Camouflaging Misspecification with Item Parcels inCFA Models. Psychological Methods, 18, 257-284.

Marsh, H.W., Nagengast, B., & Morin, A.J.S. (2013). Measurement invariance of big-five factorsover the life span: ESEM tests of gender, age, plasticity, maturity, and ladolce vita effects. Developmental Psychology, 49, 1194-1218.

Marsh, H.W.,Vallerand, R.J., Lafrenière, M.-A.K., Parker, P., Morin, A.J.S., Carbonneau,N., Jowett, S., Bureau, J.S., Fernet, C., Guay, F., Abduljabbar, A.S., &Paquet, Y. (2013). Passion: Does One Scale Fit All. Construct Validity ofTwo-factor Passion Scale and Psychometric Invariance Over Different Activitiesand Languages. Psychological Assessment,25 (3), 796-809.

Morin, A.J.S., Maïano, C., Marsh, H.W., Nagengast, B., &Janosz, M. (2013). School life and adolescents’ self-esteem trajectories. ChildDevelopment, 84, 1967-1988

Morin,A.J.S., Vandenberghe, C., Turmel, M.-J., Madore, I., &Maïano, C. (2013). Probing into Commitment’sNonlinear Relationships to Work Outcomes. Journal of Managerial Psychology, 28, 2, 202-223.

Quiroga,C., Janosz, M., Bisset, S., & Morin,A.J.S. (2013). EarlyAdolescent Depression Symptoms and School Dropout: Mediating ProcessesImplicating Self-Perceived Academic Competence and Achievement? Journal of Educational Psychology, 105, 552-560.

Scalas,L.F., Marsh, H.W., Nagengast, B., & Morin,A.J.S. (2013). Latent Variable Approaches to Jamesian Model of ImportanceWeighted-Averages. Personalityand Social Psychology Bulletin, 39, 100-114.

Scalas, L.F., Morin, A.J.S.,Maïano, C., & Fadda, D. (2013). Contributo alla validazione italiana delleversioni breve e molto breve del Physical Self Inventory (PSI) per adolescenti[A contribution to the Italian validation of the short and very short versionsof the Physical Self Inventory (PSI) for adolescents]. Ricerche di Psicologia, 3,385-408.

Xu,M.K., Marsh, H.W., Ho, I.T.F., Hau, K.-T., Morin,A.J.S., & Abdul Jabbar, A.S. (2013). TheInternal/External Frame of Reference of Academic Self-concept: Extension to aForeign Language and the Role of Language of instruction. Journal of Educational Psychology, 105, 489-503. doi: 10.1037/a0031333

 

2012

Béland,M., Chabot, K., Goulet-Gervais, L., Morin,A.J.S., & Gosselin, P. (2012). Évaluation de la peur de l’accouchement:Validation et adaptation francophone d’une échelle mesurant la peur del’accouchement [French adaptation and validation of a measure of fear ofchildbirth]. L’Encéphale, 38,336-344.

Boudrias, J.-S., Morin, A.J.S., & Brodeur, M.-M.(2012). The roleof psychological empowerment in the reduction of burnout in Canadianhealth-care workers. Nursing &Health Sciences, 14, 8-17.

Lapointe, É., Morin, A.J.S., Courcy, F., Boilard, A.,& Payette, D. (2012). Workplace Affective Commitment, Emotional LaborStrategies and Burnout: A Multiple Mediator Model. TheInternational Journal of Business and Management, 7 (1), 3-21.

Loose, F., Régner, I., Morin, A.J.S., & Dumas, F. (2012).Are academic discounting and devaluing double-edged swords? Their relations toglobal self-esteem, achievement goals, and performance among stigmatizedstudents. Journal ofEducational Psychology, 104(3), 713-725. 

Marsh, H.W., Lüdtke, O., Nagengast,B., Trautwein, U., Morin,A.J.S., Abduljabbar, A.S., & Köller, O. (2012). Classroom Climateand Contextual Effects: Methodological Issues in the Evaluation of Group-LevelEffects. Educational Psychologist, 47 (2), 106-124.

Monthuy-Blanc,J., Maïano, C., Morin, A.J.S., &Stephan, Y. (2012). Physical self-concept and disturbed eating attitudes andbehaviors in French athlete and non-athlete adolescent girls: Direct andindirect relations. Body Image, 9, 373-380.  

Morin,A.J.S., Rodriguez, D., Fallu, J.-S., Maïano, C., & Janosz, M. (2012).AcademicAchievement and Adolescent Smoking: A General Growth Mixture Model. Addiction, 107, 819-828.

Quiroga, C.,Janosz, M., Lyons, J. & Morin,A.J.S. (2012). Grade Retention and Seventh-Grade Depression Symptomsin the course of school dropout among High-Risk Adolescents. Psychology, 3, 749-755.

 

2011

Giguère, V., Morin, A.J.S., & Janosz, M. (2011).L’influence de la relation maîtres-élèves sur le développement de comportementsdéviants et délinquants à l’adolescence [The influence of teacher-studentsrelationships on the development of deviant behaviors and delinquency inadolescence]. Revue de Psychoéducation, 40 (1), 25-50.

Leconte,C., Morin, A.J.S., & Courcy, F. (2011). Le rôle de la qualité de l’expériencegroupale comme modérateur de la relation entre le style de gestion et lavictimisation [The moderating role of the quality of workgroup relationships on therelation between managerial practices and victimization]. Psychologiedu Travail et des Organisations, 17,274-292.

Maïano C., Morin AJ.S., Bégarie J., & Garbarino,J.-M. (2011). TheCenter for Epidemiologic Studies Depression Scale: Factor Validity andReliability in a French Sample of Adolescents with Mild to ModerateIntellectual Disability. Research inDevelopmental Disabilities, 32, 1872-1883.

Maïano C.,Morin AJ.S., Bégarie J., & NinotG. (2011). The Intellectual Disability Version of the Very Short Form of thePhysical Self-Inventory (PSI-VS-ID): Cross-Validation and MeasurementInvariance across Gender, Weight, Age and Intellectual Disability Level. Research in Developmental Disabilities, 32, 1652-1662.

Marsh, H.W., Ginns, P., Morin, A.J.S.,Nagengast, B., & Martin, A. (2011). Course ExperienceQuestionnaire (CEQ): Use of student ratings to benchmark Australianuniversities. Journal of EducationalPsychology, 103, 733-748.

Marsh, H.W., Liem, G.A.D., Martin, A.J., Morin, A.J.S., & Nagengast,B. (2011). Methodological-Measurement Fruitfulness ofExploratory Structural Equation Modeling (ESEM): New Approaches to KeySubstantive Issues in Motivation and Engagement. Journal of Psychoeducational Assessment, 29, 322-346.

Marsh, H.W., Nagengast, B., Morin, A.J.S., Parada, R.H., Craven,R.G., & Hamilton, L.R. (2011). ConstructValidity of the Multidimensional Structure of Bullying and Victimization: AnApplication of Exploratory Structural Equation Modeling. Journal of Educational Psychology, 103, 701-732.

Morin A.J.S. & Maïano C. (2011). Cross-Validation of the ShortForm of the Physical Self-Inventory (PSI-18) using Exploratory StructuralEquation Modeling (ESEM). Psychology of Sportand Exercise, 12, 540-554.

Morin A.J.S. & Maïano C. (2011). Cross-Validation of the VeryShort Form of the Physical Self-Inventory (PSI-VS): Invariance across genders,age groups, ethnicities, and weight statuses. Body Image, 8, 404-410.

Morin, A.J.S., Maïano, C., Nagengast, B., Marsh, H.W., Morizot, J.,& Janosz, M. (2011). GrowthMixture Modeling of adolescents trajectories of anxiety across adolescence: Theimpact of untested invariance assumptions on substantive interpretations. Structural Equation Modeling, 18 (4), 613-648.

Morin, A.J.S., Maïano, C., Marsh, H.W., Janosz, M., &Nagengast, B. (2011). The LongitudinalInterplay of Adolescents’ Self-Esteem and Body Image: A ConditionalAutoregressive Latent Trajectory Analysis. MultivariateBehavioral Research, 46 (2),157-201.

Morin, A.J.S., Morizot, J., Boudrias, J.-S., & Madore, I.,(2011). A multifoci person-centered perspective on workplace affectivecommitment: A latent profile/factor mixture Analysis. Organizational Research Methods, 14 (1), 58-90.

Morin A.J.S., Moullec G., Maïano C., Layet, L., Just, J.-L., &Ninot G. (2011). Psychometricproperties of the Center for Epidemiologic Studies Depression Scale (CES-D) inFrench Clinical and Non-Clinical Adults. Epidemiology and PublicHealth/Revue d’Épidémiologie et de Santé Publique, 59 (5), 327-340.

Morin, A.J.S., Vandenberghe, C., Boudrias, J.-S., Madore, I.,Morizot, J., & Tremblay, M. (2011). Affective Commitment andCitizenship Behaviors across Multiple Foci. Journalof Managerial Psychology, 26 (8), 716-738.

Moullec G.,Maïano C., Morin A.J.S.,Monthuy-Blanc, J., Rosello, L., & Ninot G. (2011). AVery Short Visual Analog Form of the Center for Epidemiologic StudiesDepression Scale (CES-D) for the Idiographic Measurement of Depression. Journalof Affective Disorders, 128 (3), 220-234.

 

2010

Boudrias,J.-S., Brunet, L., Morin, A.J.S., Savoie, A., Plunier, P.,& Landry-Gagné, M. (2010). Empowering employees: The moderating role of organizational climate andjustice. Canadian Journal of Behavioural Science, 42 (4), 201-211.

Boudrias, J.-S., Rousseau, V., Migneault, P., Morin, A.J.S., &Courcy, F. (2010). Validation d’une mesure de l’habilitation psychologique en languefrançaise [Validation of a French measure of psychological empowerment]. SwissJournal of Psychology / Revue suisse de psychologie, 69, 147-159.

Maïano, C., Bégarie, J., Morin, AJ.S., Garbarino, J.-M., &Ninot, G. (2010). ConstructValidity of the Nutrition and Activity Knowledge Scale in a sample ofadolescents with mild to moderate intellectual disability. Research in Developmental Disabilities, 31 (1), 232-242.

Maïano, C., Morin, A.J.S., Eklund, R.C.,Monthuy-Blanc, J., Garbarino, J.M., & Stephan, Y. (2009). Construct Validity of the Social PhysiqueAnxiety Scale in a French adolescent Sample. Journal of Personality Assessment, 92 (1), 53-62.

Maïano, C., Morin, AJ.S., Monthuy-Blanc, J., &Garbarino, J.-M. (2010). Construct Validity of the Fear of Negative AppearanceEvaluation Scale in a French Adolescent’s Community Sample. European Journal of Psychological Assessment,26 (1), 19-27.

Marsh, H.W., Lüdtke, O., Muthén, B.O., Asparouhov,T., Morin, A.J.S., Trautwein, U.& Nagengast, B.  (2010). A New Look at theBig-Five Factor Structure through Exploratory Structural Equation Modeling. Psychological Assessment, 22, 471-491.

Ninot, G., Soyez, F., Fiocco,S., Nassih, K., Morin, A.J.S., & Préfaut, C. (2010). Le VQ11, un questionnaire de qualité de viespécifique à la BPCO utilisable en clinique [The VQ11, a short health-related quality of life questionnairefor routine practice in COPD patients].Revue des Maladies Respiratoires, 27 (5), 472-481.


2009

Boudrias, J.-S., Gaudreau,P., Savoie, A., & Morin, A.J.S.(2009). Employeeempowerment: from managerial practices to employees’ behavioral empowerment. Leadership& Organization Development Journal, 30 (7), 625-638.

Dubreuil, P.,Laughrea, M.-C., Morin, A.J.S.,Courcy, F., & Loiselle, O. (2009). Social Relationships at Work: Moderatoror Mediator of the Association Between Role Variables and Burnout? International Journal of Business andManagement, 4 (9), 3-16.

Maïano, C.,Bégarie, J., Morin, AJ.S., &Ninot, G. (2009). Assessment of Physical Self-Concept inAdolescents with intellectualdisability: Content and Factor validity of the veryshort form of the Physical Self-Inventory. Journal ofAutism and Developmental Disorders, 39 (5),775-787.

Maïano, C., Morin, A.J.S., Monthuy-Blanc, J., &Garbarino, J.M. (2009). The Body Image Avoidance Questionnaire: Assessmentof its Construct Validity in acommunity sample of French adolescents. InternationalJournal of Behavioral Medicine, 16 (2), 125-135.

Maïano, C., Morin, A.J.S., Monthuy-Blanc, J., Garbarino, J.-M.,& Stephan, Y. (2009). Eating Disorders Inventory:Assessment of its Construct Validity in a Non Clinical French Sample ofadolescents. Journalof Psychopathology and Behavioral Assessment, 31,387-404.

Marsh, H.W., Lüdtke, O., Trautwein, U., & Morin, A.J.S. (2009). Classical Latent Profile Analysis ofAcademic Self-concept Dimensions: Synergy of Person- and Variable-centeredApproaches to Theoretical Models of Self-Concept. Structural Equation Modeling, 16(2), 191-225.

Marsh, H.W., Muthén, B.O., Asparouhov, T., Lüdtke, O.,Robitzsch, A., Morin, A.J.S., &Trautwein, U. (2009). Exploratory Structural Equation Modeling, IntegratingCFA and EFA: Application to Students’ Evaluations of University Teaching. Structural Equation Modeling, 16 (3), 439-476.

Miranda,D., Morizot, J., Morin, A.J.S., & Debrosse, R. (2009). Traits de Personnalitéet Santé Physique à l’Adolescence [Personality traits and physical health inadolescence]. Revue Québécoise de Psychologie, 30 (1), 119-141.

Morin, A.J.S., Janosz,M., & Larivée, S. (2009). TheMontreal Adolescent Depression Development Project (MADDP): School life anddepression following high school transition. PsychiatryResearch Journal, 1 (3), 1-50.

Morin, A. J. S., Madore, I., Morizot, J., Boudrias, J.-S., &Tremblay, M. (2009). The Workplace Affective Commitment Multidimensional Questionnaire.Factor structure and measurement invariance. International Journal of Psychology Research, 4 (3/4), 307-344.

 

2008

Janosz, M.,Archambault, I., Pagani, L. S., Pascal, S., Morin, A. J. S., & Bowen, F. (2008). Are there Detrimental Effects of Witnessing School Violence in EarlyAdolescence? Journalof Adolescent Health, 43,600-608.

Maïano, C., Morin A.J.S., Ninot G., Monthuy-BlancJ., Stephan Y., J-F. Florent, & Vallée, P. (2008). AShort and Very Short Form of the Physical Self-Inventory for adolescents:Development and Factor Validity. Psychologyof Sport and Exercise, 9 (6),830-847.

Monthuy-Blanc,J., Ninot, G., Morin, A.J.S., Pauzé,R., Guillaume. S., Rouvière. N., & Campredon. S. (2008). Utilité d’uncarnet quotidien de suivi dans la thérapie de l’anorexie mentale [On theusefulness of daily diaries in the therapeutic follow up of patients withanorexia nervosa]. Journalde Thérapie Comportementale et Cognitive, 18 (4), 148-156.

Ninot, G., Soyez, F., Morin, A.J.S., Herkert, A., Desplan, J.,Poulain, M., Roche, N., & Préfaut, C. (2008). Validité interne d’unquestionnaire court de qualité de vie spécifique à la BPCO [Internal validityof a short quality of life questionnaire for patients with Chronic Obstructive LungDiseases]. Revue des Maladies Respiratoires,5, 630.

 

2002-2007

Maïano, C.,Ninot G., Morin A.J.S., & J.Bilard (2007). Effects of sport participation on the basketball skills andphysical self-concept of adolescents with conduct disorders. Adapted Physical Activity Quarterly, 24, 178-196.

Maïano,C., Ninot G., Stephan Y., Morin A.J.S.,Florent J.F., & Vallée, P. (2006). Geographic region effects on adolescentphysical self: An exploratory study. International Journal ofPsychology, 41 (2), 73-84.

Brendgen, M.,Wanner, B., Morin, A.J.S., &Vitaro, F. (2005). Relations with parents and with peers, and trajectories ofdepressed mood during early adolescence. Journal ofAbnormal Child Psychology, 33 (5).579-594.

Morin, A.J.S., & Joncas, J. (2004). L’agression sexuelle chez les enfantsamérindiens : présentation d’un modèle thérapeutique [Sexually abusedNative American children: a proposed therapeutic framework]. Psychologie Canadienne / Canadian Psychology,45, 42-58.

Morin, A.J.S., & Chalfoun, C. (2003). La prévention de la dépression: L’état actuel desconnaissances [Preventing depression: The current state of knowledge].  PsychologieCanadienne / Canadian Psychology, 44 (1), 39-60.

Morin, A.J.S., & Duval, A. (2002). [Recension du livre de Vitaro & Gagnon (2002).Prévention des problèmes d’adaptation chez l’enfant et l’adolescent, tomes 1 et2.] [A review ofVitaro & Gagnon’s (2002) : Preventing adaptation problems in childrenand adolescents, volumes 1 and 2].  Revue de Psychoéducation et d’Orientation, 31 (1), 201-208. 

 



Currently Funded Research Projects

Social Sciences and Humanities Research Councilof Canada (SSHRC): Insight Grant

Furthering positive futuresfor adolescents with intellectual disabilities: A longitudinal investigation ofschool life and physical activity benefits on psychosocial and physicalwell-being

Christophe Maïano, University of Quebec inOutaouais

Alexandre J.S.Morin, Australian Catholic University

Herbert W.Marsh, Australian Catholic University

Danielle Tracey,University of Western Sydney

StéphaneBouchard, University of Quebec in Outaouais

Claude L.Normand, University of Quebec in Outaouais

Geneviève Piché, University of Quebec in Outaouais

Olivier Hue, University ofQuebec in Trois-Rivières


Australian Research Council (ARC): DiscoveryProject (DP140101559)

FurtheringPositive Futures for Children with Intellectual Disabilities: A LongitudinalInvestigation

Alexandre J.S. Morin, University of Western Sydney

Rhonda Craven, Universityof Western Sydney

Danielle Tracey, Universityof Western Sydney

Christophe Maïano, Université du Québecen Outaouais



Australian Research Council (ARC): Linkage Project (with the NSW Police Force: LP140100100)

May the Force Be With You:Furthering Fresh Futures for NSW Police Psychological Strengths, Well-Being,and Retention

Rhonda Craven, AustralianCatholic University

Herbert W. Marsh, Australian Catholic University

Alexandre J.S. Morin, Australian Catholic University

Paul Atkins, Australian Catholic University

Philip D. Parker, Australian Catholic University

Philip Birch, University of Western Sydney

Peter Gallagher, NSW Police Force

Felicia Huppert, Australian Catholic University and University ofCambrige, UK

John P. Meyer, University of Western Ontario,ON, Canada

Richard Ryan, University of Western Sydney andUniversity of Rochester, NY, USA

Carlene York, NSW Police Force

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