Michel Janosz

Articles - revue avec comité de lecture (RAC)

• Goulet, M., Archambault, I., Janosz, M., Bélanger, J. et Christenson, S. L. (2020). Understanding the dynamic interinfluences of implementation processes: An illustration by multiple case studies. Evaluation and Program Planning, 80, 1-10. https://doi.org/10.1016/j.evalprogplan.2020.101798
• St-Amand, J., Bowen, F., Bulut, O., Cormier, D., Janosz, M. et Girard, S. (2020). Le sentiment d’appartenance à l’école : validation d’un modèle théorique prédisant l’engagement et le rendement scolaire en mathématiques d’élèves du secondaire. Formation et profession, 28(2), 89-105. https://doi.org/10.18162/fp.2020.530
• 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), 1-21. http://riverapublications.com/assets/files/pdf_files/the-development-of-the-french-version-of-pssm-questionnaire-analysis-of-its-structure-properties-potential-for-research-with-at-risk-students.pdf
• Olivier, E., Janosz, M., Archambault, I., Geoffrion, S., Pascal, S., Goulet, J. et al. (2020). Chronic and Temporary Exposure to Student Violence Predicts Emotional Exhaustion in High School Teachers. Journal of School Violence. https://doi.org/10.1080/15388220.2021.1875841
• Archambault, I., Pascal, S., Olivier, E., Dupéré, V., Janosz, M., Parent, S. et al. (soumis 2020). Student anxiety and opposition defiance: Examining the internal dynamics of emotional, cognitive, and behavioural engagement. Learning and Instruction.
• Bélanger, J., Gagné, A., Janosz, M., Archambault, I. et Fahrni, L. (2019). Des communautés de pratiques de directions d’écoles et de commissions scolaires : une voie pour soutenir la mise en place d’écoles inclusives. La nouvelle revue – Éducation et société inclusives, 1(85), 37-52. https://doi.org/10.3917/nresi.085.0037
• Simonato, I., Janosz, M., Archambault, I. et Pagani, L.-S. (2018). Prospective associations between toddler televiewing and subsequent lifestyle indicators in adolescence. Preventive Medicine, 110, 24-30. https://doi.org/10.1016/j.ypmed.2018.02.008
• Janosz, M., Brière, F.-N., Galand, B., Pascal, S., Archambault, I., Brault, M.-C. et al. (2018). Witnessing violence in early secondary school predicts subsequent student impairment. Journal of Epidemiology & Community Health, 72(12), 1117-1123. http://dx.doi.org/10.1136/jech-2018-211203
• Brière, F.-N., Pagani, L.-S., Yale-Soulière, G., Gonzales, S., Harberc, M.-J., Morizot, J. et al. (2018). Prospective associations between sport participation and psychological adjustment in adolescents. Journal of Epidemiology & Community Health, 72(7), 575-581. http://dx.doi.org/10.1136/jech-2017-209656
• Goulet, M., Archambault, I., Janosz, M. et Christenson, S. L. (2018). Evaluating the implementation of Check & Connect in various school settings: Is intervention fidelity necessarily associated with positive outcomes?. Evaluation and Program Planing, 68, 34-46. https://doi.org/10.1016/j.evalprogplan.2018.02.004
• Brière, F.-N., Pascal, S., Dupéré, V., Castellanos-Ryan, N., Allard, F., Yale-Soulière, G. et al. (2017). Depressive and anxious symptoms and the risk of secondary school non-completion. British Journal of Psychiatry, 211(3), 163-168. https://doi.org/10.1192/bjp.bp.117.201418
• Dupéré, V., Dion, E., Leventhal, T., Archambault, I., Crosnoe, R. et Janosz, M. (2017). High school dropout in proximal context: The triggering role of stressful life events. Child Development, 89(2), 107-122. https://doi.org/10.1111/cdev.12792
• Archambault, I., Janosz, M., Dupéré, V., Brault, M.-C. et McAndrew, M. (2017). Individual, social, and family factors associated with high school dropout among low‐SES youth: Differential effects as a function of immigrant status. British Journal of Educational Psychology, 87(3), 456-477. https://doi.org/10.1111/bjep.12159
• Pagani, L.-S., Nault-Brière, F. et Janosz, M. (2017). Fluid reasoning skills at the high school transition predict subsequent dropout. Intelligence, 62, 48-53. https://doi.org/10.1016/j.intell.2017.02.006
• Morin, A., Maïano, C., Scalas, L., Janosz, M. et Litalien, D. (2017). Adolescents’ body image trajectories: A further test of the self-equilibrium hypothesis. Developmental Psychology, 53(8), 1501-1521. https://doi.org/10.1037/dev0000355
• Pagani, L.-S., Lévesque-Seck, F., Archambault, I. et Janosz, M. (2017). Prospective longitudinal associations between household smoke exposure in early childhood and antisocial behavior at age 12. Indoor Air, 27(3), 622-630. https://doi.org/10.1111/ina.12353
• Hospel, V., Galand, B. et Janosz, M. (2016). Multidimensionality of beahvioural engagement : Empirical support and implications. International Journal of Educational Resarch, 77, 37-49.
• Archambault, I., Janosz, M., Pascal, S., Lecoq, A., Goulet, M. et Christenson, S. L. (2016). Évaluation de l'efficacité du programme d'intervention Check and Connect [1] à l'école primaire. Revue de Psychoéducation, 45(2), 343-369.
• Soura, B., Dagenais, C., Bastein, R., Fallu, J.-S. et Janosz, M. (2016). L’étude d’évaluabilité : Utilité et pertinence pour l’évaluation de programme. La revue canadienne d’évaluation de programme, 31, 18-33.
• Pagani, L.-S., Lévesque-Seck, F., Archambault, I. et Janosz, M. (2016). Early childhood household smoke exposure prospectively predicts antisocial behavior at age 12. Indoor Air.
• Archambault, I., Janosz, M., Dupéré, V., Brault, M.-C. et McAndrew, M. (soumis 2016). Factors associated with low-SES students’ dropout of high school: Differential effects of immigrant status. Child Development.
• Brière, F.-N., Janosz, M., Fallu, J.-S. et Morizot, J. (2015). Adolescent trajectories of depressive symptoms: mirror co-development of academic and behavioral adjustment. Journal of Adolescent Health, 57(3), 313-319.
• Gagnon, V., Dupéré, V., Dion, E., Léveillé, F., St-Pierre, M., Archambault, I. et al. (2015). Dépistage du décrochage scolaire à l’aide d’informations administratives ou auto-rapportées. Revue canadienne des sciences du comportement, 47(3), 236-240.
• Fitzpatrick, C., Archambault, I., Janosz, M. et Pagani, L.-S. (2015). Early childhood working memory forecasts highschool dropout risk. Intelligence, 160-165. http://dx.doi.org/10.1016/j.intell.2015.10.002
• Brière, F., Fallu, J.-S., Morizot, J. et Janosz, M. (2014). Adolescent illicit drug use and subsequent academic and psychosocial adjustment: an examination of socially-mediated pathways.students. Drug Alcohol Depend, 135, 45-51. https://doi.org/10.1016/j.drugalcdep.2013.10.029
• Brault, M.-C., Janosz, M. et Archambault, I. (2014). Effect of school composition and school climate on teacher expectations of students: A multilevel analysis.. Teaching and Teacher Education, 44, 148-159.
• Lysenko, L.-V., Abrami, P., Bernard, R.-M., Dagenais, C. et Janosz, M. (2014). Educational research in educational practice: Predictors of use. Canadian Journal of Education, 37(2), 1-26.
• Pabayo, R., Janosz, M., Bisset, S. et Kawashi, I. (2014). School social fragmentation, economic deprivation and social cohesion and adolescent physical inactivity: A Longitudinal Study. PLOS ONE, 9(6). https://doi.org/10.1371/journal.pone.0099154
• Dupéré, V., Leventhal, T., Dion, E., Crosnoe, R., Archambault, I. et Janosz, M. (2014). Stressors and turning points in high school and dropout: A stress process, life course framework. Review of Educational Research. https://doi.org/10.3102/0034654314559845
• Fallu, J.-S., Brière, F.-N. et Janosz, M. (2014). Latent classes of substance use in adolescent cannabis users: predictors and subsequent substance-related harm. Frontiers in Psychiatry. https://doi.org/10.3389/fpsyt.2014.00009

Chapitres de livres / contributions à un ouvrage collectif

• Brault, M.-C., Dupéré, V., Janosz, M., Pascal, S., Archambault, I. et Yerg, N. (2019). A multilevel analysis of student school-misconduct in Montréal high schools: Investigating the role of school socioeconomic composition and teacher culture. Dans J. Demanet et M. Van Houtte (dir.), Resisting Education: A Cross-National Study on Systems and School Effects. (pp. 155-175). Springer.
• Janosz, M., Pascal, S., Archambault, I., Goulet, M., Galand, B., Blanchard, C. et al. (2019). Implementing Check & Connect: Lessons from two international effectiveness experiments. Dans J. Fredricks, A. Reschly et S. L. Christenson (dir.), Handbook of Student Engagement Interventions: Working with Disengaged Yout. (pp. 263-277). Elsevier. https://doi.org/10.1016/B978-0-12-813413-9.00018-8
• Archambault, I., Janosz, M., Goulet, M., Dupéré, V. et Gilbert-Blanchard, O. (2019). Promoting Student Engagement from Childhood to Adolescence as a Way to Improve Positive Youth Development and School Completion. Dans J. Fredricks, A. Reschly et S. L. Christenson (dir.), Handbook of Student Engagement Interventions: Working with Disengaged Youth. (pp. 13-29). Elsevier. https://doi.org/10.1016/B978-0-12-813413-9.00002-4
• Pascal, S., Janosz, M., Archambault, I. et Brault, M.-C. (2019). Understanding student misconduct: is there a need for cross-national approach?. Dans M. Van Houtte et J. Demanet (dir.), Resisting Education: A Cross- National Study on Systems and School Effects. (pp. 27-50). Springer. http://doi-org-443.webvpn.fjmu.edu.cn/10.1007/978-3-030-04227-1_2
• Janosz, M. et Blanchard, C. (2018). Motivaction: professionnaliser la bienveillance, pour prévenir le risqué de décrochage scolaire. Dans A. Jellab et C. Marsollier (dir.), Bienveillance et bien-être à l'école : Plaidoyer pour une éducation humaine et exigeante. Berger-Levrault.

Rapports de recherche

• Janosz, M. (2017). Déterminants et conséquences de l'épuisement professionnel dans les écoles publiques primaires et secondaires. Québec, Québec. FRQSC. http://www.frqsc.gouv.qc.ca/fr/la-recherche/la-recherche-en-vedette/histoire/determinants-et-consequences-de-l-epuisement-professionnel-dans-les-ecoles-publiques-primaires-et-secondaires-lsbxju9r1515426097314
• Archambault, I., Brault, M.-C., McAndrew, M., Janosz, M., Ledent, J., Dupéré, V. et al. (2015). Impacts des facteurs psychosociaux, familiaux et des caractéristiques de l’environnement scolaire sur la persévérance des élèves issus de l’immigration en milieu défavorisé. Rapport soumis à la Direction des services aux communautés culturelles du ministère de l’Éducation, du Loisir et du Sport. Montréal, Québec.

Articles - revue sans comité de lecture (RSC)

• Janosz, M. et Pascal, S. (2014). Climat scolaire et promotion de la santé des élèves: des liens démontrés scientifiquement. La Santé en action, 427, 19-21.