LIVRE

• Bonneville-Roussy, A., Fenouillet, F., & Morvan, Y. (2022). Introduction aux analyses par équations structurelles : Applications avec Mplus en psychologie et sciences sociales. Dunod.

ARTICLES ET CHAPITRES DE LIVRES

2020-2026

• Bonneville-Roussy, A., Perrier, L., Houlfort, N., & Vallerand, R. J. (2026). Navigating later-life transitions: Passion, control strategies, and psychological functioning under perceived decline. Psychology and Aging. https://doi.org/10.1037/pag0000975
• Bragg, S. R., Thivierge, M., Perrier, L., Gagnon, J., Fortin, M., & Bonneville-Roussy, A. (2026). Everyday optimal competence in later life: Conception and empirical investigation. PsyArXiv. https://doi.org/10.31234/osf.io/xkf2r_v1
  
• Khoriaty, F., Bonneville-Roussy, A., Houde-Labrecque, C., & De Chantal, P.-L. (2026). Inside a creativity mirage: Hypomanic traits are related to biases in self-evaluations of originality. Personality and Individual Differences, 257, 113780. https://doi.org/10.1016/j.paid.2026.113780
• Laberge, F., Dufour, M., Goyette, M., Morvannou, A., Berrigan, F., & Bonneville-Roussy, A. (2026). Determinants of gaming disorder among aspiring professional esports players: A prospective study. Addictive Behaviors, 178, 108675. https://doi.org/10.1016/j.addbeh.2026.108675
• Palikara, O., Bonneville-Roussy, A., & Allen, K.-A. (2025). Individual and contextual factors determining school belonging of adolescents in the UK: Evidence from PISA. School Mental Health, 17(2), 598‑613. https://doi.org/10.1007/s12310-024-09725-y
• Perrier, L., Bouffard, T., & Bonneville-Roussy, A. (2025). Évolution du sentiment d’auto-efficacité parentale scolaire lors de la transition au secondaire: Prédicteurs et relations avec l’adaptation scolaire de l’élève. Canadian Journal of Education/Revue canadienne de l’éducation. https://doi.org/10.53967/cje-rce.6337
• Perrier, L., Latreille-Gagné, L., Khoriaty, F., Fortin, M., & Bonneville-Roussy, A. (2025). Exploring the well-being of professional female musicians: A self-determination theory perspective. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1465192
• Stamou, A., Bonneville-Roussy, A., Ockelford, A., & Terzi, L. (2025). Who can be the monkey? The use of a novel story-based program incorporating music and dance to enhance peer acceptance and inclusion for young autistic pupils in mainstream schools. Journal of Dance Education, 25(3), 324‑336. https://doi.org/10.1080/15290824.2024.2381025
  
• Bonneville-Roussy, A., & Evans, P. (2024). The support of autonomy, motivation, and music practice in university music students: A self-determination theory perspective. Psychology of Music, 03057356241296109. https://doi.org/10.1177/03057356241296109
• Bonneville-Roussy, A., Khoriaty, F., & Laberge, F. (2024). Time, age, gender and cultural measurement invariance of the CASP-12, a measure of psychological quality of life in adulthood. Quality of Life Research, 33(6), 1569‑1579. https://doi.org/10.1007/s11136-024-03639-7
• Bonneville-Roussy, A., & Laberge, F. (2024). Stability and change in mental health profiles from middle adulthood to very old age. Clinical Gerontologist, 1‑15. https://doi.org/10.1080/07317115.2024.2329150
  
• Zachariou, A., & Bonneville‐Roussy, A. (2024). The role of autonomy support from teachers in young learners’ self-regulation in dyadic contexts: An examination through three-level multilevel analysis. Learning and Instruction, 89, Doi: 10.1016/j.learninstruc.2023.101843
• Bouffard, T., Marquis-Trudeau, A., Bonneville-Roussy, A., Vezeau, C., & Pansu, P. (2023). Developmental trajectories of conditional parental regard and long-term association with students’ academic functioning. Frontiers in Education, 8, 1036577. https://doi.org/10.3389/feduc.2023.1036577
• Hanigan, É., Bonneville-Roussy, A., Dupuis, G., & Fortin, C. (2023). Validation of the measure of emotions by music (Mem). Psychology of Music, 51(4), 1379‑1396. https://doi.org/10.1177/03057356221146811
• Zachariou, A., Bonneville-Roussy, A., Hargreaves, D., & Neokleous, R. (2023). Exploring the effects of a musical play intervention on young children’s self-regulation and metacognition. Metacognition and Learning, 18(3), 983‑1012. https://doi.org/10.1007/s11409-023-09342-1
• Hruska, E., & Bonneville-Roussy, A. (2022). Personality and Individual Differences. In G. Mcpherson, (Eds), The Oxford Handbook of Music Performance, Volume 1. New York: Oxford University Press.
• Stamou, A., Bonneville-Roussy, A., Ockelford, A., & Terzi, L. (2022). Music and dance enhance social interaction and task engagement in autistic young pupils and their peers in mainstream schools. Support for Learning, 37(3), 450–463. https://doi.org/10.1111/1467-9604.12420
• Vallerand, R. J., Sverdlik, A., & Bonneville-Roussy, A. (2022). The role of passion in the arts and humanities: How quality of engagement matters.  In L. Tay & J. O. Pawelski (Eds.), The Oxford Handbook of the Positive Humanities (pp. 195–209). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190064570.013.34
  
• Ockelford, A., Trower, Hayley and Bonneville-Roussy, A. (2021) Repeated music listening : a zygonic approach. In: Ockelford, Adam and Welch, Graham, (eds.) New Approaches in Applied Musicology A Common Framework for Music Education and Psychology Research. SEMPRE studies in the psychology of music. Abingdon, Oxon: Routledge. ISBN 9781472473585
• Bonneville-Roussy, A., Hruska, E., & Trower, H. (2020). Teaching music to support students: How autonomy-supportive music teachers increase students’ well-being. Journal of Research in Music Education, 68(1), 97‑119. https://doi.org/10.1177/0022429419897611
  
• Bonneville-Roussy, A., & Vallerand, R. J. (2020). Passion at the heart of musicians’ well-being. Psychology of Music, 48(2), 266‑282. https://doi.org/10.1177/0305735618797180
• Rigato, S., Stets, M., Bonneville‐Roussy, A., & Holmboe, K. (2020). Impact of maternal depressive symptoms on the development of infant temperament: Cascading effects during the first year of life. Social Development, 29(4), 1115‑1133. https://doi.org/10.1111/sode.12448
  

2010-2019

• Bonneville-Roussy, A., Bouffard, T., Palikara, O., & Vezeau, C. (2019). The role of cultural values in teacher and student self-efficacy: Evidence from 16 nations. Contemporary Educational Psychology, 59, 101798. https://doi.org/10.1016/j.cedpsych.2019.101798
• Stamou, A., Bonneville-Roussy, A., Ockelford, A., & Terzi, L. (2019). The effectiveness of a music and dance program on the task engagement and inclusion of young pupils on the autism spectrum. Music & Science, 2, 2059204319881852. https://doi.org/10.1177/2059204319881852
  
• Bonneville-Roussy, A., & Eerola, T. (2018). Age trends in musical preferences in adulthood : 3. Perceived musical attributes as intrinsic determinants of preferences. Musicae Scientiae, 22(3), 394‑414. https://doi.org/10.1177/1029864917718606
  
• Bonneville-Roussy, A., & Rust, J. (2018). Age trends in musical preferences in adulthood : 2. Sources of social influences as determinants of preferences. Musicae Scientiae, 22(2), 175‑195. https://doi.org/10.1177/1029864917704016
  
• Bonneville-Roussy, A., & Vallerand, R.J. (2018). The role of passion in the development of expertise: A conceptual model. In Z. Hambrick, G. Campitelli, & B. Macnamara, The Science of Expertise: Behavioral, Neural, and Genetic Approaches to Complex Skill, New-York: Routledge.
• Hargreaves, D. J., & Bonneville-Roussy, A. (2018). What is ‘open-earedness’, and how can it be measured? Musicae Scientiae, 22(2), 161‑174. https://doi.org/10.1177/1029864917697783
  
• Holmboe, K., Bonneville‐Roussy, A., Csibra, G., & Johnson, M. H. (2018). Longitudinal development of attention and inhibitory control during the first year of life. Developmental Science, 21(6), e12690. https://doi.org/10.1111/desc.12690
  
• Bonneville-Roussy, A., Bouffard, T., & Vezeau, C. (2017). Trajectories of self-evaluation bias in primary and secondary school: Parental antecedents and academic consequences. Journal of School Psychology, 63, 1‑12. https://doi.org/10.1016/j.jsp.2017.02.002
• Bonneville-Roussy, A., Evans, P., Verner-Filion, J., Vallerand, R. J., & Bouffard, T. (2017). Motivation and coping with the stress of assessment: Gender differences in outcomes for university students. Contemporary Educational Psychology, 48, 28‑42. https://doi.org/10.1016/j.cedpsych.2016.08.003
  
• Bonneville-Roussy, A., Stillwell, D., Kosinski, M., & Rust, J. (2017). Age trends in musical preferences in adulthood : 1. Conceptualization and empirical investigation. Musicae Scientiae, 21(4), 369‑389. https://doi.org/10.1177/1029864917691571
  
• Steinsbekk, S., Bonneville-Roussy, A., Fildes, A., Llewellyn, C. H., & Wichstrøm, L. (2017). Child and parent predictors of picky eating from preschool to school age. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 87. https://doi.org/10.1186/s12966-017-0542-7
• Evans, P., & Bonneville-Roussy, A. (2016). Self-determined motivation for practice in university music students. Psychology of Music, 44(5), 1095‑1110. https://doi.org/10.1177/0305735615610926
  
• Bonneville-Roussy, A., & Bouffard, T. (2015). When quantity is not enough: Disentangling the roles of practice time, self-regulation and deliberate practice in musical achievement. Psychology of Music, 43(5), 686‑704. https://doi.org/10.1177/0305735614534910
  
• Bonneville-Roussy, A., Rentfrow, P. J., Xu, M. K., & Potter, J. (2013). Music through the ages: Trends in musical engagement and preferences from adolescence through middle adulthood. Journal of Personality and Social Psychology, 105(4), 703‑717. https://doi.org/10.1037/a0033770
  
• Bonneville-Roussy, A., Vallerand, R. J., & Bouffard, T. (2013). The roles of autonomy support and harmonious and obsessive passions in educational persistence. Learning and Individual Differences, 24, 22‑31. https://doi.org/10.1016/j.lindif.2012.12.015
  
• Lavoie‐Tremblay, M., Trépanier, S.-G., Fernet, C., & Bonneville‐Roussy, A. (2013). Testing and extending the triple match principle in the nursing profession: A generational perspective on job demands, job resources and strain at work. Journal of Advanced Nursing, 70(2), 310‑322. https://doi.org/10.1111/jan.12188
• Lavoie‐Tremblay, M., Anderson, M., Bonneville‐Roussy, A., Drevniok, U., & Lavigne, G. L. (2012). Nurse executives’ perceptions of the executive training for research application (EXTRA) program. Worldviews on Evidence-Based Nursing, 9(3), 186‑192. https://doi.org/10.1111/j.1741-6787.2011.00218.x
• Lavoie-Tremblay, M., Bonneville-Roussy, A., Richer, M.-C., Aubry, M., Vezina, M., & Deme, M. (2012). Project management office in health care: A key strategy to support evidence-based practice change. The Health Care Manager, 31(2), 154‑165. https://doi.org/10.1097/HCM.0b013e3182520676
• Lavoie-Tremblay, M., Bonin, J.-P., Bonneville-Roussy, A., Briand, C., Perreault, M., Piat, M., Lesage, A., Racine, H., Laroche, D., & Cyr, G. (2012). Families’ and decision makers’ experiences with mental health care reform: The challenge of collaboration. Archives of Psychiatric Nursing, 26(4), e41‑e50. https://doi.org/10.1016/j.apnu.2012.04.007
• Lavoie‐Tremblay, M., Richer, M., Marchionni, C., Cyr, G., Biron, A. D., Aubry, M., Bonneville‐Roussy, A., & Vézina, M. (2012). Implementation of evidence‐based practices in the context of a redevelopment project in a Canadian healthcare organization. Journal of Nursing Scholarship, 44(4), 418‑427. https://doi.org/10.1111/j.1547-5069.2012.01480.x
• Bonneville-Roussy, A., Lavigne, G. L., & Vallerand, R. J. (2011). When passion leads to excellence: The case of musicians. Psychology of Music, 39(1), 123‑138. https://doi.org/10.1177/0305735609352441
• Corbière, M., Bonneville-Roussy, A., Franche, R.-L., Coutu, M.-F., Choinière, M., Durand, M.-J., & Boulanger, A. (2011). Further validation of the BDI-II among people with chronic pain originating from musculoskeletal disorders. The Clinical Journal of Pain, 27(1), 62‑69. https://doi.org/10.1097/AJP.0b013e3181eef903
• Lavoie-Tremblay, M. & Bonneville-Roussy, A. (2010). What are the needs and expectations of new generation nurses; and what are the factors contributing to their intent to quit? Knowledge exchange, The Quality Worklife – Quality Healthcare Collaborative (QWQHC).
• Lavoie-Tremblay, M., Bonin, J.P., Lesage, A., Bonneville-Roussy, A., Lavigne, G., & Laroche, D. (2010). Contribution of the psychosocial work environment to psychological distress among health care professionals before and during major organizational change. Health Care Manager, 29, 293-304. doi: 10.1097/HCM.0b013e3181fa022e
• Vallerand, R.J., Ntoumanis, N., Philippe, F., Lavigne, G.L., Carbonneau, N., Bonneville-Roussy, A., & Lagacé-Labonté, C. (2008). On passion and sports fans: A look at football. Journal of Sport Sciences, 26, 1279-93. doi:10.1080/02640410802123185