All’s well that ends well: an early-phase study testing lower endsession exercise intensity to promote physical activity in patients with Parkinson’s disease
- By Layan Fessler,
- Philippe Sarrazin,
- Silvio Maltagliati,
- et al.
In Movement & Sport Sciences (2024/1 n° 123)
Increasing the teaching time for physical education in primary school: what factors can be influenced?
In Revue française de pédagogie (2018/3 No 204)
Development of an Evidence-based Media Campaign to Promote Walking among Physically Inactive Women and Increased Physical Activity among Adults
- By Hélène Escalon,
- Anne-Juliette Serry,
- Viêt Nguyen-Thanh,
- et al.
In Santé Publique (2016/HS Special issue)
Automatic processes and health-enhancing physical activity
- By Boris Cheval,
- Philippe Sarrazin
- and Remi Radel
In L’Année psychologique (2016/2 Vol. 116)
Creating regulatory fit under stereotype threat: Effects on performance and self-determination among junior high school students
- By Aïna Chalabaev,
- Emilie Dematte,
- Philippe Sarrazin
- et al.
In Revue internationale de psychologie sociale (2014/3 Volume 27)
A sociocognitive model of academic learning: the motivational style of teachers, its perception by their students, and motivational processes
- By Nadia Leroy,
- Pascal Bressoux,
- Philippe Sarrazin
- et al.
In Revue française de pédagogie (2013/1 No 182)
The Establishment of a Motivational Environment by the Teacher and Student Involvement in Class: A Survey of the Latest Research
In Revue française de pédagogie (2006/4 No 157)
The Supervisor’s Expectations and the Athlete’s Performance. Scope and Functioning of the Pygmalion Effect in Sports
In Bulletin de psychologie (2005/1 Issue 475)
“The Harder It Is, the Better I Do!” Study of the Links between Fixed Goals, Self-Efficacy, and Athletic Performance
In Bulletin de psychologie (2005/1 Issue 475)
