Chantal Levesque‐Bristol
Psychology · Purdue University West Lafayette
Publications
73
Citations
2,827
Est. group size
~2
Recurring co-author estimate
Active years
18
Publishing since 2009
Chantal Levesque-Bristol studies student motivation and learning in higher education, drawing heavily on self-determination theory (a framework about how autonomy, competence, and social support drive motivation). Her work examines how course design, teaching practices, and psychological needs affect students' achievement, engagement, and dropout, particularly in STEM, nursing, and teacher education settings. Much of her research involves course transformation programs aimed at improving student-centered teaching at scale.
Publication output rose from 2017 to a peak around 2019-2020, fluctuated with another peak in 2023, and has slowed in the most recent two years (2024-2026).
Generated by claude-sonnet-5 from public bibliographic data · Jul 20, 2026
- A short-term longitudinal study investigating the role of basic psychological needs and autonomous motivation in explaining students' achievement and dropout from teacher education
Acta Psychologica · 2026
- Student teachers′ basic psychological needs and motivation underlie the experiences of educational quality: A pre-registered qualitative study
Social Sciences & Humanities Open · 2025
- Factor mixture modeling reveals heterogeneity in the self-determination continuum among American college students
Current Psychology · 2025
- A longitudinal study investigating the role of basic psychological needs and autonomous motivation in explaining students’ achievement and dropout from teacher education
2024
- Making an Impact
2024
- Understanding preservice teachers’ intentions to enact autonomy support: The combined perspectives from self-determination theory and mindset theory
Current Psychology · 2023
- Course Transformation to Enhance Student Learning in Undergraduate Nursing Course
Nursing Education Perspectives · 2023
- Motivation and achievement in undergraduate <scp>STEM</scp> calculus: Applying self‐determination theory to examine the differential impact of learning environments across demographic groups
School Science and Mathematics · 2023
- Perspective Chapter: Fostering Students’ Learning Experiences in Higher Education – Reflections from Student-Centered Pedagogy and Course Transformation
Education and human development · 2023
- Active Learning Strategies
2023
- Student-Centered Pedagogy and Course Transformation at Scale
2023
- Situating Impact
2023
- The Core, Content, Structure, and Evolution of Impact
2023
- Professional Development
2023
- Learning Spaces
2023
- Current Psychology×4
- International Journal of STEM Education×3
- Journal of Happiness Studies×2
- Motivation and Emotion×2
- Purdue e-Pubs (Purdue University)×2
- Emily Bonem
Psychology · Purdue University West Lafayette
- Eric M. Anderman
Psychology · The Ohio State University
- Lynley H. Anderman
Psychology · The Ohio State University
- Lindley McDavid
Social Sciences · Purdue University West Lafayette
- Marcia Gentry
Psychology · Purdue University West Lafayette
This profile was generated automatically from public scholarly data (OpenAlex). Group size and activity levels are estimates derived from co-authorship patterns.
Last updated Jul 20, 2026.
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