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In Preparation

Legault, L., Bird, S., Heintzelman, M., & Hotalling, C. (in prep). Do homeowners install solar panels for egocentric or ecocentric reasons? Understanding the values and motives of solar panel adopters.  

Legault, L., Jurchak, K., Pigeon, K., & Scensny, T. (in prep). Autonomy and egalitarianism: The mediating role of humility.

Under Review

Sago, A. & Legault, L. (under review). An experimental test of body positive messaging: Divergent effects of body acceptance messages that support versus undermine basic psychological needs.

Published or In Press

Legault, L. (in press). The “what” and the “why” of proenvironmental deeds: How values and self-determined motivation interact to predict environmentally protective behavior. In R.M. Ryan and E.L. Deci (Eds.), The Oxford Handbook of Self-Determination Theory. London: Oxford.

Legault, L., Coleman, D., Jurchak, K., & Scaltsas, M. N. (2021). Reducing prejudice by enhancing the other rather than the self. Self and Identity.

Legault, L., Bird, S., Powers, S.E., Sherman, A., Schay, A., Hou, D., & Janoyan, K. (2020).  Impact of a motivational intervention and interactive feedback on electricity and water consumption: A smart housing field experiment. Environment and Behavior, 52(6), 666-692. DOI: 10.1177/0013916518811433.

Bird, S., & Legault, L. (2018). Feedback and behavioral intervention in residential energy and resource use: A review. Current Sustainable/Renewable Energy Reports. 

Legault, L., Weinstein, N., Mitchell, J., Inzlicht, M., Pyke, K., & Upal, A. (2017). Owning up to negative ingroup traits: How personal autonomy promotes the integration of group identity. Journal of Personality, 5, 687-701. DOI: 10.1111/jopy.12277.

Legault, L., Ray, K., Hudgins, A., Pelosi, M., & Shannon, W. (2017). Assisted vs. asserted autonomy satisfaction: Their unique associations with wellbeing, integration of experience, and conflict negotiation.  Motivation and Emotion, 41, 1-21. DOI: 10.1007/s11031-016-9593-3.

Legault, L. (2017). Self-determination theory. In V. Zeigler-Hill and T. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences. New York, NY: Springer.      


Legault, L. (2017). The need for competence. In V. Zeigler-Hill and T. Shackelford (Eds.),  Encyclopedia of Personality and Individual Differences. New York, NY: Springer. 

Legault, L. (2016). The need for autonomy. In V. Zeigler-Hill and T. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences. New York, NY: Springer. 

Legault, L. (2016). Intrinsic and extrinsic motivation. In V. Zeigler-Hill and T. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences. New York, NY: Springer. 

Sherman, A.K., Bird, S., Powers, S., Rowe, A., & Legault, L. (2016). Motivational orientation explains the link between political ideology and proenvironmental behavior. Ecopsychology, 8(4), 239-249. DOI: 10.1089/eco.2016.0029.

Tabit, M.B., Legault, L., Ma, W., Wan, K.P. (2015). In search of best practices for multicultural education: Empirical evidence from the Forum BEVI Project. In C.N. Shealy (Ed.), Making Sense of Beliefs and Values. New York: Springer, pp. 177-203.

Legault, L. & Amiot, C. (2014). The role of autonomy in intergroup processes: Integrating Self-Determination Theory and intergroup approaches. In N. Weinstein (Ed.), Integrating Human Motivation and Interpersonal Relationships: Theory, Research and Applications. New York: Springer, pp. 159-190.


Inzlicht, M. & Legault, L. (2014). No pain, no gain: How distress underlies effective self-control (and unites diverse social psychological phenomena). In J. Forgas & E. Harmon-Jones (Eds.), The Control Within: Motivation and its Regulation. New York: Psychology Press, 115-132.

Inzlicht, M., Legault, L., & Teper, R. (2014). Exploring the mechanisms of self-control improvement. Current Directions in Psychological Science, 23, 302-307.

Legault, L. & Inzlicht, M. (2013). Self-determination, self-regulation and the brain: Autonomy improves performance by enhancing neuroaffective responsiveness to self-regulation failure. Journal of Personality and Social Psychology, 105, 123-138.  

Legault, L., Al-Khindi, T., & Inzlicht, M. (2012). Preserving integrity in the face of performance threat: Self-affirmation enhances neurophysiological responsiveness to errors. Psychological Science, 23, 1455-1460.

Legault, L., & Green-Demers, I. (2012). The protective role of self-determined prejudice regulation in the relationship between intergroup threat and prejudice. Motivation and Emotion, 36(2), 143-158.

Inzlicht, M., Gutsell, J.N, & Legault, L. (2012). Mimicry reduces racial prejudice. Journal of Experimental Social Psychology, 48, 361–365.

Legault, L., Gutsell, J.N., & Inzlicht, M. (2011). Ironic effects of anti-prejudice messages: How motivational interventions can reduce (but also increase) prejudice. Psychological Science, 22(12), 1472-1477.

Inzlicht, M., Tullett, A.M., Legault, L., & Kang, S. K (2011). Lingering effects: Stereotype threat hurts more  than you think. Social Issues and Policy Review, 5(1), 231-259.

Legault, L., Green-Demers, I., & Eadie, A.L. (2009). When internalization leads to automatization: The  role of self-determination in automatic stereotype suppression and implicit prejudice regulation.  Motivation and Emotion, 33(1), 10-24.

Green-Demers, I., Legault, L., Pelletier, D., & Pelletier, L. G. (2008). Factorial invariance of the Academic  Amotivation Inventory across gender and grade in a sample of Canadian high school students. Educational and Psychological Measurement, 68(5), 862-880.

Majstorovic, N., Legault, L., & Green-Demers, I. (2008). Measuring selfhood according to self-determination theory: Construction and validation of the Ego Functioning Questionnaire (EFQ). Psihologija, 41(2), 213-235.

Legault, L., Green-Demers, I., & Pelletier, L.G. (2008). Pourquoi est-ce que les élèves du secondaire   manquent de motivation en classe? Vers une meilleure compréhension de la démotivation scolaire et de ses antécédents sociaux. (Why do high school students lack motivation? Understanding the social  antecedents of academic disengagement). Le bulletin de Liaison de l'Association Québécoise des  Psychologues Scolaires (Journal of the Association of Quebec Psychologists), 20 (2), 77-80.

Legault, L., Green-Demers, I., Grant, P., & Chung, J. (2007). On the self-regulation of implicit and explicit prejudice: A Self-Determination Theory perspective. Personality and Social Psychology Bulletin, 33(5), 732-749.  

Legault, L., Green-Demers, I., & Pelletier, L.G. (2006). Why do high school students lack motivation in the  classroom? Toward an understanding of academic amotivation and the role of social support. Journal of   Educational Psychology, 98(3), 567-582.