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Biography
Professor Alexandre Morin received his PhD in psychology at the University of Montreal, Canada. He is a highly productive researcher — having produced over 140 articles (many of which are in top-tier journals) and book chapters with reputable publishers. His research has also attracted multiple prestigious external grants in Canada (eg Social Sciences and Humanities Research Council of Canada, Fond Québécois de Recherche sur la Société et la Culture) and Australia (Australian Research Council). Illustrative of the recognition received for his research contributions, he has acted as reviewer for international and local conferences, doctoral and post-doctoral scholarships, grant applications for the Fond Québécois de Recherche sur la Société et la Culture, additional Canadian, Italian and Belgian grants applications, and for over 100 manuscripts submitted in a total of 30 peer-reviewed journals including Organizational Research Methods and the Journal of Sports and Exercise Psychology. He has been repeatedly invited to present his research to research groups located in Canada, Australia, UK, Italy, Germany, and France, including formal invitations for longer stays as invited professor at the University of Aix-Marseille 2, the University of Western Sydney, and the University of Cagliari. Alexandre seeks ways to promote secondary data analyses of the multiple rich databases available in the world, in order to maximize the return on investment of these impressive databases.
Alexandre defines himself as a lifespan developmental psychologist, with broad research interests anchored in the exploration of the social determinants of psychological well-being and psychopathologies at various life stages and various settings, such as schools and organisations. Most of his research endeavours are anchored in a substantive-methodological synergy framework, and thus represent joint ventures in which new methodological developments are applied to substantively important issues.
A significant part of his current research program aims to understand how to foster more positive futures for children with intellectual disabilities, through the identification of drivers of psychosocial and physical well-being. This project is funded by the ARC (DP140101559) and is based on a longitudinal study of 300 children, parents, and teachers — focusing on modifiable school and physical activity facets amenable to wide-spectrum health promotion interventions.
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LP140100100
112788
119242
103697
099-436