A5061633624- Education, Achievement, and Giftedness
- Motivation and Self-Concept in Sports
- Second Language Learning and Teaching
- Early Childhood Education and Development
- Grit, Self-Efficacy, and Motivation
- Educational and Psychological Assessments
- Parental Involvement in Education
- Social and Intergroup Psychology
- Gender Diversity and Inequality
- Child and Adolescent Psychosocial and Emotional Development
- Teacher Professional Development and Motivation
- Stress Responses and Cortisol
- Resilience and Mental Health
- Gender Studies in Language
- Multilingual Education and Policy
- Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- EFL/ESL Teaching and Learning
- Linguistic Education and Pedagogy
- Youth Education and Societal Dynamics
- Social Representations and Identity
- Evaluation and Performance Assessment
- Family and Disability Support Research
- School Choice and Performance
- Educational Practices and Challenges
- Collaborative Teaching and Inclusion
Université du Québec à Montréal
2019-2024
University of Alberta
2014-2021
Abstract Language learners’ mindsets–their beliefs about whether language is a fixed aptitude that immutable or malleable capacity can be developed–are associated with achievement goals, language-use anxiety, reappraisals of challenges, and persistence. This study integrates these mindset-related constructs to identify mindset-system profiles among foreign learners. A latent profile analysis 234 university students in courses revealed three distinct profiles. The (21.8%) growth (20.5%)...
Résumé : Les instruments de mesure validés l’anxiété évaluative scolaire sont généralementdestinés à des populations anglophones et la plupart comportent nombreux items, ce qui rendleur administration longue donc peu adaptée au contexte scolaire. Pour pallier ces problèmes,une version courte d’un questionnaire évaluant a été enfrançais, le Questionnaire d’anxiété (QAES). qualités psychométriques duQAES ont examinées dans deux études complémentaires comprenant respectivement 1212 et387 élèves...
Positive psychology encompasses the study of positive outcomes, optimal functioning, and resilience in difficult circumstances. In context language learning, outcomes include academic engagement, self-determined motivation, persistence eventually becoming a proficient user language. These questionnaire studies extend previous research by addressing how these can be achieved even adverse Study 1, primary secondary control scales interest were validated using 2468 students at Canadian...
Large gender disparities in participation still exist across many university subjects and career fields, but few studies have examined factors that account for gaps female-dominated disciplines. We examine one possible cause: threatened masculinity among men who hold traditional ideologies. Past research has linked endorsement of ideologies to gender-stereotypical occupational choices, threats can lead distance themselves from femininity. After confirming 1,672 undergraduates stereotyped...
Despite progress, gender gaps persist in mathematical and language-related fields, stereotypes likely play a role. The current study examines the relations between parents' gender-related beliefs their adolescent child's motivation career aspirations through survey of 172 parent-child dyads. Parents reported gendered about ability mathematics language arts, as well prescriptive role beliefs. Students expectancies values these two domains, results path models suggested that boosted girls' for...
Boys and men tend to underperform in language education, they are also underrepresented language-related fields. Research suggests that stereotypes can affect students' performance sense of belonging academic subjects test settings via stereotype threat. For example, girls women sometimes on math tests following reminders is for boys. We sought whether have better skills than would men. In a series four experiments (N = 542), we tested the effect explicit threats men's tasks, their domains....
Background When exposed to evaluative situations, up 40% of students develop test anxiety, reflected, namely, by extensive worry, intrusive thoughts, and physiological arousal. Though the negative influence anxiety on later school performance is well documented, role students’ initial achievement in development less clear. Aims Sample To better capture nature relations between prior mathematics language arts across genders, this study examined linear curvilinear relationships among 1,569...
This study aimed to examine the evolution of test anxiety during transition secondary school, a challenging period that includes set contextual factors could potentially increase students’ anxiety. In addition, further understand contribution different individual might susceptibility this transition, examined role motivation, achievement, internalizing behaviors and gender in development A total 478 French-speaking students (231 boys, 247 girls) were followed their school. Latent growth...
Abstract There is growing concern about boys' lagging performance in school, not only language arts, where the gap particularly pronounced, but also mathematics. Stereotypes associating one gender with arts or mathematics are likely to contribute these gaps. Such stereotypes can translate into explicit beliefs such as extent which students aware of societal they personally believe be true, indirectly following a stereotype threat manipulation. However, few studies have considered multiple...
Studies report a growing tendency for students to experience state anxiety in schools. However, the combination of individual susceptibilities likely trigger students' anxious states remains unclear.This study examined whether distinct profiles emerge regarding their susceptibility sensitivity and/or test and evaluated profile predicted states. We also verified varied across gender, school level, type.In total, 1,404 Canadian Grades 5 10 (589 boys; Mage = 15.2, SD 2.1) from 13 public private...
Abstract Background In the past decades, there has been a growing concern to understand why boys struggle in school. One of turning points students' educational trajectories likely exacerbate boys' academic difficulties is enrolment private or enriched school programmes, as are underrepresented such programmes. Method To better this gender imbalance, our research draws on longitudinal design examine whether grade 6 externalizing behaviours, engagement and grades mathematics language arts...
Currently, boys and men tend to underperform in language domains school on standardized tests, they are also underrepresented language-related fields of study. Stereotype threat is one way which psychologists have found that stereotypes can affect students’ performance sense belonging academic subjects test settings Researchers traditionally when girls women reminded math for boys, tests. has been women’s settings. We sought whether better skills than would the same way. conducted a series...
Background: Studies report a growing tendency for students to experience state anxiety in schools. However, the combination of individual susceptibilities likely trigger students’ anxious states remains unclear. Aims: This study examined whether distinct profiles emerge regarding their susceptibility sensitivity and/or test and evaluated profile predicted states. We also verified varied across gender, school level, type. Sample Methods: In total, 1404 Canadian Grades 5 10 (589 boys) from 13...