Isabelle Archambault
Biographic Data
| ID | 2488007 |
|---|---|
| NAME | Isabelle Archambault |
| GIVEN NAMES | Isabelle |
| FAMILY NAME | Archambault |
| SIGNATURE | ARCHAMBAULT I |
| AFFILIATIONS | Université de Montréal |
| ORCID | 0000-0003-3905-8974 |
| VERIFIED | Yes |
| TOTAL WORKS | 38 |
| TOTAL CITATIONS | 141 |
| AUTHOR COUNT | 38 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Body Image and School Engagement in Early Adolescence: Longitudinal Gender Differences
Body image concerns may contribute to school disengagement during late childhood, but this has not been well investigated. This study examined longitudinal associations between different dimensions of body image (body dissatisfaction and weight perception) and school engagement (affective, behavioural, and cognitive) in a sample of 9- to 12-year-old Canadian children ( N = 1,070) over 8 months. Results indicated that children’s body dissatisfacti…
Bidirectional Associations Between Body Image Concerns and Sense of Competence and Relatedness in Students: Gender and Age Differences
INTRODUCTION: Psychological difficulties can impede the satisfaction of competence and relatedness needs, which are essential for students' well-being and academic achievement. Body image concerns are common psychological difficulties among youth. However, the relationship between body image and these fundamental needs at school remains underexplored. Therefore, the present study examined the longitudinal associations between students' body image…
High-Incidence Learning-Related Disabilities, Gender, and Educational and Employment Outcomes in Young Adulthood
The transition into post-secondary education or employment presents significant challenges for youth with high-incidence disabilities affecting learning, most commonly learning disabilities and attention-deficit/hyperactivity disorder. To date, few longitudinal studies investigate this transition in youth with learning-related disorders specifically, especially while considering education and employment outcomes simultaneously. This study examine…
The role of friends in the development of children’s classroom behavioral engagement and peer acceptance in kindergarten: A dyadic approach
The Well-Being and Ill-Being of Transnational Grandparents of Migrant Families Living in Canada
Using a comparative approach, we deconstruct and examine the different facets of well-being and ill-being of transnational grandparents whose migrant adult children and grandchildren are living in Canada. Experiences ranged from happiness and satisfaction to grandparents being severely affected and deeply suffering. Well-being and ill-being were shaped by the following: (1) grandparents' perspectives and feelings about the transnational circumsta…
Externalizing behaviors and student engagement: Exploring the protective role of parental involvement in school using latent moderated structural equation modeling
Students presenting externalizing behaviors often exhibit reduced levels of student engagement, posing academic and well-being challenges. Among potential protective factors, the role of parental involvement in school is relatively unexplored. The objective of this study was to examine whether parental involvement could mitigate lower levels of engagement among these students. Data were collected from 742 Canadian elementary students at the begin…
Classroom learning climate profiles: Combining classroom goal structure and social climate to support student school functioning and behavioral adaptation
Links Between Family-School Value Discrepancies and Teacher-Student Relations in Adolescents From Immigrant and Nonimmigrant Backgrounds
This paper describes the nature of home-school value discrepancies perceived by students, and tests associations between such value discrepancies and teacher-student relationships with student generational status as a moderator. Using a sample of 1,551 students from grades 10 and 11, chi-square tests and ANOVAs were used to describe the nature of discrepancies, while hierarchical linear regressions were conducted to test associations. Second-gene…
Elementary School Teachers’ Openness to Cultural Diversity and Professional Satisfaction
Teachers’ professional satisfaction promotes students’ educational success. Studies have shown that teaching in a context of high cultural diversity may affect teachers’ level of satisfaction (e.g., satisfaction with students, perceived warmth in the teacher–student relationship, sense of efficacy). This longitudinal study conducted among 69 Canadian elementary school teachers found that those who reported more openness to their students’ cultura…
Early Socio-Emotional Difficulty as a Childhood Barrier to the Expected Benefits of Active Play: Associated Risks for School Engagement in Adolescence
Active play allows children to develop social and cognitive skills, which could lead to higher school engagement. Little is known about the role of child socioemotional difficulty in these associations. This study aims to examine the interaction between active play and socioemotional difficulty in childhood and their prospective association with academic engagement in adolescence. The participants were 4537 children (51.1% boys) who were longitud…
Supporting academic achievement of children in out-of-home care through effective interventions: Results of a systematic review and meta-analyses
Diseases of despair in early adulthood: The complex role of social relationships
Diseases of despair," most prominently depressive and substance-related problems, diminish the prospects of many young adults, especially those with lower levels of education. Yet many young adults in that situation avoid these problems. Close relationships are thought to be a key factor underpinning risk and resilience among this group. To examine this premise, this study explored links, beyond potential confounders assessed in adolescence, betw…
A longitudinal person-centered representation of elementary students' motivation: Do perceptions of parent and teacher achievement goals matter
Student Engagement as a Mediator Process Between Peer Victimization and Achievement at the Beginning of Middle School
Our findings expose the importance to promote student engagement in school and achievement for victimized youth.
Teacher emotional exhaustion: The synergistic roles of self-efficacy and student–teacher relationships
Low Peer Acceptance and Classroom Engagement: The Protective Role of Elementary School Teacher-Student Relationships for Immigrant-Background Students
The increasing cultural diversity in host society schools highlights the need to better understand the conditions supporting the integration of students with an immigrant background. This study examines whether peer acceptance enhances the association between student-teacher relationship closeness and classroom emotional engagement, and whether this association is moderated by student immigrant status. This study followed 251 fifth- and sixth-gra…
Linking High School Students’ Achievement Goal Orientations With Their Competence Beliefs and Their Perception of Teachers’ Emotional Support During the Covid-19 Pandemic
Due to the COVID-19 pandemic, adolescents have experienced limitations in their everyday activities. Consequently, their mental health has become an area of concern. However, there has been much less of a focus on the factors and mechanisms contributing to how they have approached their various academic activities during the pandemic. The current study fills this gap by investigating associations between adolescents’ competence beliefs and percep…
School Mobility and High School Dropout: Seasonal and Developmental Timing Matters
Non-promotional school changes are fairly common, and although most mobile students successfully adjust to new peers, routines, and teachers, school mobility can sometimes indicate risk of disengagement and even dropout. To identify which mobile students are at risk and in need of support, it is important to differentiate when mobility may pose a threat and when it does not. The goal of this study was to examine the role of temporality in the rel…
Musical extracurricular activities and adjustment among children from immigrant families: A 2-year quasi-experimental study
This quasi-experimental study examines the impact on emotional/behavioral functioning (hyperactivity-inattention and internalizing symptoms) and school experiences (school engagement, positive experience in school) of La classe enchantée , a high-quality, non-selective extracurricular music program. Based on the program’s objectives and on the positive youth development model, it was anticipated that elementary school students participating in La…
Coping and its association with psychological adjustment: Differences between first‐, second‐, and third‐plus generation adolescents
INTRODUCTION: Adolescents with an immigrant background, whether first-generation (born abroad) or second-generation (at least one parent born abroad), face challenges that could compromise their psychological adjustment compared to their third-plus generation peers. Yet, many are developing positively despite the presence of adversity. To understand what contributes to these adolescents' resilience, it can be useful to study the coping strategies…
Interplay between peer experiences and classroom behavioral engagement throughout early childhood: Intraindividual and interindividual differences
School-based extracurricular activity involvement and high school dropout among at-risk students: Consistency matters
Encouraging involvement in school-based extracurricular activities (ECA) may be important for preventing high school dropout. However, the potential of these activities remains underexploited, perhaps because studies linking ECA involvement and dropout are rare and based on decades-old data. Previous studies also ignore key parameters of student involvement. The present study expands and updates this limited literature by using recent data from a…
Profiles of Anxious and Depressive Symptoms Among Adolescent Boys and Girls: Associations with Coping Strategies
Social contagion and high school dropout: The role of friends, romantic partners, and siblings
Social contagion theories suggest that adolescents in relationships with same-age high school dropouts should be at a greater risk of dropping out themselves. Yet, few studies have examined this premise, and none have considered all potentially influential same-age intimates, focusing instead on only either friends or siblings. Moreover, a key influence in adolescents’ social worlds, romantic partners, has been ignored. The goal of this study was…
The contribution of teacher structure, involvement, and autonomy support on student engagement in low-income elementary schools
Providing high-quality teaching practices is central to promote student engagement in school. High quality teaching is even more important in schools located in low socioeconomic neighborhoods, where a larger proportion of children present more important academic difficulties and lower classroom behavioural, affective, and cognitive engagement. The Self-System Model of Motivational Development posits that learner engagement is favored when teache…
School Engagement Trajectories and Their Differential Predictive Relations to Dropout
Although most theories draw upon the construct of school engagement in their conceptualization of the dropout process, research addressing its hypothesized prospective relation with dropout remains scarce and does not account for the academic and social heterogeneity of students who leave school prematurely. This study explores the reality of different life‐course pathways of school engagement and their predictive relations to dropout. Using an a…
School readiness and later achievement: A French Canadian replication and extension
We first replicated the data analytic strategy used in Duncan et al. (2007) with a population-based data set of French-speaking children from Quebec (Canada). Prospective associations were examined between cognitive, attention, and socioemotional characteristics underlying kindergarten school readiness and second grade math, reading, and general achievement. We then extended this school readiness model by including motor skills as an additional e…
Effects of school composition and school climate on teacher expectations of students: A multilevel analysis
Individual, social, and family factors associated with high school dropout among low-SES youth: Differential effects as a function of immigrant status
BackgroundIn most Western countries, the individual, social, and family characteristics associated with students' dropout in the general population are well documented. Yet, there is a lack of large-scale studies to establish whether these characteristics have the same influence for students with an immigrant background.AimsThe first aim of this study was to assess the differences between first-, second-, and third-generation-plus students in ter…
Internalizing and Externalizing Behavior Problems and Student Engagement in Elementary and Secondary School Students
Student Self-Efficacy, Classroom Engagement, and Academic Achievement: Comparing Three Theoretical Frameworks
School mobility and school-age children’s social adjustment
This study explored how nonpromotional school changes, a potentially major event for children, were associated with 3 forms of social maladjustment: isolation/withdrawal, affiliation with maladjusted peers, and aggression toward peers. Given that school mobility frequently co-occurs with family transitions, the moderating role of these transitions was investigated. These issues were examined in 2 longitudinal samples of U.S. (N = 1,364) and Canad…
Low Peer Acceptance and Classroom Engagement: The Protective Role of Elementary School Teacher-Student Relationships for Immigrant-Background Students
The increasing cultural diversity in host society schools highlights the need to better understand the conditions supporting the integration of students with an immigrant background. This study examines whether peer acceptance enhances the association between student-teacher relationship closeness and classroom emotional engagement, and whether this association is moderated by student immigrant status. This study followed 251 fifth- and sixth-gra…
Diseases of despair in early adulthood: The complex role of social relationships
Diseases of despair," most prominently depressive and substance-related problems, diminish the prospects of many young adults, especially those with lower levels of education. Yet many young adults in that situation avoid these problems. Close relationships are thought to be a key factor underpinning risk and resilience among this group. To examine this premise, this study explored links, beyond potential confounders assessed in adolescence, betw…
Teacher emotional exhaustion: The synergistic roles of self-efficacy and student–teacher relationships
Profiles of Anxious and Depressive Symptoms Among Adolescent Boys and Girls: Associations with Coping Strategies
School Engagement Trajectories and Their Differential Predictive Relations to Dropout
Although most theories draw upon the construct of school engagement in their conceptualization of the dropout process, research addressing its hypothesized prospective relation with dropout remains scarce and does not account for the academic and social heterogeneity of students who leave school prematurely. This study explores the reality of different life‐course pathways of school engagement and their predictive relations to dropout. Using an a…
Student engagement and its relationship with early high school dropout
Although the concept of school engagement figures prominently in most school dropout theories, there has been little empirical research conducted on its nature and course and, more importantly, the association with dropout. Information on the natural development of school engagement would greatly benefit those interested in preventing student alienation during adolescence. Using a longitudinal sample of 11,827 French‐Canadian high school students…
Adolescent Behavioral, Affective, and Cognitive Engagement in School: Relationship to Dropout
BACKGROUND: High school dropout represents an important public health issue. This study assessed the 3 distinct dimensions of student engagement in high school and examined the relationships between the nature and course of such experiences and later dropout. METHODS: We administered questionnaires to 13,330 students (44.7% boys) from 69 high schools in the province of Quebec (Canada). During 3 consecutive high school years, students reported the…
School readiness and later achievement: A French Canadian replication and extension
We first replicated the data analytic strategy used in Duncan et al. (2007) with a population-based data set of French-speaking children from Quebec (Canada). Prospective associations were examined between cognitive, attention, and socioemotional characteristics underlying kindergarten school readiness and second grade math, reading, and general achievement. We then extended this school readiness model by including motor skills as an additional e…
Effects of school composition and school climate on teacher expectations of students: A multilevel analysis
Stressors and Turning Points in High School and Dropout: A Stress Process, Life Course Framework
High school dropout is commonly seen as the result of a long-term process of failure and disengagement. As useful as it is, this view has obscured the heterogeneity of pathways leading to dropout. Research suggests, for instance, that some students leave school not as a result of protracted difficulties but in response to situations that emerge late in their schooling careers, such as health problems or severe peer victimization. Conversely, othe…
School mobility and school-age children’s social adjustment
This study explored how nonpromotional school changes, a potentially major event for children, were associated with 3 forms of social maladjustment: isolation/withdrawal, affiliation with maladjusted peers, and aggression toward peers. Given that school mobility frequently co-occurs with family transitions, the moderating role of these transitions was investigated. These issues were examined in 2 longitudinal samples of U.S. (N = 1,364) and Canad…
Individual, social, and family factors associated with high school dropout among low-SES youth: Differential effects as a function of immigrant status
BackgroundIn most Western countries, the individual, social, and family characteristics associated with students' dropout in the general population are well documented. Yet, there is a lack of large-scale studies to establish whether these characteristics have the same influence for students with an immigrant background.AimsThe first aim of this study was to assess the differences between first-, second-, and third-generation-plus students in ter…
Witnessing violence in early secondary school predicts subsequent student impairment
BACKGROUND: Past research suggests that adolescents who witness violence are at risk of adjustment problems. However, few studies have implemented a longitudinal design and have accounted for direct experiences of victimisation and other major confounders. This prospective study examines the relationship between witnessing school violence and subsequent impairment and whether such associations depend on the kind of violence witnessed. METHODS: 39…
Student Self-Efficacy, Classroom Engagement, and Academic Achievement: Comparing Three Theoretical Frameworks
The contribution of teacher structure, involvement, and autonomy support on student engagement in low-income elementary schools
Providing high-quality teaching practices is central to promote student engagement in school. High quality teaching is even more important in schools located in low socioeconomic neighborhoods, where a larger proportion of children present more important academic difficulties and lower classroom behavioural, affective, and cognitive engagement. The Self-System Model of Motivational Development posits that learner engagement is favored when teache…
Understanding the dynamic interinfluences of implementation processes: An illustration by multiple case studies
Why do extracurricular activities prevent dropout more effectively in some high schools than in others? A mixed-method examination of organizational dynamics
This study describes policies and practices implemented in 12 high schools (Quebec, Canada) that more or less effectively leveraged extracurricular activities (ECA) to prevent dropout among vulnerable students. Following an explanatory sequential mixed design, three school profiles ( Effective, Ineffective , and Mixed ) were derived based on quantitative student-reported data. Qualitative interviews with frontline staff revealed that in Effective…
Internalizing and Externalizing Behavior Problems and Student Engagement in Elementary and Secondary School Students
Social contagion and high school dropout: The role of friends, romantic partners, and siblings
Social contagion theories suggest that adolescents in relationships with same-age high school dropouts should be at a greater risk of dropping out themselves. Yet, few studies have examined this premise, and none have considered all potentially influential same-age intimates, focusing instead on only either friends or siblings. Moreover, a key influence in adolescents’ social worlds, romantic partners, has been ignored. The goal of this study was…
Linking High School Students’ Achievement Goal Orientations With Their Competence Beliefs and Their Perception of Teachers’ Emotional Support During the Covid-19 Pandemic
Due to the COVID-19 pandemic, adolescents have experienced limitations in their everyday activities. Consequently, their mental health has become an area of concern. However, there has been much less of a focus on the factors and mechanisms contributing to how they have approached their various academic activities during the pandemic. The current study fills this gap by investigating associations between adolescents’ competence beliefs and percep…
School Mobility and High School Dropout: Seasonal and Developmental Timing Matters
Non-promotional school changes are fairly common, and although most mobile students successfully adjust to new peers, routines, and teachers, school mobility can sometimes indicate risk of disengagement and even dropout. To identify which mobile students are at risk and in need of support, it is important to differentiate when mobility may pose a threat and when it does not. The goal of this study was to examine the role of temporality in the rel…
Musical extracurricular activities and adjustment among children from immigrant families: A 2-year quasi-experimental study
This quasi-experimental study examines the impact on emotional/behavioral functioning (hyperactivity-inattention and internalizing symptoms) and school experiences (school engagement, positive experience in school) of La classe enchantée , a high-quality, non-selective extracurricular music program. Based on the program’s objectives and on the positive youth development model, it was anticipated that elementary school students participating in La…
Coping and its association with psychological adjustment: Differences between first‐, second‐, and third‐plus generation adolescents
INTRODUCTION: Adolescents with an immigrant background, whether first-generation (born abroad) or second-generation (at least one parent born abroad), face challenges that could compromise their psychological adjustment compared to their third-plus generation peers. Yet, many are developing positively despite the presence of adversity. To understand what contributes to these adolescents' resilience, it can be useful to study the coping strategies…
Interplay between peer experiences and classroom behavioral engagement throughout early childhood: Intraindividual and interindividual differences
School-based extracurricular activity involvement and high school dropout among at-risk students: Consistency matters
Encouraging involvement in school-based extracurricular activities (ECA) may be important for preventing high school dropout. However, the potential of these activities remains underexploited, perhaps because studies linking ECA involvement and dropout are rare and based on decades-old data. Previous studies also ignore key parameters of student involvement. The present study expands and updates this limited literature by using recent data from a…
Profiles of Anxious and Depressive Symptoms Among Adolescent Boys and Girls: Associations with Coping Strategies
A longitudinal person-centered representation of elementary students' motivation: Do perceptions of parent and teacher achievement goals matter
Student Engagement as a Mediator Process Between Peer Victimization and Achievement at the Beginning of Middle School
Our findings expose the importance to promote student engagement in school and achievement for victimized youth.
Teacher emotional exhaustion: The synergistic roles of self-efficacy and student–teacher relationships
Psychology (34 works) · Developmental psychology (28 works) · Early Childhood Education and Development (22 works) · Parental Involvement in Education (17 works) · Social Psychology (14 works) · Medicine (13 works) · Sociology (13 works) · Child and Adolescent Psychosocial and Emotional Development (12 works) · Mathematics education (11 works) · Youth Development and Social Support (11 works)