Kathryn Everhart Chaffee
Biographic Data
| ID | 2747447 |
|---|---|
| NAME | Kathryn Everhart Chaffee |
| GIVEN NAMES | Kathryn Everhart |
| FAMILY NAME | Chaffee |
| SIGNATURE | CHAFFEE K E |
| AFFILIATIONS | University of Alberta |
| ORCID | 0000-0001-6381-0228 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Understanding Occupational Gender Segregation Through Students’ Program Choices and Career Interests
Le Questionnaire d’anxiété évaluative scolaire (Qaes): L’adaptation française d’une échelle courte destinée aux jeunes
Les instruments de mesure de l’anxiété évaluative scolaire ont généralement été validés à partir de populations anglophones. En outre, ces instruments sont généralement longs, ce qui complexifie leur administration en contexte scolaire. S’appuyant sur la Children’s Test Anxiety Scale (CTAS, 2004), une adaptation française intitulée Questionnaire d’anxiété évaluative scolaire (QAES) a d’abord été produite, suivie de sa version courte, le Questionn…
Understanding boys' underrepresentation in private and enriched programmes during the transition to secondary school
BackgroundIn the past decades, there has been a growing concern to understand why boys struggle in school. One of the turning points in students' educational trajectories likely to exacerbate boys' academic difficulties is students' enrolment in private or enriched school programmes, as boys are underrepresented in such programmes.MethodTo better understand this gender imbalance, our research draws on a longitudinal design to examine whether grad…
Growth, Fixed, and Mixed Mindsets: Mindset System Profiles in Foreign Language Learners and Their Role in Engagement and Achievement
Language learners’ mindsets–their beliefs about whether language is a fixed aptitude that is immutable or a malleable capacity that 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 language learners. A latent profile analysis of 234 university students in foreign languag…
A Latent Growth Analysis of Individual Factors Predicting Test Anxiety During the Transition From Elementary to Secondary School
This study aimed to examine the evolution of test anxiety during the transition to secondary school, a challenging period that includes a set of contextual factors that could potentially increase students’ test anxiety. In addition, to further understand the contribution of different individual factors that might increase the susceptibility to test anxiety during this transition, the study examined the role of motivation, achievement, internalizi…
Relations between prior school performance and later test anxiety during the transition to secondary school
BACKGROUND: When exposed to evaluative situations, up to 40% of students develop test anxiety, reflected, namely, by extensive worry, intrusive thoughts, and physiological arousal. Though the negative influence of test anxiety on later school performance is well documented, the role of students' initial achievement in the development of later test anxiety is less clear. AIMS AND SAMPLE: To better capture the nature of the relations between prior …
Why don’t “real men” learn languages? Masculinity threat and gender ideology suppress men’s language learning motivation
Large gender disparities in participation still exist across many university subjects and career fields, but few studies have examined factors that account for gender gaps in female-dominated disciplines. We examine one possible cause: threatened masculinity among men who hold traditional gender ideologies. Past research has linked endorsement of traditional gender ideologies to gender-stereotypical occupational choices, and threats to masculinit…
Complementary Perspectives on Autonomy in Self‐Determination Theory and Language Learner Autonomy
Why don’t “real men” learn languages? Masculinity threat and gender ideology suppress men’s language learning motivation
Large gender disparities in participation still exist across many university subjects and career fields, but few studies have examined factors that account for gender gaps in female-dominated disciplines. We examine one possible cause: threatened masculinity among men who hold traditional gender ideologies. Past research has linked endorsement of traditional gender ideologies to gender-stereotypical occupational choices, and threats to masculinit…
Complementary Perspectives on Autonomy in Self‐Determination Theory and Language Learner Autonomy
A Latent Growth Analysis of Individual Factors Predicting Test Anxiety During the Transition From Elementary to Secondary School
This study aimed to examine the evolution of test anxiety during the transition to secondary school, a challenging period that includes a set of contextual factors that could potentially increase students’ test anxiety. In addition, to further understand the contribution of different individual factors that might increase the susceptibility to test anxiety during this transition, the study examined the role of motivation, achievement, internalizi…
Understanding boys' underrepresentation in private and enriched programmes during the transition to secondary school
BackgroundIn the past decades, there has been a growing concern to understand why boys struggle in school. One of the turning points in students' educational trajectories likely to exacerbate boys' academic difficulties is students' enrolment in private or enriched school programmes, as boys are underrepresented in such programmes.MethodTo better understand this gender imbalance, our research draws on a longitudinal design to examine whether grad…
Complementary Perspectives on Autonomy in Self‐Determination Theory and Language Learner Autonomy
Why don’t “real men” learn languages? Masculinity threat and gender ideology suppress men’s language learning motivation
Large gender disparities in participation still exist across many university subjects and career fields, but few studies have examined factors that account for gender gaps in female-dominated disciplines. We examine one possible cause: threatened masculinity among men who hold traditional gender ideologies. Past research has linked endorsement of traditional gender ideologies to gender-stereotypical occupational choices, and threats to masculinit…
Growth, Fixed, and Mixed Mindsets: Mindset System Profiles in Foreign Language Learners and Their Role in Engagement and Achievement
Language learners’ mindsets–their beliefs about whether language is a fixed aptitude that is immutable or a malleable capacity that 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 language learners. A latent profile analysis of 234 university students in foreign languag…
A Latent Growth Analysis of Individual Factors Predicting Test Anxiety During the Transition From Elementary to Secondary School
This study aimed to examine the evolution of test anxiety during the transition to secondary school, a challenging period that includes a set of contextual factors that could potentially increase students’ test anxiety. In addition, to further understand the contribution of different individual factors that might increase the susceptibility to test anxiety during this transition, the study examined the role of motivation, achievement, internalizi…
Relations between prior school performance and later test anxiety during the transition to secondary school
BACKGROUND: When exposed to evaluative situations, up to 40% of students develop test anxiety, reflected, namely, by extensive worry, intrusive thoughts, and physiological arousal. Though the negative influence of test anxiety on later school performance is well documented, the role of students' initial achievement in the development of later test anxiety is less clear. AIMS AND SAMPLE: To better capture the nature of the relations between prior …
Le Questionnaire d’anxiété évaluative scolaire (Qaes): L’adaptation française d’une échelle courte destinée aux jeunes
Les instruments de mesure de l’anxiété évaluative scolaire ont généralement été validés à partir de populations anglophones. En outre, ces instruments sont généralement longs, ce qui complexifie leur administration en contexte scolaire. S’appuyant sur la Children’s Test Anxiety Scale (CTAS, 2004), une adaptation française intitulée Questionnaire d’anxiété évaluative scolaire (QAES) a d’abord été produite, suivie de sa version courte, le Questionn…
Understanding boys' underrepresentation in private and enriched programmes during the transition to secondary school
BackgroundIn the past decades, there has been a growing concern to understand why boys struggle in school. One of the turning points in students' educational trajectories likely to exacerbate boys' academic difficulties is students' enrolment in private or enriched school programmes, as boys are underrepresented in such programmes.MethodTo better understand this gender imbalance, our research draws on a longitudinal design to examine whether grad…
Understanding Occupational Gender Segregation Through Students’ Program Choices and Career Interests
Psychology (6 works) · Developmental psychology (5 works) · Anxiety (3 works) · Education, Achievement, and Giftedness (3 works) · Mathematics education (3 works) · Parental Involvement in Education (3 works) · Political science (3 works) · Academic achievement (2 works) · Clinical Psychology (2 works) · Computer Science (2 works)