Catherine Fréchette‐simard
Biographic Data
| ID | 2747448 |
|---|---|
| NAME | Catherine Fréchette‐simard |
| GIVEN NAMES | Catherine |
| FAMILY NAME | Fréchette‐simard |
| SIGNATURE | SIMARD C F |
| AFFILIATIONS | Université du Québec à Montréal |
| ORCID | 0000-0003-1805-0711 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
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…
Teachers’ Self-Reported Classroom Practices Regarding Dictionary Use: The Role of Teachers’ Attitude and School Level
This study examined the self-reported practices of 300 elementary and high school Quebec teachers regarding dictionary use (paper and electronic) in the classroom as a function of teaching level and attitudes towards dictionaries. ANOVA results highlighted the diversity of teachers’ pedagogical intentions and students’ learning goals while consulting dictionaries. Results, however, revealed a traditional portrait of dictionary use (e.g., correcti…
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 …
La Motivation Scolaire Et Ses Théories Actuelles: Une Recension Théorique
À l’école, l’importance de la motivation comme vecteur de la réussite est bien connue. Conçue comme une force qui dynamise et oriente le comportement de l’apprenant dans la poursuite d’un but, la motivation à apprendre a été appréhendée au fil du temps sous la loupe de diverses approches théoriques. Ces dernières présentent cependant des conceptions distinctes et complémentaires de la motivation, ce qui peut rendre sa compréhension complexe, spéc…
Évaluation de la mise en œuvre du programme d'intervention In vivo chez les jeunes de 11–12 ans d'une école primaire québécoise présentant un problème de comportements intériorisés: Une étude explorat…
Internalized disorders are the most current mental health issue during childhood and adolescence. This study sought to assess the implementation of In vivo, an elementary school program aiming to treat anxiety with stress management strategies. The study is based on a mixed method design and collected data from the students experiencing the program (n=4, 11-12 y. o.), their parents (n=4), and other school staff members involved (n=7). The finding…
The interest gap: How gender stereotype endorsement about abilities predicts differences in academic interests
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…
The interest gap: How gender stereotype endorsement about abilities predicts differences in academic interests
La Motivation Scolaire Et Ses Théories Actuelles: Une Recension Théorique
À l’école, l’importance de la motivation comme vecteur de la réussite est bien connue. Conçue comme une force qui dynamise et oriente le comportement de l’apprenant dans la poursuite d’un but, la motivation à apprendre a été appréhendée au fil du temps sous la loupe de diverses approches théoriques. Ces dernières présentent cependant des conceptions distinctes et complémentaires de la motivation, ce qui peut rendre sa compréhension complexe, spéc…
The interest gap: How gender stereotype endorsement about abilities predicts differences in academic interests
Évaluation de la mise en œuvre du programme d'intervention In vivo chez les jeunes de 11–12 ans d'une école primaire québécoise présentant un problème de comportements intériorisés: Une étude explorat…
Internalized disorders are the most current mental health issue during childhood and adolescence. This study sought to assess the implementation of In vivo, an elementary school program aiming to treat anxiety with stress management strategies. The study is based on a mixed method design and collected data from the students experiencing the program (n=4, 11-12 y. o.), their parents (n=4), and other school staff members involved (n=7). The finding…
La Motivation Scolaire Et Ses Théories Actuelles: Une Recension Théorique
À l’école, l’importance de la motivation comme vecteur de la réussite est bien connue. Conçue comme une force qui dynamise et oriente le comportement de l’apprenant dans la poursuite d’un but, la motivation à apprendre a été appréhendée au fil du temps sous la loupe de diverses approches théoriques. Ces dernières présentent cependant des conceptions distinctes et complémentaires de la motivation, ce qui peut rendre sa compréhension complexe, spéc…
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 …
Teachers’ Self-Reported Classroom Practices Regarding Dictionary Use: The Role of Teachers’ Attitude and School Level
This study examined the self-reported practices of 300 elementary and high school Quebec teachers regarding dictionary use (paper and electronic) in the classroom as a function of teaching level and attitudes towards dictionaries. ANOVA results highlighted the diversity of teachers’ pedagogical intentions and students’ learning goals while consulting dictionaries. Results, however, revealed a traditional portrait of dictionary use (e.g., correcti…
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…
Psychology (6 works) · Anxiety (3 works) · Developmental psychology (3 works) · Education, Achievement, and Giftedness (3 works) · Mathematics education (3 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Clinical Psychology (2 works) · Motivation and Self-Concept in Sports (2 works) · Perception (2 works) · Psychiatry (2 works)