Mélissa Goulet
Biographic Data
| ID | 4134462 |
|---|---|
| NAME | Mélissa Goulet |
| GIVEN NAMES | Mélissa |
| FAMILY NAME | Goulet |
| SIGNATURE | GOULET M |
| AFFILIATIONS | Université du Québec à Montréal |
| ORCID | 0000-0001-6319-8921 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Évaluer sans noter, une inspiration pour les cégeps ? Revue systématique des écrits sur les pratiques évaluatives qui réduisent ou éliminent la notation
This article explores assessment practices that reduce or eliminate grading (PRÉN) in the Quebec college context, and their impact on students' mental health and motivation. These practices, in opposition to the use of grading, aim to support learning without the need for grades, which are often perceived as a source of stress and unfairness. PRÉNs encourages qualitative feedback rather than the simple assignment of grades. To describe PRÉNs and …
Is teacher humor an asset in classroom management? Examining its association with students’ well-being, sense of school belonging, and engagement
This study used the instructional humor processing theory to test how different humor subtypes employed by teachers (course-related, course-unrelated, self-disparaging, other-disparaging) relate to students’ well-being, sense of belonging, and engagement. The participants comprised 395 students (boys = 106; girls = 270; other = 8; NA = 11) (secondary school students = 291; primary school students = 97, NA = 7) from five public school boards locat…
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…
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…
La diversité dans la diversité: Profils D’adaptation Psychosociale Et Scolaire Des Jeunes Adultes Immigrants
Une meilleure connaissance des profils d’adaptation des jeunes adultes immigrants (JAI) est un prérequis à une réponse sensible à leurs besoins et ultimement, à leur inclusion. La présente étude s’appuyant sur une approche centrée sur la personne vise à identifier les profils d’adaptation psychosociale et scolaire chez les JAI et à cibler les caractéristiques sociodémographiques et relationnelles associées à l’appartenance aux profils. Les donnée…
Longitudinal Association Between Risk Profiles, School Dropout Risk, and Substance Abuse in Adolescence
Understanding the dynamic interinfluences of implementation processes: An illustration by multiple case studies
Family Profiles in Child Neglect Cases Substantiated by Child Protection Services
Understanding Risk and Resilience for Sexual Minority Emerging Adults: A Longitudinal Outlook on Minority Stress, Mental Health, and Academic Perseverance
The interest gap: How gender stereotype endorsement about abilities predicts differences in academic interests
Understanding Risk and Resilience for Sexual Minority Emerging Adults: A Longitudinal Outlook on Minority Stress, Mental Health, and Academic Perseverance
The interest gap: How gender stereotype endorsement about abilities predicts differences in academic interests
Évaluer sans noter, une inspiration pour les cégeps ? Revue systématique des écrits sur les pratiques évaluatives qui réduisent ou éliminent la notation
This article explores assessment practices that reduce or eliminate grading (PRÉN) in the Quebec college context, and their impact on students' mental health and motivation. These practices, in opposition to the use of grading, aim to support learning without the need for grades, which are often perceived as a source of stress and unfairness. PRÉNs encourages qualitative feedback rather than the simple assignment of grades. To describe PRÉNs and …
Family Profiles in Child Neglect Cases Substantiated by Child Protection Services
The interest gap: How gender stereotype endorsement about abilities predicts differences in academic interests
Family Profiles in Child Neglect Cases Substantiated by Child Protection Services
Understanding Risk and Resilience for Sexual Minority Emerging Adults: A Longitudinal Outlook on Minority Stress, Mental Health, and Academic Perseverance
Longitudinal Association Between Risk Profiles, School Dropout Risk, and Substance Abuse in Adolescence
Understanding the dynamic interinfluences of implementation processes: An illustration by multiple case studies
Is teacher humor an asset in classroom management? Examining its association with students’ well-being, sense of school belonging, and engagement
This study used the instructional humor processing theory to test how different humor subtypes employed by teachers (course-related, course-unrelated, self-disparaging, other-disparaging) relate to students’ well-being, sense of belonging, and engagement. The participants comprised 395 students (boys = 106; girls = 270; other = 8; NA = 11) (secondary school students = 291; primary school students = 97, NA = 7) from five public school boards locat…
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…
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…
La diversité dans la diversité: Profils D’adaptation Psychosociale Et Scolaire Des Jeunes Adultes Immigrants
Une meilleure connaissance des profils d’adaptation des jeunes adultes immigrants (JAI) est un prérequis à une réponse sensible à leurs besoins et ultimement, à leur inclusion. La présente étude s’appuyant sur une approche centrée sur la personne vise à identifier les profils d’adaptation psychosociale et scolaire chez les JAI et à cibler les caractéristiques sociodémographiques et relationnelles associées à l’appartenance aux profils. Les donnée…
Évaluer sans noter, une inspiration pour les cégeps ? Revue systématique des écrits sur les pratiques évaluatives qui réduisent ou éliminent la notation
This article explores assessment practices that reduce or eliminate grading (PRÉN) in the Quebec college context, and their impact on students' mental health and motivation. These practices, in opposition to the use of grading, aim to support learning without the need for grades, which are often perceived as a source of stress and unfairness. PRÉNs encourages qualitative feedback rather than the simple assignment of grades. To describe PRÉNs and …
Psychology (8 works) · Developmental psychology (5 works) · Medicine (4 works) · Social Psychology (4 works) · Early Childhood Education and Development (3 works) · Psychiatry (3 works) · Art (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Clinical Psychology (2 works) · Geography (2 works)