Gabrielle Garon-Carrier
Dados Biográficos
| ID | 312061 |
|---|---|
| NOME | Gabrielle Garon-Carrier |
| PRENOMES | Gabrielle |
| SOBRENOME | Garon-Carrier |
| ASSINATURA | GARON-CARRIER G |
| AFILIAÇÕES | Université de Sherbrooke |
| ORCID | 0000-0002-9906-5247 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 1 |
| OBRAS COMO AUTOR | 16 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
The Quebec Parental Insurance Plan
This study traces the historical evolution of the Quebec Parental Insurance Plan (QPIP), the paid parental leave program introduced in 2006 in Quebec, Canada, and its contribution in promoting economic, health, and gender equity; family well-being; and healthy child development. Drawing on both historical insights and reviewed evidence, it offers evidence-based policy considerations to inform the design of inclusive, equitable, and adaptable pare…
Classroom Climate and the Basic Psychological Needs of Students in Special Education
This study investigated the associations between classroom climate dimensions (academic support, emotional support, and classroom organization) and basic psychological need satisfaction in students with special educational needs (SEN). It also examined whether anxiety symptoms and gender moderate these associations. Students in Grades 5 and 6 ( N = 365; 59.3% boys) provided self‐reports on classroom climate and need satisfaction. Child anxiety wa…
Early childhood screen use and symptoms of problematic media use
Interrupting the Link Between Temperamental risk, Adverse Parenting Practices, and Externalizing Problems in School-Aged Children
Investigating variations in paid parental leave uptake among mothers
International audience
Longitudinal trajectories of parent–teacher communication during elementary school
BACKGROUND: Parent-teacher communication is key to children's school functioning. It can help teachers adjust their educational practices and interactions with students and increase parent involvement at school. AIMS: This study establishes longitudinal trajectories of parent-teacher communication, as reported by parents and examines the correlates and prospective association with students' academic abilities, school enjoyment and self-perceived …
School readiness among vulnerable children
Sexual Minority Status and Academic Achievement During the Transition to Adolescence Among Youth With Childhood Conduct Problems
Youth with conduct problems have poorer academic outcomes than their typically developing peers. The objective of the current study was to examine how sexual minority status was associated with trajectories of teacher-rated mathematics and language arts (i.e., reading and writing) achievement in seven consecutive years across the transition to adolescence among youth with childhood histories of conduct problems ( N = 383). Sexual minority status …
Unraveling the effects of maternal breastfeeding duration and exclusive breast milk on children’s cognitive abilities in early childhood
Background: This study investigated the putative associations between mothers' use of exclusive breast milk and the duration of breastfeeding with child cognitive development. Methods: This study is based on 2,210 Canadian families with children assessed longitudinally from age 4 to 7 years on their memory-span and math skills. These cognitive abilities were measured with standardized tasks. Breastfeeding practices were collected via maternal rep…
Maternal Labor Force Participation During the Child’s First Year and Later Separation Anxiety Symptoms
Separation anxiety symptoms are frequent among preschool-aged children, but it is also a possible gateway for diagnosis of separation anxiety disorder. Early maternal employment after childbirth can increase the risk for the development of separation anxiety symptoms. From an economic perspective, however, securing employment is one effective strategy to ensure child well-being. This study investigated how mothers’ participation in the labor forc…
Why children differ in classroom engagement
This study investigates how individual‐level factors contribute to classroom engagement variations of boys and girls across the elementary school years. Classroom engagement was assessed four times between the ages of 7 and 12 years in a large, representative population‐based sample ( N = 877) using latent growth modeling. Predictors included the sex of the child, the family income, and the mother's educational attainment when the child was 5 mon…
Using personality traits to predict correspondence between self-perception of academic competence and achievement
Classroom Placement and Twins’ Social Behaviors in Elementary School
Classroom placement of twins is an ongoing issue for educational policy. Many educational jurisdictions have standard policy most commonly founded in the belief that separation supports individual identity, personal development and academic opportunity. This study examined the effects of classroom placement in a sample of 560 twin pairs whose behaviors were assessed from ages 5 to 12 years. We found no detrimental effect of classroom sharing on t…
The (limited) contribution of early childcare arrangements to social and academic development among Canadian children
This study examined the longitudinal contribution of four different childcare arrangements attended during the preschool years to social behaviors and academic achievement up to age 15 years. Children participating in a Canadian longitudinal survey with available information on childcare attendance between ages 3 and 5 years (N = 6,852) were measured on multiple social behaviors (hyperactivity/inattention, depression/anxiety, disruptive behaviors…
The nature of the association between number line and mathematical performance
BackgroundThe number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood.AimsThis large-scale genetically sensitive study uses a twin design to estimate the magnitude of the effects of ge…
Twin classroom dilemma
There is little research to date on the academic implications of teaching twins in the same or different classroom. Consequently, it is not clear whether twin classroom separation is associated with positive or negative educational outcomes. As a result, parents and teachers have insufficient evidence to make a well-informed decision when twins start school. This study addresses two research questions: Are there average positive or negative effec…
The nature of the association between number line and mathematical performance
BackgroundThe number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood.AimsThis large-scale genetically sensitive study uses a twin design to estimate the magnitude of the effects of ge…
Twin classroom dilemma
There is little research to date on the academic implications of teaching twins in the same or different classroom. Consequently, it is not clear whether twin classroom separation is associated with positive or negative educational outcomes. As a result, parents and teachers have insufficient evidence to make a well-informed decision when twins start school. This study addresses two research questions: Are there average positive or negative effec…
The nature of the association between number line and mathematical performance
BackgroundThe number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood.AimsThis large-scale genetically sensitive study uses a twin design to estimate the magnitude of the effects of ge…
The (limited) contribution of early childcare arrangements to social and academic development among Canadian children
This study examined the longitudinal contribution of four different childcare arrangements attended during the preschool years to social behaviors and academic achievement up to age 15 years. Children participating in a Canadian longitudinal survey with available information on childcare attendance between ages 3 and 5 years (N = 6,852) were measured on multiple social behaviors (hyperactivity/inattention, depression/anxiety, disruptive behaviors…
Classroom Placement and Twins’ Social Behaviors in Elementary School
Classroom placement of twins is an ongoing issue for educational policy. Many educational jurisdictions have standard policy most commonly founded in the belief that separation supports individual identity, personal development and academic opportunity. This study examined the effects of classroom placement in a sample of 560 twin pairs whose behaviors were assessed from ages 5 to 12 years. We found no detrimental effect of classroom sharing on t…
Unraveling the effects of maternal breastfeeding duration and exclusive breast milk on children’s cognitive abilities in early childhood
Background: This study investigated the putative associations between mothers' use of exclusive breast milk and the duration of breastfeeding with child cognitive development. Methods: This study is based on 2,210 Canadian families with children assessed longitudinally from age 4 to 7 years on their memory-span and math skills. These cognitive abilities were measured with standardized tasks. Breastfeeding practices were collected via maternal rep…
Maternal Labor Force Participation During the Child’s First Year and Later Separation Anxiety Symptoms
Separation anxiety symptoms are frequent among preschool-aged children, but it is also a possible gateway for diagnosis of separation anxiety disorder. Early maternal employment after childbirth can increase the risk for the development of separation anxiety symptoms. From an economic perspective, however, securing employment is one effective strategy to ensure child well-being. This study investigated how mothers’ participation in the labor forc…
Why children differ in classroom engagement
This study investigates how individual‐level factors contribute to classroom engagement variations of boys and girls across the elementary school years. Classroom engagement was assessed four times between the ages of 7 and 12 years in a large, representative population‐based sample ( N = 877) using latent growth modeling. Predictors included the sex of the child, the family income, and the mother's educational attainment when the child was 5 mon…
Using personality traits to predict correspondence between self-perception of academic competence and achievement
School readiness among vulnerable children
Sexual Minority Status and Academic Achievement During the Transition to Adolescence Among Youth With Childhood Conduct Problems
Youth with conduct problems have poorer academic outcomes than their typically developing peers. The objective of the current study was to examine how sexual minority status was associated with trajectories of teacher-rated mathematics and language arts (i.e., reading and writing) achievement in seven consecutive years across the transition to adolescence among youth with childhood histories of conduct problems ( N = 383). Sexual minority status …
Early childhood screen use and symptoms of problematic media use
Interrupting the Link Between Temperamental risk, Adverse Parenting Practices, and Externalizing Problems in School-Aged Children
Investigating variations in paid parental leave uptake among mothers
International audience
Longitudinal trajectories of parent–teacher communication during elementary school
BACKGROUND: Parent-teacher communication is key to children's school functioning. It can help teachers adjust their educational practices and interactions with students and increase parent involvement at school. AIMS: This study establishes longitudinal trajectories of parent-teacher communication, as reported by parents and examines the correlates and prospective association with students' academic abilities, school enjoyment and self-perceived …
The Quebec Parental Insurance Plan
This study traces the historical evolution of the Quebec Parental Insurance Plan (QPIP), the paid parental leave program introduced in 2006 in Quebec, Canada, and its contribution in promoting economic, health, and gender equity; family well-being; and healthy child development. Drawing on both historical insights and reviewed evidence, it offers evidence-based policy considerations to inform the design of inclusive, equitable, and adaptable pare…
Classroom Climate and the Basic Psychological Needs of Students in Special Education
This study investigated the associations between classroom climate dimensions (academic support, emotional support, and classroom organization) and basic psychological need satisfaction in students with special educational needs (SEN). It also examined whether anxiety symptoms and gender moderate these associations. Students in Grades 5 and 6 ( N = 365; 59.3% boys) provided self‐reports on classroom climate and need satisfaction. Child anxiety wa…
Psychology (12 obras) · Developmental psychology (9 obras) · Medicine (6 obras) · Academic achievement (5 obras) · Child and Adolescent Psychosocial and Emotional Development (5 obras) · Early Childhood Education and Development (5 obras) · Mathematics education (5 obras) · Social Psychology (4 obras) · Anxiety (3 obras) · Longitudinal study (3 obras)