Kathryn E. Chaffee

@chaffeepsych.bsky.social

846 Followers 864 Following

Postdoc in Education @ UQAM, Ph.D in Psychology, studying how gender stereotypes in school also affect boys. she/her. On the academic job market!

Parenting behaviors predicted student outcomes for adolescents in their final year of secondary school only weakly. Mean levels of parental pressure before the pandemic negatively predicted life satisfaction for students during the spring lockdown. Consistent with our hypothesis that decreases in parental pressure would predict positive outcomes, change in parental pressure predicted mathematics value and life satisfaction. Specifically, the more parental pressure decreased during the pandemic lockdown, the more students were satisfied with their lives and perceived greater value for mathematics. Although some paths from T1 homework assistance or parental communication to students’ T2 outcomes were statistically significant, these associations were very small.
In Collaboration with the Center for Global Education, the University of Tokyo, UTokyo GlobE Call for Papers. Areas of Focus: International Student Support Services Diversity and Equity in International Education Sustainable Development Goals (SDGs) and International Education Cultural Competence and Identity Formation Technological Innovations and Sustainable Education] Global Leadership and Institutional Strategies Internationalizing the Curriculum jilstudents.org The Journal of International Students invites abstracts for a special issue on Building Inclusive Futures: The Intersection of Diversity, Equity, and Sustainable Development in International Education. This issue, in partnership with the Center for Global Education at The University of Tokyo, aims to explore how international education can foster inclusive, equitable, and sustainable practices in alignment with the United Nations Sustainable Development Goals (SDGs). We invite submissions that offer both theoretical frameworks and practical solutions, grounded in empirical research, that can guide the future of international education towards creating a more inclusive, equitable, and sustainable global community. Submission Guidelines: Abstract Submission Deadline: January 15, 2025 Notification of Acceptance: March 15, 2025 Full Manuscript Submission: June 15, 2025