Passer au contenu

/ Research

Je donne

Rechercher

Social Sciences and Humanities; Education

Chaire de recherche du Canada sur les écoles, le bien-être des enfants et la réussite scolaire

Chaire de recherche du Canada
École de psychoéducation
Secondary number: 514 343-6111 #8752 (Information)
Secondary email: isabelle.archambault@umontreal.ca (Personne contact)

Profile

Affiliations

Research units

  • Groupe de recherche sur les environnements scolaires

Addresses

Location on the University campus

Marie-Victorin, room

Team

Directors

At Université de Montreal

Expertise

Projects and funding

Publications and presentations

Publications

ARTICLES (SÉLECTION) *étudiants sous ma direction

Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Students self-efficacy, classroom engagement, and academic achievement: Comparing three theoretical frameworks. Journal of Youth and Adolescence, 48(2), 326-340.

Janosz, M., Nault-Brière, F. Galand, B., Pascal, S., Archambault, I., …, & Pagani, L.S. (2018). Witnessing violence in early secondary school predicts subsequent student impairment. Journal of Epidemiology and Community Health, 0, 1–7. doi:10.1136/jech-2018-211203

Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (en révion-2e). Elementary students’ self-efficacy, classroom engagement, and academic achievement: Comparing three theoretical frameworks. Journal of Youth and Adolescence.

Janosz, M., Brière, F., Galand, B., Pascal, S., Archambault, I., Brault, M-C., Moltrecht, B., & Pagani, L. S. (accepté). Witnessing violence in early secondary school predicts subsequent student impairment. Journal of Epidemiology and Community Health.

Tardif-Grenier, K., Archambault, I., Lafantaisie, V. & Magnan, M-O. (coll. Baradhy, R.) (2019). La collaboration école-familles immigrantes : perceptions d’administrateurs en milieu scolaire primaire défavorisé. Canadian Journal of Education, 41(4), 954-990. 

McCabe, J., Dupéré, V., Dion, E., Thouin, E., Archambault, I., Dufour, S., Denault, A-S., Leventhal, T., & Crosnoe, R (sous presse). Why do extracurricular activities prevent dropout more effectively in some schools than in others? A mixed-method examination of organizational dynamics. Applied Developmental Science.

Dupéré, V., Dion, E., Leventhal, T., Archambault, I., Crosnoe, R., & Janosz, M. (2018). High school dropout in proximal context: The triggering role of stressful life events. Child Development, 89(2), 107-122.

Kurdi, V.*, Archambault, I., Brière-Nault, F., & Turgeon, L. (2018). Need-Supportive Teaching Practices and Student-Perceived Need Fulfillment in Low Socioeconomic Status Elementary Schools: The Moderating Effect of Anxiety and Academic Achievement. Learning and Individual Differences, 65, 218-229. 

Olivier, E.*, Archambault, I., & Dupéré, V. (2018). Boys’ and girls’ maladjustment profiles in the fifth and sixth grades: How do they influence student behavioral engagement and academic achievement?Journal of School Psychology, 69, 23-44.

Goulet, M.*, Archambault, I., Janosz, M., & Christenson, L. S. (2018). Evaluating Check & Connect's implementation in different school settings: Is fidelity necessarily associated with positive outcomes? Evaluation and Program Planning, 68, 34-46.

Dupéré, V., Dion, E., Nault-Brière, F., Archambault, I., Leventhal, T., & Lesage, A. (2018). Revisiting the link between depression symptoms and high school dropout: Timing of exposure matters. Journal of Adolescent Health, 62(2), 205-211. doi:10.1016/j.jadohealth.2017.09.024

Kurdi, V.*, & Archambault, I. (2017). Student-teacher relationships and student anxiety: Moderating effects of sex and academic achievement. Canadian Journal of School Psychology, 33(3), 212-226. doi:10.1177/0829573517707906

Tardif-Grenier, K.*, & Archambault, I. (2017). L’implication parentale et l’ajustement scolaire des élèves du primaire issus de l’immigration: effet différentiel en fonction de la région de naissance du parent. Revue des Sciences de l’Éducation, 43(1), 209-247.

Olivier, E.*, & Archambault, I. (2017).Hyperactivity-inattention and student engagement: The protective role of relationships with teachers and peers. Learning and Individual Differences, 59, 86-95.

Tardif-Grenier, K.*, Archambault, I., & Gervais, C. (2017). Portrait des élèves issus de l’immigration en milieu scolaire primaire défavorisé. Éducation Comparée et Internationale, 46(1), 1-16.

Archambault, I., Vandenbossche-Makombo, J., & Fraser, S. (2017). Moderating role of the student-teacher relationship on oppositional students' engagement in school. Journal of Child and Family Studies, 26, 1702–1712.

Archambault, I., Janosz, M., Dupéré, V., Brault, M-C., & Mc Andrew, M. (2017). Individual, social, and family factors associated with high school dropout among low-SES youth: Differential effects as a function of immigrant status. British Journal of Educational Psychology, 87(3), 456–477.

Archambault, I., & Dupéré, V. (2017). Joint trajectories of behavioral, affective, and cognitive engagement in elementary school. The Journal of Educational Research, 110(2), 188-198.

Tardif-Grenier, K*, & Archambault, I. (2016). Validation du Questionnaire sur l’implication parentale dans le suivi scolaire (QIPSS) chez les parents d’élèves du primaire. Revue Européenne de Psychologie Appliquée, 66(3), 139-150.

Archambault, I., Janosz, M., Pascal, S., Lecoq, A., Goulet, M.*, & Christenson, L. S. (2016). Évaluation de l’efficacité du programme d’intervention Check and Connect à l’école primaire. Revue de Psychoéducation, 45(2), 343-369.

Archambault, I., Kurdi, V.*, Olivier, E.*, & Goulet, M.* (2016). The joint effect of peer victimization and conflict with teachers on the development of student engagement in the end of elementary school. Merrill-Palmer Quaterly, 62(2), 207-232.

Gagnon, V., Dupéré, V., Dion, E., Léveillée, F., St-Pierre, M., Archambault, I., & Janosz, M. (2015). Screening of secondary school dropouts using administrative or self-reported information. Canadian Journal of Behavioral Sciences 47, 225-241.

Fitzpatrick, C., Archambault, I., Janosz, M., & Pagani, S. L. (2015). Early childhood working memory forecasts being at-risk of dropping out of high school.Intelligence, 53, 160-165.

Dupéré, V., Leventhal, T., Dion, E., Crosnoe, R., Archambault, I., & Janosz, M. (2015). Stressors and turning points in high school and dropout: A stress process, life course framework. Review of Educational Research, 85(4), 591-629.

Brault, M-C., Janosz, M., & Archambault., I. (2014).  A multilevel analysis testing the effect of school composition and school climate on teacher expectations of students. Teaching and Teacher Education, 44, 148-159.

Archambault, I., & Vandenbossche-Makombo, J.* (2014). Validation de l’Échelle des dimensions de l’engagement scolaire chez les élèves du primaire. Revue Canadienne des Sciences du Comportement, 46(2), 175-288.

Archambault, I., Pagani, L. S., & Fitzpatrick, C. (2013). Classroom engagement and relationships with teachers: Prospective associations with student achievement. Learning and Instruction, 23, 1-9.

Archambault, I., Janosz, M., & Chouinard, R. (2012). Teacher beliefs as predictors of adolescents’ cognitive engagement and achievement in math. Journal of Educational Research, 105, 319-328.

Tardif-Grenier, K.*, Archambault, I., Janosz, M. (2011). Les pratiques parentales, le désengagement scolaire des amis et le rendement scolaire chez les élèves du secondaire nés à Haïti et fréquentant une école de milieu défavorisé. Revue de Psychoéducation.

Archambault, I., Vida, N. M., & Eccles, J. S. (2010). Ability self-concepts and subjective task value in literacy: Joint trajectories from grade one through twelve. Journal of Educational Psychology, 102(4), 804-816.

Pagani. L. S., Fitzpatrick, C., Archambault, I., & Janosz, M. (2010). School readiness and later achievement: A French Canadian replication and extension. Developmental Psychology, 46(5), 884-894.

Archambault, I., Janosz, M., Fallu, J.S., & Pagani, L. S. (2009). Student engagement and its relationship with early high school dropout. Journal of Adolescence, 32(3), 651-670.

Archambault, I., Janosz, M., Morizot, J., & Pagani, L. S. (2009). Adolescent behavioral, affective, and cognitive engagement in school: Relationship to dropout. Journal of School Health, 79, 402-409.

Archambault, I., & Janosz, M. (2009). Fidélité, validité discriminante et prédictive de l’Indice de Prédiction du Décrochage. Revue Canadienne des Sciences du Comportement, 41(3), 187-191.

Janosz, M., Archambault, I., Pagani, L. S., Pascal, S., Morin, J. S., & A., Bowen, F. (2008). Are there Detrimental Effects of Witnessing School Violence in Early Adolescence? Journal of Adolescent Health, 43, 600-608.

Janosz, M., Archambault, I., Morizot, J., & Pagani, L. (2008). School engagement trajectories and their differential predictive relations to dropout. Journal of Social Issues, 64(1), 21-40. Invitation.

CHAPITRES DE LIVRE (SÉLECTION)

Janosz, M., Pascal, S., Archambault, I., Goulet, M., Galand, B., Blanchard, C., Hospel, V., Nault-Brière, F., & Christenson, S. (sous presse). Implementing Check & Connect : Lessons from two international effectiveness experiments.  . In J. Fredricks, A. Reschly, & S. Christenson, S. (Eds.) Handbook of Student Engagement Interventions: Working with Disengaged Youth. New York: Wiley

Archambault, I., Janosz, M., Goulet, M., Dupéré, V., & Gilbert-Blanchard, O. (sous presse). Promoting Student Engagement from Childhood to Adolescence as a Way to Improve Positive Youth Development and School Completion. In J. Fredricks, A. Reschly, & S. Christenson, S. (Eds.) Handbook of Student Engagement Interventions: Working with Disengaged Youth. New York: Wiley

Pascal, S., Janosz, M., Archambault, I., Brault, M.-C., (sous presse). Understanding student misconduct: is there a need for cross-national comparisions? In J. Demanet & M. Van Houtte, Resisting Education: A Cross-national Study on Systems and School Effects. Springer.

Brault, M.-C., Dupéré, V., Janosz, M., Pascal, S., Archambault, I. & Yerg, N. (sous presse). A multilevel analysis of student school-misconduct in Montréal high schools: Investigating the role of school socioeconomic composition and teacher culture. In J. Demanet & M. Van Houtte, Resisting Education: A Cross-national Study on Systems and School Effects. Springer.

Archambault, I., Janosz, M., & Vitaro, F. (2018). Teachers. In M. H. Bornstein, M. E. Arterberry, K. L. Fingerman, & J. E. Lansford (Eds.) The SAGE Encyclopedia of Lifespan Human Development. Thousand Oaks: Sage Publications.

Archambault, I., & Olivier, E. (2018). L’engagement des élèves à l’école. Dans N. Rousseau et G. Espinosa (Eds). Le bien-être à l’école : enjeux et stratégies gagnantes. Presses de l’Université du Québec dans la Collection Éduca­tion/Intervention.

Chouinard, R., Archambault, I., Plouffe, C., & Archambault, J. (2013). Le soutien à la motivation scolaire. Dans Les troubles du comportement à l’école : prévention, évaluation et intervention. L. Massé, N. Desbiens, & C. Lanaris (Eds). Montréal, Éditions Gaëtan Morin.

Disciplines

  • Psychoeducation
  • Psycho-pedagogy
  • Remedial Education