Undergraduate Honours Thesis
Julia Jeffery Garza
Lydie Masengo (with Cheryl Harasymchuk)
Graduate Student Alumni
Laura Ooi (2018). What are they thinking? Examining complex links among social withdrawal, maladaptive cognitions, and internalizing problems in children and emerging adults.
Amanda Bullock (2017). Military stressors and the well-being of adolescents in Canadian armed forces families: The roles of relationships with parents and peers.
Mila Kingsbury (2014). r u mad @ me? Social anxiety and interpretation bias in computer-mediated contexts.
Kathleen Hughes (2013). Concurrent and predictive links between children’s classroom experiences, academic engagement, and anxious solitude in elementary school.
Murray Weeks (2012). “I think therefore I am… anxious and depressed”: Exploring the role of negative cognitions linking shyness and internalizing difficulties in childhood.
Kimberly Arbeau (2008). Are you the right friend for me? The effects of friendships on shy children’s adjustment in middle childhood
Adrienne DeBow (2008). I like my class and my class likes me! Links between children’s perceptions of their classroom environment and socio-emotional adjustment.
Leanne Findlay (2006). Come out and play: Shyness in childhood and the benefits of sports participation.
Kavita Prakash (2003). A cross-cultural examination of the childhood correlates of shyness in New Delhi, India.
Daniel Lagace-Seguin (2001). Fostering emotional and social well-being: Examining the correlates of maternal emotional styles in early childhood.
Cherami Wichmann (2001). The social cognitions of withdrawn children.
Danielle Baldwin (2018). Shame’s a pain: Exploring links between shame-proneness, aggression, and perfectionism.
William Hipson (2017). Exploring complex links between shyness among shyness, fear regulation, and parental emotion socialization in the prediction of young children’s socio-emotional functioning.
Noelle Strickland [with Andrea Howard] (2016). Why students drink: Testing a conceptual model of how social anxiety and drinking motives influence drinking.
Alison Kirkpatrick (2015). Get a social life: Predictors and outcomes of maternal beliefs about young children’s peer relations.
Gabriella Nocita (2015). The power of playing and performing: Social anxiety and participation in extracurricular activities in early childhood.
Kristen Archbell (2014). Chinese Kindergarten teachers’ beliefs, attitudes, and responses towards social behaviours in the classroom: Examining social withdrawal and social engagement.
Jessica Paul (2013). A closer examination of the relation between shyness and academic performance in China.
Daniel Totten (2013) [co-supervised with Don McCreary]. Let’s get physical: A self-presentation perspective of motivation and physical activity in university undergraduates.
Amy Epstein (2012). “I can’t get no… social satisfaction”: Exploring the roles of shyness, sociability and social support in the transition to university.
Laura Ooi (2012). Exploring links between shyness, interpretation biases, and negative peer experiences in early childhood.
Amanda Bullock (2011). They’re only preschoolers: I think I can manage them! An examination of teacher efficacy in early child educators.
Adam Kingsbury (2010). Approach, avoidance, and psychopathology: Clarifying the relations between BIS/BAS sensitivity and socio-emotional functioning in childhood.
Claire Rowsell (2010). Associations between shyness, romantic relationship quality, and well-being in emerging adulthood.
Allison Graham (2009). Exploring the protective role of siblings in shy children’s socio-emotional adjustment.
Mila Reichel (2009). The role of gender stereotypes in maternal attitudes and reactions to children’s prosocial, nonsocial, and antisocial behaviours
Kathleen Hughes (2008).Too shy to achieve? Clarifying the relation between shyness and academic achievement in childhood.
Murray Weeks (2007). Exploring solitude: Differentiating between shyness and social disinterest in middle childhood.
Alberta Girardi (2005). Predictors of behavioural treatment outcome for young children with Autism.
Kimberly Arbeau (2004). Classroom control and kindergarten teachers’ tolerances, beliefs, and responses to child behaviours and misbehaviours.
Lori Beckstead (2004). The differential role of protective factors in pure versus mixed syndrome childhood behaviour problems.
Julie Wilson (2004). Exploring conceptual and empirical links between maternal personality, maternal parenting styles, and child well-being.
Mandana Armer (2003). A longitudinal investigation of the stability and outcomes of shyness from preschool to elementary school.
Kim O’Neil (2003). Anxious mothers – fussy babies? Relating maternal anxiety to infant temperament.
Melissa Madger (2001). Examining the associations between shyness, anxiety, and health problems in preschoolers.
Dana Stimpson (2001). Child temperament, social play, and early academic achievement in the kindergarten classroom.
Marie-Helene Gavinski-Molina (1999). What children know about social withdrawal: Age-related changes in children’s descriptions of socially withdrawn behaviours.
Catherine Mills (1999). The friendship quality of aggressive and non-aggressive early adolescents.
Caryn Moulton (1998). Child-rearing in the home and in the classroom: Linking daycare teachers’ parenting beliefs and classroom practices.