Ph.D. Candidate, Psychology

Email Address: kristen.archbell@carleton.ca
LinkedIn Page

Previous Degrees: M.A. Psychology, Carleton University; B.Ed. (Primary/Junior), Schulich School of Education, Nipissing University; B.A. (Honours) Psychology, Nipissing University

Research Interests:

My general research interests are focused on children and emerging adult’s socio-emotional functioning in educational settings. Specifically, I am interested in examining correlates and outcomes of social withdrawal and social anxiety. As I completed a Bachelor of Education, I am further interested in teachers’ beliefs, attitudes and perceptions towards socially withdrawn children in the classroom environment, and the effects of these beliefs on students’ socio-emotional and academic development. For my doctoral dissertation I am investigating the links between social anxiety, different forms of communication (i.e., Face-to-face and computer-mediated) and socio-emotional/academic outcomes among university students.

M.A. Thesis Title: Chinese kindergarten teachers beliefs, attitudes, and responses towards social behaviours in the classroom: Examining social withdrawal and social engagement

Ph.D. Dissertation Title: Learning in the digital age: Social anxiety and computer-mediated communication in educational contexts

Peer-Reviewed Publications:

Archbell, K. A., Coplan, R. J., & Rose-Krasnor, L. (2018). What did your child do today? Describing young children’s daily activities outside of school. Manuscript submitted for publication.

Archbell, K. A., Coplan, R. J., Nocita, G., & Rose-Krasnor, L. (2018). Participation in structured performing arts activities in early childhood: Frequency, psychological engagement, stress, and links with socio-emotional functioning. Manuscript submitted for publication.

Archbell, K. A., Bullock, A., & Coplan, R. J. (2018). Teachers’ attitudes and beliefs about socially withdrawn and aggressive young children. Contemporary Research on Motivation in Early Childhood Education. Manuscript accepted for publication. 

Li, Y., Archbell, K. A., Bullock, A., Wang, Y., & Coplan, R. J. (2018). Chinese pre-service teachers’ beliefs about hypothetical children’s social withdrawal and aggression: Comparisons across years of teacher education. Teaching and Teacher Education. Manuscript accepted for publication.

Li, Y., Coplan, R. J., Archbell, K. A., Bullock, A., & Chen, L. (2016). Chinese teachers’ beliefs about young children’s classroom behaviors. Early Childhood Research Quarterly, 36, 122-132.

Kalutskaya, I., Archbell, K. A., Rudasill, K. A., & Coplan, R. J. (2015). Shy children in the Classroom: From Research to Educational Practice. Translational Issues in Psychological Science, 1(2), 149-157.

McCabe, M., Brewer, C., Wideman-Johnson, T., & Archbell, K. A. (2015). Running with Partici-Patrick: Integrating HIV/AIDS education with DPA and character education in Ontario schools. Physical and Health Education Journal.

Coplan, R. J., Bullock, A., Archbell, K. A., & Bosacki, S. (2015) Preschool teachers’ attitudes, beliefs, and emotional reactions to young children’s peer group behaviors. Early Childhood Research Quarterly, 30, 117-127.

Other Research Contributions:

Archbell, K. A., Ooi, L. L., Cater, L., Coplan, R. J., & Rose-Krasnor, L. (April, 2017). Examining the links between solitary behavior at school, time spent alone at home, and socio-emotional functioning in early childhood. In Coplan, R. J. (chair), Positively alone? Searching for the benefits of solitude in childhood, adolescence, and emerging adulthood. Symposium accepted to be presented at the Society for Research in Child Development: Austin, TX.

Archbell, K. A., Li, Y., Bullock, A., Coplan, R. J., & Yingjie, W. (April, 2017). Chinese pre-service teachers’ beliefs about social withdrawal and aggression: Comparisons across stages of teacher education. Poster accepted to be presented at the Society for Research in Child Development: Austin, TX.

Ooi, L. K., Archbell, K. A., & Coplan, R. J. (April, 2017). Examining the relations between shyness and social information processing in childhood. In Ooi, L. L. (chair), Processing information in social contexts: Integrating diverse methods from early childhood to adulthood. Symposium accepted to be presented at the Society for Research in Child Development: Austin, TX.

Bullock, A., Li, Y., Coplan, R. J., & Archbell, K. A. (April, 2017). Rural and urban Chinese kindergarten teachers’ perceptions of children’s shy and unsociable behaviors. In Bullock, A. (chair), Pre-service and in-service teachers’ attitudes and responses toward children’s social behaviors. Symposium accepted to be presented at the Society for Research in Child Development: Austin, TX.

Archbell, K. A., Kingsbury, M., & Coplan, R. J. (July, 2016). Should everyone “like” Facebook? Examining the moderating effects of shyness in the link between Facebook engagement and wellbeing. Poster presented at the Biennial Meeting of the International Society for the Study of Behavioral Development: Vilnius, Lithuania.

Archbell, K. A., Coplan, R. J., Cater, L., & Rose-Krasnor, L. (July, 2016). What did you do today? Using parental telephone interviews to assess young children’s peer activities outside of school. Poster presented at the Biennial Meeting of the International Society for the Study of Behavioral Development: Vilnius, Lithuania.

Ooi, L. L., Archbell, K. A., Coplan, R. J., & Rose-Krasnor, L. (July, 2016). An examination of loneliness and social cognition in middle childhood. In Fu, R(chair), Social withdrawal across contexts: Subtypes, correlates, and Developmental Patterns. Symposium conducted at the International Society for the Study of Behavioural Development Biennial Meeting: Vilnius, Lithuania.

Ooi, L. L., Archbell, K. A., Coplan, R. J., & Rose-Krasnor, L. (July, 2016). Multiple forms of social withdrawal in middle childhood: A first look at social avoidance. In Maes, M. (chair), Loneliness across the lifespan: Gender differences, social cognitions, and friendship types. Symposium conducted at the International Society for the Study of Behavioural Development Biennial Meeting: Vilnius, Lithuania.

Archbell, K. A., Li, Y., & Coplan, R. J. (March, 2015). From “book based beliefs” to “experience based beliefs”: Chinese pre-service and in-service teacher beliefs about child misbehaviors. Poster presented at the Society for Research in Child Development, Philadelphia, PA.

Archbell, K. A., Li, Y., & Coplan, R. J. (March, 2015). What do Chinese kindergarten teachers think about shy children? In K. A. Archbell & S. Bayram Ozdemir (Chairs), Shyness in the classroom context: A closer examination across cultures. Symposium conducted at the Society for Research in Child Development, Philadelphia, PA.

Bullock, A., Coplan, R. J., Archbell, K. A., & Bosacki, S. Preschool teachers’ attitudes, beliefs, and emotional reactions towards young children’s different peer group behaviors. (July, 2014). In C. Monks & K. Rix (Chairs), Young children’s social and antisocial behaviours in the peer-group. Symposium conducted at the International Society for the Study of Behavioural Development Biennial Meeting, Shanghai, China.

Archbell, K. A., Li, Y., & Coplan, R. J. (May, 2014). Chinese in-service and pre-service teachers display complex differences in beliefs towards misbehaviours. Poster presented at the Association for Psychological Science, San Francisco, CA.

Archbell, K. A., Li, Y., & Coplan, R. J. (May, 2014). Chinese kindergarten teacher beliefs: Examining social withdrawal. In K. A. Archbell & L. L. Ooi (Chairs), The “ABCs” of Recent Research in Social Withdrawal: Assessments, Biology, & Contexts. Symposium to be conducted at the Development 2014, A Canadian Conference on Developmental Psychology, Ottawa, Canada.

Archbell, K. A., & Stange, K. (2012, Aug). Relationship of personality to preference for representational versus non-representational art. Paper presented at Biennial Congress of The International Association of Empirical Aesthetics, Taipei, Taiwan.

Archbell, K. A. (2012, May). Relationship of personality to preference for representational versus non-representational art. Poster presented at the Annual Convention for the Association for Psychological Science, Chicago Il.

Archbell, K. A. (2011, May). Differential effects of the mental lexicon on perception and production tasks. Poster presented at the Annual Convention for the Association for Psychological Science, Washington DC.