J
Jean-Pascal Lemelin
Researcher at Université de Sherbrooke
Publications - 59
Citations - 1578
Jean-Pascal Lemelin is an academic researcher from Université de Sherbrooke. The author has contributed to research in topics: Temperament & Medicine. The author has an hindex of 15, co-authored 51 publications receiving 1291 citations. Previous affiliations of Jean-Pascal Lemelin include Goldsmiths, University of London & Laval University.
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A longitudinal study of the effects of chronic maltreatment on children's behavioral and emotional problems.
TL;DR: The study confirms that there are differences among maltreated children in levels of behavior and emotional problems and shows that chronicity must be taken into consideration in order to identify more clearly the impact of maltreatment on the child.
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Early child language mediates the relation between home environment and school readiness.
Nadine Forget-Dubois,Ginette Dionne,Jean-Pascal Lemelin,Daniel Pérusse,Richard E. Tremblay,Michel Boivin +5 more
TL;DR: The results suggest that home characteristics affect SR in part through their effect on early language skills, and show that this process is mainly environmental rather than genetic in nature.
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Predicting Early School Achievement with the EDI: A Longitudinal Population-Based Study.
Nadine Forget-Dubois,Jean-Pascal Lemelin,Michel Boivin,Ginette Dionne,Jean R. Séguin,Frank Vitaro,Richard E. Tremblay +6 more
TL;DR: In this article, the predictive value of a school readiness measure, the Early Development Instrument (EDI), which relies on kindergarten teachers' ratings of children's well-being and social, emotional, and cognitive development, was assessed.
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Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association.
Gabrielle Garon-Carrier,Michel Boivin,Michel Boivin,Frédéric Guay,Yulia Kovas,Yulia Kovas,Ginette Dionne,Jean-Pascal Lemelin,Jean R. Séguin,Frank Vitaro,Richard E. Tremblay,Richard E. Tremblay,Richard E. Tremblay +12 more
TL;DR: The results point to a directional association from prior achievement to subsequent intrinsic motivation, which was gender invariant and contrary to the hypothesis that motivation and achievement are reciprocally associated over time.
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The genetic-environmental etiology of cognitive school readiness and later academic achievement in early childhood.
Jean-Pascal Lemelin,Michel Boivin,Nadine Forget-Dubois,Ginette Dionne,Jean R. Séguin,Mara Brendgen,Frank Vitaro,Richard E. Tremblay,Daniel Pérusse +8 more
TL;DR: Results revealed that the contribution of the shared environment for cognitive school readiness was substantial, and genetic effects were more important for the core abilities underlying school readiness than for each specific skill, although shared environment remained the largest factor overall.