M
Maxine Gallander Wintre
Researcher at York University
Publications - 41
Citations - 2185
Maxine Gallander Wintre is an academic researcher from York University. The author has contributed to research in topics: Academic achievement & Test validity. The author has an hindex of 23, co-authored 41 publications receiving 2052 citations. Previous affiliations of Maxine Gallander Wintre include University of York.
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First-Year Students' Adjustment to University Life as a Function of Relationships with Parents.
TL;DR: In this paper, the authors investigated the contributions that perceived parenting style, current relationships with parents, and psychological well-being variables make toward perceived overall adjustment to university, from both socio/emotional adaptation perspectives and actual academic achievement.
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The Importance of Friends Friendship and Adjustment Among 1st-Year University Students
Vanessa M. Buote,S. Mark Pancer,Michael W. Pratt,Gerald R. Adams,Shelly Birnie-Lefcovitch,Janet Polivy,Maxine Gallander Wintre +6 more
TL;DR: In a study of new friendships and adjustment among 1st-year university students, students at six Canadian universities completed questionnaires that assessed the quality of new friendship and adju... as discussed by the authors.
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Psychologists' response to criticisms about research based on undergraduate participants: A developmental perspective.
TL;DR: In this paper, the authors examined whether employing undergraduates as a surrogate adult sample has decreased in the psychology literature since the mid-1970s, finding that the proportion of studies with undergraduate participants for the years 1949 to 1959 had more than doubled (increasing from 20% to 49%).
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Predictors of persistence to graduation: Extending a model and data on the transition to university model.
TL;DR: In this paper, a study of 944 etudiants of the premier cycle of the Canadian National Cycle (CNP) at the University of Guelph in Ontario, Canada, found that 57,9 % of the etudiantes obtenu leur diplome, 9 % demeure inscrits, and 33,1 % n'etaient pas inscrit or n'ont pas obtenus de diplomes.
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A developmental sequence in the comprehension of emotions: intensity, multiple emotions, and valence
TL;DR: The authors found that children from ages 4 to 8 years predicted which of five emotions they would feel, and how intensely, to 15 affect-laden situations and found that responses involve three dimensions of emotion cognition (intensity, multiplicity, and valence) that emerge in a developmental sequence.