Faculty

Institution

Unit

Venue

Helen Patrick

Professor

Purdue University

Affiliations

College of Education

Educational Studies

Helen Patrick is currently serving as a College Of Education Professor at Purdue University.

Honors

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Experiences

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Education

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Helen Patrick

Purdue University

Professor

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educational psychology education early childhood education motivation psychology educational research behavioral sciences science education child development teacher education achievement motivation mathematics mathematics education social psychology adolescent psychology educational assessment adolescence primary education teacher development young children qualitative research early childhood development classroom practices classroom instruction student motivation classroom social environment adolescent health higher education early childhood developmental psychology higher education teaching teaching methods educational evaluation early adolescents factor structure reading research psychoeducational assessment school psychology peer relationships self-regulated learning social environment early education curriculum development motivational beliefs mastery goal structure achievement goal theory adaptive classrooms social competence narrative applied developmental psychology inclusive education applied social psychology educational communication sex differences gender development school functioning underachieving child juvenile delinquency talent development student success student teaching student outcomes teacher-student relation international education self-efficacy theory classroom assessment intergroup cooperation middle school multimethod study avoidance strategies classroom environment fifth-grade classrooms goal orientations math performance student engagement professional development academic engagement

Notable Scholarly Works

Notable Federal Grants

Collaborators

Achievement Goal Theory and Engagement. Springer eBooks (2022)

Eric M. AndermanHelen PatrickSeung Yon Ha

educational psychologyachievement goal theorybehavioral sciencesmotivation

Connecting Teacher and Student Motivation: Student-Perceived Teacher Need-Supportive Practices and Student Need Satisfaction. Contemporary Educational Psychology (2021)

Inok AhnMing Ming ChiuHelen Patrick

educational psychologystudent motivationbehavioral sciencesteacher education

The Reliability of Framework for Teaching Scores in Kindergarten. Journal of Psychoeducational Assessment (2020)

Helen PatrickBrian F. FrenchPanayota Mantzicopoulos

educational psychologyteaching methodseducational assessmenteducationprimary educationearly childhood educationdata-driven decision-makingeducational evaluationdecision analysisreliabilitypsychoeducational assessment

“Math Gives Me a Tummy Ache!” Mathematics Anxiety in Kindergarten. The Journal of Experimental Education (2019)

Yaheng LuQian LiHelen PatrickPanayota Mantzicopoulos

educational psychologymathematics anxietyeducationmathematics educationmathematicsachievement motivationchild development

Teacher as Social Context Questionnaire--Short Form; Korean Version. PsycTESTS Dataset (2019)

Inok AhnHelen PatrickMing Ming ChiuChantal Levesque-Bristol

educational psychologysocial psychologyshort formkorean versionsocial context questionnaireeducationbehavioral sciencespsychologysocial context

Teachers' Responses to Children's Mistakes in Kindergarten Mathematics Classrooms. PsycEXTRA Dataset (2019)

Qian LiYaheng LuHelen PatrickYouli Mantzicopoulos

teacher educationearly childhood educationmathematics educationkindergarten mathematics classroomsmathematicsteacher developmentclassroom instructionchild development

The Predictive Validity of Classroom Observations: Do Teachers’ Framework for Teaching Scores Predict Kindergarteners’ Achievement and Motivation?. American Educational Research Journal (2019)

Helen PatrickPanayota MantzicopoulosBrian F. French

classroom observationsmotivationeducationpredictive validityearly childhood educationachievement motivationeducational research

The Quality of Mathematics Instruction in Kindergarten: Associations With Students’ Achievement and Motivation. The Elementary School Journal (2019)

Panayota MantzicopoulosBrian F. FrenchHelen Patrick

motivationstudent motivationearly childhood educationmathematics educationmathematics instructionmathematicsachievement motivation

Measuring Teacher Practices That Support Student Motivation: Examining the Factor Structure of the Teacher as Social Context Questionnaire Using Multilevel Factor Analyses. Journal of Psychoeducational Assessment (2018)

Inok AhnHelen PatrickMing Ming ChiuChantal Levesque-Bristol

educational psychologyfactor structuresocial context questionnairestudent motivationeducational assessmentbehavioral sciencesmultilevel factor analysespsychologyteacher practicessocial contexteducational researchpsychoeducational assessment

The Mathematical Quality of Instruction (Mqi) in Kindergarten: An Evaluation of the Stability of the Mqi Using Generalizability Theory. Early Education and Development (2018)

Panayota MantzicopoulosBrian F. FrenchHelen Patrick

generalizability theoryearly childhood developmentearly childhood educationmathematics educationcurriculum developmentmathematicseducational evaluationearly educationchild development

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Helen Patrick

Professor

Purdue University

Affiliations

College of Education

Educational Studies

Helen Patrick is currently serving as a College Of Education Professor at Purdue University.

Honors

Create free account to unlock more features

Experiences

Create free account to unlock more features

Education

Create free account to unlock more features

Helen Patrick

Purdue University

Professor

You can click a keyword to filter the displayed items

Notable Scholarly Works

Notable Federal Grants

Collaborators

Achievement Goal Theory and Engagement. Springer eBooks (2022)

Eric M. AndermanHelen PatrickSeung Yon Ha

educational psychologyachievement goal theorybehavioral sciencesmotivation

Connecting Teacher and Student Motivation: Student-Perceived Teacher Need-Supportive Practices and Student Need Satisfaction. Contemporary Educational Psychology (2021)

Inok AhnMing Ming ChiuHelen Patrick

educational psychologystudent motivationbehavioral sciencesteacher education

The Reliability of Framework for Teaching Scores in Kindergarten. Journal of Psychoeducational Assessment (2020)

Helen PatrickBrian F. FrenchPanayota Mantzicopoulos

“Math Gives Me a Tummy Ache!” Mathematics Anxiety in Kindergarten. The Journal of Experimental Education (2019)

Yaheng LuQian LiHelen PatrickPanayota Mantzicopoulos

educational psychologymathematics anxietyeducationmathematics educationmathematicsachievement motivationchild development

Teacher as Social Context Questionnaire--Short Form; Korean Version. PsycTESTS Dataset (2019)

Inok AhnHelen PatrickMing Ming ChiuChantal Levesque-Bristol

educational psychologysocial psychologyshort formkorean versionsocial context questionnaireeducationbehavioral sciencespsychologysocial context

Teachers' Responses to Children's Mistakes in Kindergarten Mathematics Classrooms. PsycEXTRA Dataset (2019)

Qian LiYaheng LuHelen PatrickYouli Mantzicopoulos

teacher educationearly childhood educationmathematics educationkindergarten mathematics classroomsmathematicsteacher developmentclassroom instructionchild development

The Predictive Validity of Classroom Observations: Do Teachers’ Framework for Teaching Scores Predict Kindergarteners’ Achievement and Motivation?. American Educational Research Journal (2019)

Helen PatrickPanayota MantzicopoulosBrian F. French

classroom observationsmotivationeducationpredictive validityearly childhood educationachievement motivationeducational research

The Quality of Mathematics Instruction in Kindergarten: Associations With Students’ Achievement and Motivation. The Elementary School Journal (2019)

Panayota MantzicopoulosBrian F. FrenchHelen Patrick

motivationstudent motivationearly childhood educationmathematics educationmathematics instructionmathematicsachievement motivation

Inok AhnHelen PatrickMing Ming ChiuChantal Levesque-Bristol

The Mathematical Quality of Instruction (Mqi) in Kindergarten: An Evaluation of the Stability of the Mqi Using Generalizability Theory. Early Education and Development (2018)

Panayota MantzicopoulosBrian F. FrenchHelen Patrick

generalizability theoryearly childhood developmentearly childhood educationmathematics educationcurriculum developmentmathematicseducational evaluationearly educationchild development

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educational psychology

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educational psychology

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Jianzhong Xu

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behavioral support

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mathematics education

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