Caroline Fitzpatrick

Prix et distinctions

• Research recognition award from the Quebec Institute of Statistics Emerging researcher that published the most with the QLSCD data. Institut de la statistique du Québec. (Distinction).

Financement

• Subvention. (Obtenu). Cochercheur. Observatoire sur la santé mentale étudiante en enseignement supérieur : pour des connaissances au service de l’action. Fonds Québécois de la Recherche sur la Société et la Culture (FQRSC). observatoire sur la santé mentale étudiante en enseignement supérieur. 2 809 980 $. (2023-2027)
• Chaire de recherche. (Obtenu). Chercheur principal. Digital Media Use by Children and Its Implications for Promoting Togetherness: An Ecosystemic Approach. Conseil de Recherches en Sciences Humaines du Canada (CRSH). Canada Reseach Chair Tier 2. 600 000 $. (2021-2026)
• Subvention. (Obtenu). Cocandidat. Effet-école et réussite éducative des élèves en situation de vulnérabilité: étiologie et pratiques efficaces. Fonds Québécois de la Recherche sur la Société et la Culture (FQRSC). Research Team Support Program. 340 000 $. (2021-2026)
• Subvention. (Obtenu). Cochercheur. Profils de tempérament et usage des médias numériques à la petite enfance : quels sont les enfants les plus à risque de difficultés en contexte scolaire?. Conseil de Recherches en Sciences Humaines du Canada (CRSH). 68 161 $. (2022-2024)
• Subvention. (Obtenu). Cochercheur. Impact du congé parental sur la santé globale de l'enfant : Quels sont les mécanismes ?. Université de Sherbrooke. Centre mère-enfant. 20 000 $. (2022-2024)
• Subvention. (Obtenu). Candidat principal. Examining the impact of young children’s digital media use during the COVID-19 pandemic on health and developmental outcomes: A comprehensive assessment to inform harm reduction and positive digital media use strategies. Instituts de Recherche en Santé du Canada (IRSC). Operating Grant: Addressing the Wider Health Impacts of COVID-19. 489 980 $. (2022-2024)
• Subvention. (Obtenu). Candidat principal. Comprehensive assessment of Media usage by Nova Scotia children and their families. Fondation de recherche sur la santé de la Nouvelle-Écosse. Establishment grant. 149 755 $. (2019-2023)
• Subvention. (Obtenu). Candidat principal. Development of a Comprehensive Assessment of Child and Family Media Usage. Conseil de Recherches en Sciences Humaines du Canada (CRSH). Insight development. 72 376 $. (2019-2023)
• Subvention. (Obtenu). Cocandidat. Groupe de recherche et d'intervention sur les adaptations sociales de l’enfance (GRISE). Fonds Institutionnel de Recherche de l'Université de Sherbrooke. Programme de financement des centres de recherche. 163 000 $. (2020-2023)
• Subvention. (Obtenu). Chercheur principal. L’impact des facteurs familiaux sur l’utilisation des médias digitaux et le développement des enfants en contexte de la pandémie de la COVID-19. Université de Sherbrooke. Start-up fund. 13 094 $. (2022-2023)
• Subvention. (Terminé). Candidat principal. L’usage des écrans durant l'enfance et l'adolescence et le risque de TDAH et de comportement de prise de risque à l’adolescence. Conseil de Recherches en Sciences Humaines du Canada (CRSH). SSHRC Institutional grant. 3 968 $. (2019-2020)
• Subvention. (Terminé). Candidat principal. Examination of screen time habits in a sample of rural Nova Scotia preschoolers.. Conseil de Recherches en Sciences Humaines du Canada (CRSH). SSHRC Institutional grant. 3 968 $. (2018-2019)
• Subvention. (Terminé). Cocandidat. Adolescent injury, substance use, and mental health: An exploration of rates, determinants, and comorbidities in Canadian survey data. Instituts de Recherche en Santé du Canada (IRSC). Operating Grant: Analyses of Existing Canadian Cohorts & Databases. 69 909 $. (2017-2018)
• Subvention. (Terminé). Candidat principal. Piloting of a digital diary to measure child and family media usage. Conseil de Recherches en Sciences Humaines du Canada (CRSH). SSHRC Institutional grant. 3 300 $. (2017-2018)
• Subvention. (Terminé). Candidat principal. Associations between media use in adolescence and mental and physical health outcomes. Conseil de Recherches en Sciences Humaines du Canada (CRSH). SSHRC Institutional grant. 2 994 $. (2017-2018)

Publications

Articles de revue

• Fitzpatrick C, Lemieux A, Smith J, West GL, Bohbot V, Asbridge M. (2023). Is adolescent internet use a risk factor for the development of depression symptoms or vice-versa?. Psychological Medicine (Article accepté).
• Fitzpatrick C, Harvey É, *Cristini E, Laurent A, Lemelin J-P, Garon-Carrier G. (2022). Frontiers in Psychology 13918834 918834. DOI. (Article publié).
• Fitzpatrick C, *Almeida ML, Harvey E, Garon-Carrier G, Berrigan F, Asbridge M. (2022). An examination of bedtime media and excessive screentime by Canadian preschoolers during the COVID-19 pandemic. BMC Pediatrics 22 (1), 212. DOI. (Article publié).
• Garon-Carrier G, Ansari A, Letarte M-J, Fitzpatrick C. (2022). Early childcare enrollment and the pursuit of higher education: A Canadian longitudinal study. Learning and Instruction 80 (101615), N/A. DOI. (Article publié).
• Fitzpatrick C, *Binet MA, Harvey E, Barr R, Couture M, Garon-Carrier G. (2022). Preschooler screen time and temperamental anger/frustration during the COVID-19 pandemic. Pediatric Research (Article accepté).
• Pagani LS, Bernard J, Fitzpatrick C. (2022). Prospective associations between preschool exposure to violent televiewing and psycho-social and academic risks in early adolescent boys and girls. Journal of Developmental and Behavioral Pediatrics DOI. (Article publié).
• Smith J, Nadeau M-F, Archambault I, Guimond F-A, St-Amand J, Fitzpatrick C, Gagnon M. (2022). Students’ achievement goal orientations during the COVID-19 pandemic: Are they mediated by their own competence beliefs and their teachers’ support?. Frontiers in Education: Educational Psychology 7 DOI. (Article publié).
• Smith J, Guimond F-A, St-Amand J, Fitzpatrick C, Bergeron J, Gagnon M. (2022). The effects of the COVID-19 pandemic on French-Canadian adolescents’ academic motivation: A follow-up study. Clinical Case Reports 10 (9), DOI. (Article publié).
• *Tiraboschi GA, West G, Bohbot V, Fitzpatrick C. (2021). Associations betweenvideo game engagement and ADHD symptoms in early adolescence. Journal of Attention Disorders N/A 1-10. DOI. (Article publié).
• Smith J, Guimond FA, Bergeron J, St-Amand J, Fitzpatrick C, Gagnon M. (2021). Changes instudents’ achievement motivation in the context of the COVID-19 Pandemic: A function of extraversion/introversion?. Education Sciences 11 (1), 30. DOI. (Article publié).
• Fitzpatrick C, Boers E. (2021). Developmental associations between media use and adolescent prosocial behavior. Health Education & Behavior 12 1-7. DOI. (Article publié).
• Barr R, Kirkorian H, Radesky J, Coyne S, Nichols D, Blanchfield O ….Fitzpatrick C. (2020). Beyond Screen Time: A synergistic approach to a more comprehensive assessment of family media exposure during early childhood. Frontier in Psychology 11 N/A. DOI. (Article publié).
• Fitzpatrick C, Boers E, Pagani L. (2020). Kindergarten Readiness, Later Health, and Social Costs. Pediatrics 146 (6), e20200978. DOI. (Article publié).
• Fitzpatrick C, Archambault I, Barnett TA, Pagani L. (2020). Preschool cognitive control and family adversity predict the evolution of classroom engagement in elementary school. South African Journal of Childhood Education 10 (1), a803. DOI. (Article publié).
• Fitzpatrick C, Burkhalter R, Asbridge M. (2019). Adolescent media use and its association to wellbeing in a Canadian national sample. Preventive Medicine Reports 14 100867. (Article publié).
• Fitzpatrick C, Burkhalter R, Asbridge M. (2019). Characteristics of Canadian youth adhering to physical activity and screen time recommendations. Journal of School Nursing 1 1-10. DOI. (Article publié).
• Ribner A, Harvey E, Gervais R, Fitzpatrick C. (2019). Explaining school entry math and reading achievement in Canadian children using the Opportunity-Propensity framework. Learning and Instruction 59 65-75. DOI. (Article publié).
• Wang A, Fitzpatrick C. (2019). Which early childhood experiences and skills predict kindergarten working memory?. Journal of Developmental and Behavioral Pediatrics 40 (1), 40-48. DOI. (Article publié).
• Harbec M-J, Simonato I, Lévesque-Seck F, Fitzpatrick C, Pagani L. (2018). Bébés Télévores: Les risques à long terme. École des parents 625 40-43. (Article publié).
• Fitzpatrick C, Coté-Lussier C, Pagani L. (2018). Corrigendum: Ready for kindergarten: Are intelligence skills enough?. South African Journal of Childhood Education 8 (1), a633. DOI. (Article publié).
• Fitzpatrick C, Alexander S, Henderson M, Barnett BA. (2018). Prospective associations between play environments and pediatric obesity. American Journal of Health Promotion 11 1-8. (Article publié).
• Alexander SA, Barnett TA, Fitzpatrick C. (2017). Are some inequalities amplified through the differential access to play opportunities at school? A call to level the playing field. Canadian Journal of Public Health 107 (6), 583-858. DOI. (Article publié).
• Pagani LS, Fitzpatrick C. (2017). Children’s early disruptive behavior predicts later coercive behavior and binge drinking by mothers. Journal of Pediatric Nursing 39 15-20. DOI. (Article publié).
• Ribner A, Fitzpatrick C, Blair C. (2017). Family socioeconomic status moderates effects of television exposure on school readiness skills. Journal of Developmental and Behavioral Pediatrics 38 (3), 233-239. DOI. (Article publié).
• Fitzpatrick C, Datta GD, Henderson M, Grey-Donald K, Barnett TA. (2017). School food environments associated with adiposity in children attending Canadian urban schools. International Journal of Obesity 41 (7), 1005-1010. DOI. (Article publié).
• Fitzpatrick C, Coté-Lussier C, Blair C. (2016). Dressed and groomed for success in elementary school: student appearance and academic adjustment. The Elementary School Journal 117 (1), 30-45. DOI. (Article publié).
• Fitzpatrick C, Ohgia M, Melki J, Pagani LS. (2016). Early exposure to media violence: what parents and policy makers ought to know. South African Journal of Childhood Education 6 223-240. (Article publié).
• Côté-Lussier C, Fitzpatrick C. (2016). Feelings of safety at school, socio-emotional functioning and classroom engagement. Journal of Adolescent Health 58 (5), 543-555. DOI. (Article publié).
• Pagani LS, Lévesque-Seck F, Fitzpatrick C. (2016). Prospective associations between televiewing in toddlerhood and later self-reported social impairment. Psychological Medicine 46 3329-3337. (Article publié).
• Piché G, Fitzpatrick C, Pagani LS. (2015). Associations between extracurricular activity and self- regulation: A longitudinal study from 5 to 10 years of age. American Journal of Health Promotion 30 32-40. (Article publié).
• Pagani LS, Fitzpatrick C. (2015). Early childhood household smoke exposure predicts less task-oriented classroom behavior at age 10. Health Education & Behavior 58 543-550. (Article publié).
• Fitzpatrick C, Pagani LS, Barnett TA. (2015). Maternal smoking predicts waist circumference and skin-fold measures by middle-childhood. Journal of Medical Research 2015 1-14. (Article publié).
• Côté-Lussier C, Fitzpatrick C, Séguin L, Barnett T. (2015). Poor, insecure, and overweight: The carry-home effects of feeling unsafe at school on youth screen time, physical activity and weight status. American Journal of Epidemiology 182 67-79. (Article publié).
• Fitzpatrick C, Archambaut I, Janosz M, Pagani LS. (2015). Preschool working memory forecasts high school dropout risk. Intelligence 53 160-165. (Article publié).
• Pagani LS, Nguyen AKD, Fitzpatrick C. (2015). Prospective associations between early long-term household secondhand smoke exposure and subsequent indicators of metabolic risk at age 10. Nicotine and Tobacco Research 43 584-591. (Article publié).
• Watt E, Fitzpatrick C, Derevenski J, Pagani LS. (2015). Too much television? Prospective associations between early childhood televiewing and later self-reports of victimization by sixth grade classmates. Journal of Developmental and Behavioral Pediatrics 36 426-433. (Article publié).
• Fitzpatrick C, McKinnon R, Willoughby M, Blair C. (2014). Do executive function skills account for the achievement gap between advantaged and disadvantaged children. Learning and Instruction 30 25-30. (Article publié).
• Fitzpatrick C. (2013). Bridging the gap between advantaged and disadvantaged children: Why should we be concerned with executive functions in the South African context ?. South African Journal of Childhood Education (Article soumis).
• Pagani LS, Fitzpatrick C. (2013). Children's school readiness: implications for eliminating future disparities in health and education. Health Education & Behavior 41 25-33. (Article publié).
• Pagani LS, Fitzpatrick C, Barnett TA. (2013). Early childhood television viewing and kindergarten entry readiness. Pediatric Research 74 (3), 350-355. (Article publié).
• Fitzpatrick C. (2013). Harm reduction intervention for child violent media consumption. Journal of Pediatrics 164 4. (Article accepté).
• Fitzpatrick C, Côté-Lussier C, Pagani LS, Blair C. (2013). I don’t think you like me: child minority status and disadvantage predict relationship quality with teachers. Youth & Society 47 (5), 1-17. (Article publié).
• Pagani LS, Fitzpatrick C. (2013). Prospective associations between early long-term household tobacco smoke exposure and antisocial behaviour in later childhood. Journal of Epidemiology and Community Health 67 (7), 425-431. (Article publié).
• Fitzpatrick C, Pagani LS. (2013). Task-oriented kindergarten behavior pays off in later childhood. Journal of Developmental and Behavioral Pediatrics 34 (2), (Article publié).
• Fitzpatrick C, Pagani LS, Barnett TA. (2012). Early childhood television viewing predicts explosive leg strength and waist circumference by middle childhood. International Journal of Behavioral Nutrition and Physical Activity 9 (2), 80-94. (Article publié).
• Fitzpatrick C, Barnett T, Pagani LS. (2012). Early exposure to media violence and later child adjustment. Journal of Developmental and Behavioral Pediatrics 33 (4), 297-297. (Article publié).
• Piché G, Fitzpatrick C, Pagani LS. (2012). Kindergarten self-regulation skills as predictors of body mass index and physical exercise in the fourth grade students. Mind, Brain, and Education 6 16-26. (Article publié).
• Fitzpatrick C, Barnett TA , Pagani LS. (2012). Parental bad habits breed bad behaviors in youth: exposure to gestational smoke and child impulsivity. International Journal of Psychophysiology 32 (1), (Article publié).
• Fitzpatrick C. (2012). Ready or not? Kindergarten classroom engagement as an indicator of child school readiness. South African Journal of Childhood Education 2 1-32. (Article publié).
• Pagani LS, Fitzpatrick C, Parent S. (2012). Relating kindergarten attention to subsequent developmental pathways of classroom engagement in elementary school. Journal of Abnormal Child Psychology 40 (5), (Article publié).
• Fitzpatrick C, Pagani LS. (2012). Toddler working memory skills predict kindergarten school readiness. Intelligence 40 205-212. (Article publié).
• Archambault I, Pagani LS, Fitzpatrick C. (2012). Transactional associations between classroom engagement and relations with teachers from first through fourth grade. Learning and Instruction 23 1-9. (Article publié).
• Fitzpatrick C. (2012). What if we considered a novel dimension of school readiness? The importance of classroom engagement for early adjustment to school. Education as Change 16 313-335. (Article publié).
• Pagani LS, Fitzpatrick C, Barnett T, Dubow E. (2010). Prospective associations between early childhood television exposure and academic, psychosocial, and physical well-being by middle childhood. Archives of Pediatric and Adolescent Medicine 164 (Article publié).
• Pagani LS, Fitzpatrick C, Archambault I, Janosz M. (2010). School readiness and later school success: A replication and extension using a Canadian French speaking sample. Developmental Psychology 164 (Article publié).

Chapitres de livre

• Fitzpatrick C, Ribner A, Ragpot L. (2020). Executive Functions in the South African early grade learner. Gravett S, Henning E. Glimpses into Primary School Teacher Education in South Africa (56-70). Royaume-Uni : Routledge. (Article publié).
• Fitzpatrick C, Harvey E. (2020). La violence virtuelle et ses répercussions sur les comportements agressifs des jeunes. Gaudreau N. Les conduites agressives à l’école: Comprendre pour mieux intervenir (88-102). Canada : Presse de l’Université du Québec. (Article publié).

Articles de journaux

• Côté-Lussier C, Fitzpatrick C. (2015). Deaths like Alain Magloire's are preventable. Montreal Gazette.

Articles de magazine

• Fitzpatrick C. (2013). L’impact sur l’enfant de la violence à l’écran. Revue Non-violence Actualité. (329).

Rapports

• Asbridge M, McNabb K, Robinson A, Smith N, Ilie G, Fitzpatrick C. (2019). Adolescent injury, substance use, and mental health: An exploration of rates, determinants, and comorbidities in Canadian survey data. Parachute Canada. 10 p.
• Pagani LS, Fitzpatrick C, Belleau L, Janosz M. (2011). Predicting academic achievement in fourth grade from kindergarten cognitive, behavioral, and motor skills. Institut de la statistique du Québec. 11 p.

Ressources en ligne

• Fitzpatrick C, Mavungu-Blouin C, Garon-Carrier G. (2022). Être bien préparé pour la maternelle : Des bienfaits à long terme pour le succès scolaire et la santé des enfants. Site Web.

Articles de conférence

• Fitzpatrick, C. Binet, M.A., Almeida Lopez, M., Cristini, E., A. Harvey, E. Garon-Carrier, G. (2023). L'utilisation des écrans par les tout petits pendant la pandémie : pistes de solution pour la réduction des méfaits. Colloque du GRISE. 1-1. (Article accepté).
• Fitzpatrick, C., Almeida, M.L., West, G., Smith., J., Bohbot, V., Asbridge, M. (2022). Adolescent Media use and mental health: a short-termprospective study. Biennial Meeting of the International Society for the Study of Behavioral Development. 1-1. (Article publié).
• Cinar, E. Fitzpatrick, C. Almeida, M.L, Camden, C., & Garon-Carrier, G. (2022). Association Between Motor Competency and Attention in School-Aged Children: A Sex-Based Analysis. European Academy of Childhood Disability. 1-1. (Article publié).
• Conway, M., Cote-Lussier, C., Fitzpatrick, C., Giannopoulos, C. (2022). Attentional bias in the perception of hierarchical relationships. Association of Psychological Science. 1-1. (Article publié).
• Fitzpatrick, C., Lemieux, A., Smith, J.., West, G., Bohbot, V., Asbridge, J. (2022). Developmental Associations between Adolescent Internet Use and Depression Symptoms: A Causal Modeling Approach. Life History Research Society Meeting. 1-1. (Article accepté).
• Cinar, E. Fitzpatrick, C. Almeida, M.,L Camden, C., & Garon-Carrier, G. (2022). Disentangling the association of motor competencywith math and language-related school readiness and academic achievement. European Academy of Childhood Disability. 1-1. (Article publié).
• Fitzpatrick, C. & Pagani, L. (2022). Early executive functions as predictors of kindergarten classroom engagement behavior. Society for Applied Neuroscience Meeting. 1-1. (Article publié).
• Fitzpatrick. C., Almeida, M.L, Harvey, E., Berrigan, Garon-Carrier. (2022). Est-ce que les comportements de médiation parentale face aux médias numériques contribuent aux habitudes médiatiques des enfants préscolaires durant la pandémie de la COVID-19 ?. 89e Congrès de l'ACFAS. 1-1. (Article accepté).
• Binet, M-A., Couture, M., Garon-Carrier, G., Laurent, A. & Fitzpatrick, C. (2022). Impact of preschoolers'screen time on later global development during the COVID-19 pandemic. Development 2022: A Canadian Conference on Developmental Psychology. 1-1. (Article publié).
• Almeida, M.L, Garon-Carrier, G., Cinar, E., Frizzo, G.B. & Fitzpatrick. (2022). Longitudinal associations between preschooler screen time and inattention/hyperactivitysymptoms during the Covid-19 pandemic. Biennial Meeting of the International Society for the Study of Behavioral Development. 1-1. (Article publié).
• Garon-Carrier, G., Dufour, C., Berrigan, F., Shareck, M., Côté, A.-M., Fitzpatrick, C. (2022). Maternal occupation status during the first year of the child: Prediction to school readiness. Development 2022: A Canadian Conference on Developmental Psychology. 1-1. (Article publié).
• Fitzpatrick, C. & Chevrier, J. R. (2022). Outiller les enseignantes et les enseignants en formation continue à promouvoir le vivre ensemble par le bien-être numérique chez les enfants du primaire. Réseaux International Éducation Diversité. 1-1. (Article publié).
• Johnson, A., Harvey, E., Bégin, M., Fitzpatrick, C. (2022). Parent Digital Media Use During the COVID-19 Pandemic and its Association to Preschooler Developmental Outcomes. Biennial Meeting of the International Society for the Study of Behavioral Development. 1-1. (Article publié).
• Almeida, M.L, Silva, P. S. , Frizzo, G.B. & Fitzpatrick. (2022). Parental perceptions of preschoolers digital media exposure during the Covid-19 pandemic. Biennial Meeting of the International Society for the Study of Behavioral Development. 1-1. (Article accepté).
• Côté-Lussier, C., Barnett, T. A, Kestens, Y., Fitzpatrick, C., Thanh Tu, M. & Séguin, L. (2022). Poverty, the neighbourhood and feelings of safety at school: applying an ecological model to explain youths' weight and weight-related behaviours. International Network for Research on Inequalities in Child Health 5th Annual Workshop. 1-1. (Article publié).
• Almeida, M.L, Garon-Carrier, G., Cinar, E., Frizzo, G.B. & Fitzpatrick. (2022). Preschooler screen time is prospectively associated with increased inattentionduring the covid-19 pandemic. Life History Research Society Meeting. 1-1. (Article accepté).
• Fitzpatrick, C., Harvey, E., & McNeil. J., Cristini, E., Garon-Carrier, G. (2022). Prospective associations between preschooler digital media use and temperamental anger/frustration during the COVID-19 pandemic. Life History Research Society Meeting. 1-1. (Article publié).
• Binet, M-A., Couture, M., Garon-Carrier, G., Laurent, A. & Fitzpatrick, C. (2022). Prospective associations between preschoolers digital media use and developmental outcomes during the COVID-19 pandemic. Biennial Meeting of the International Society for the Study of Behavioral Development. 1-1. (Article publié).
• Binet, M.-A., Couture, M., Garon-Carrier, G., Laurent, A. & Fitzpatrick, C. (2022). The COVID-19 pandemic and digital media: does preschoolers' screen time have an impact on developmental outcomes?. Life History Research Society Conference (LHRS). 1-1. (Article publié).
• Tiraboschi, G., West, G., Bohbot, V., Fitzpatrick, C. (2022). Video game consumption as a risk factor forthe development of ADHD in early adolescence. Life History Research Society Meeting. 1-1. (Article publié).
• Fitzpatrick, C. & Pagani, L.S. (2021). Early childhood exposure to media violence and later academic and psychosocial adjustment. Meeting of the Society for Research on Child Development. 1-1. (Article publié).
• Pagani, L.S., Messier, S., & Fitzpatrick, C. (2021). Links between motor skills and indicators of school readiness at kindergarten entry in a sample of disadvantaged children. Society for Research on Child Development Conference. 1-1. (Article publié).
• Fitzpatrick, C., Boers, E., Pagani, L. (2021). Partir du bon pied à la maternelle prédit le succès scolaire et personnel à l’âge de 17 ans. 88e Congrès de l'ACFAS. 1-1. (Article publié).
• Fitzpatrick, C., Asbridge, M. (2020). Adolescent media use and mental health: a short-term prospective study. Society for Research on Adolescents. 1-1. (Article accepté).
• Fitzpatrick, C. & Ragpot, L. (2019). Associations between classroom engagement skills and academic achievement in a sample of South African learners. Mathematical Cognition and Learning Society Conference. 1-1. (Article publié).
• Ragpot, L. Bezuidenhout, H., Fitzpatrick, C. & Henning, E. (2019). Children’s number concept development and mathematics vocabulary in kindergarten. Mathematical Cognition and Learning Society Conference. 1-1. (Article publié).
• Fitzpatrick, C., Pagani L.S. (2019). Kindergarten classroom engagement and productivity: a long-term follow-up study. World Education Research Association Meeting. 1-1. (Article publié).
• Wang, A., Fitzpatrick, C. (2019). Which family activities predict child self-regulated learning at early elementary school?. Society for Research in Child Development Biennial Meeting. 1-1. (Article publié).
• Fitzptrick, C., Barnett, T.A. & Pagani, L. (2018). Early childhood exposure to media violence: what parents and policy-makers ought to know. Arab-US Association for Communication Educators Annual Conference. 1-1. (Article publié).
• Pagani, L., Fitzptrick, C. & Barnett, T.A. (2018). Early childhood television exposure: key current findings for becoming media literate. Arab-US Association for Communication Educators Annual Conference. 1-1. (Article publié).
• Fitzpatrick, C., & Wang, A. (2018). How do preschool skills, experiences, and sociodemographic characteristics explain the development of working memory?. Life History Research Society Conference. 1-1. (Article publié).
• Wang, A. & Fitzpatrick, C. (2018). Self-Regulation development and parental knowledge of child development, family activities, and sociodemographic characteristics. Society for Research in Child Development Special Topics Meeting: DEVSEC Conference on the Use of Secondary and Open Source Data in Developmental Science. 1-1. (Article publié).
• Piché, G., Fitzpatrick, C., Pagani, L.S. (2017). Engagez-vous, qu’ils disaient! Le niveau d’engagement scolaire à la maternelle comme prédicteur de l’exercice physique et de l’indice de masse corporelle en quatrième année. Société Québécoise de Recherche en Psychologie. 1-1. (Article publié).
• Ribner, A., Fitzpatrick, C., Blair, C. (2017). Executive function mediates the negative relation between television viewing and academic skills in early childhood. Society for Research in Child Development. 1-1. (Article accepté).
• Fitzpatrick, C., Harvey, E., Ribner, A., McKinnon, R. (2017). Extending the O-P framework to explain kindergarten math and reading achievements for Canadian children. Society for Research in Child Development. 1-1. (Article publié).
• Fitzpatrick, C., Datta, G.D., Henderson, M., Grey-Donald, K., Kestens, Y., Barnett, T.A. (2017). Variations in the quality of food environments are associated with adiposity in preadolescents attending Canadian urban schools. ICCR Congress on Chronic Societal Cardiometabolic Diseases. 1-1. (Article publié).
• Fitzpatrick. C., Barnett, T.A. (2016). Fair play? Variations in the quality of active play environments in Canadian elementary schools contribute to patterns of elementary school learning behavior. Society for Research on Adolescence. 1-1. (Article publié).
• Fitzpatrick, C., Alexander, S., Barnett, T.A. (2015). Does the availability of active play equipment in schools influence child adiposity?. ICCR Congress on Chronic Societal Cardiometabolic Diseases. 1-1. (Article publié).
• Pagani, L. S., Fitzpatrick, C., Watt, E., Levesque-Seck, F. (2014). Prospective associations between early childhood secondhand smoke exposure and later bio-psycho-social risks. 8th Annual International Conference on Psychology. 1-1. (Article accepté).
• Pagani, L. S., Fitzpatrick, C., Watt, E., Levesque-Seck, F. (2014). Prospective associations between early childhood television exposure and later social relationship difficulties with 6th grade classmates. Biennial Meeting of the Life History Society. 1-1. (Article accepté).
• Piché, G., Fitzpatrick, C., Pagani, L.S. (2010). Predicting childhood health from kindergarten anxiety symptoms and stressful life events. World Conference on Anxiety and Stress Research. 1-1. (Article publié).
• Pagani, L.S. & Fitzpatrick, C. (2010). Television exposure to violent and non violent content. Life History Society Meeting. 1-1. (Article accepté).
• Tiraboschi, G.A., Bohbot, V. Fitzpatrick, C., Fukusima, S. West, G. Associations between video game engagement and attention-deficit/hyperactivity disorder symptoms in early adolescence. International Psychological Forum: Child in the Digital World. 1-1. (Article publié).
• Fitzpatrick C., Buchsbaum, R., Conway, M. Autobiographical memory, emotional involvement, and warmth. Canadian Psychological Conference.
• Archambault, I., Pagani, L.S, Fitzpatrick, C. Classroom engagement and relations with teachers: prospective associations with student achievement. Meeting of the Society for Research on Child Development.
• Fitzpatrick, C. & Pagani, L. Compelling evidence that child impulsivity in fourth grade is predicted by maternal smoking during pregnancy. Society for Applied Neuroscience Meeting.
• Bezuidenhout, H., Ragpot, L. Fitzpatrick, C., Henning, E. Contribution of early math vocabulary to number concept development. Southern African Association for Research in Mathematics, Science, and Technology Education.
• Janosz, M., Brière, F.N., Pascal, S., Archambault, I., Quiroga, C., Fitzpatrick, C. Depressive symptoms as predictors of school dropout: mediating and moderating effects of achievement and engagement. Life History Meeting. 1-1. (Article publié).
• Ragpot, L., Collins, C.M., Lamb, T., & Fitzpatrick, C. Do executive functions contribute to the academic achievement of South African kindergarten learners? A preliminary study. International Academy for Research in Learning Disabilities.
• Fitzpatrick, C., & Pagani, L.S. Do working memory skills at 29 months predict classroom engagement skills at the end of kindergarten?. Meeting of the Society for Research on Child Development.
• Pagani, L.S., Fitzpatrick, C., Janosz, M. Early capabilities set the course for later development: school readiness in Kindergarten predicts later bio-psycho- social well-being. World Congress of Comparative Education Societies Meeting.
• Bezuidenhout, H., Henning, E., Fitzpatrick, C., & Ragpot, L. Early mathematics vocabulary: contribution to number concept development. Southern African Association for Research in Mathematics, Science and Technology Education.
• Ribner, A., Fitzpatrick, C., Blair, C. Family income moderates the effect of television exposure on math and executive function. Cognitive Development Society Meeting.
• Fitzpatrick. C., Archambault, I., Janosz, M., & Pagani, L.S. Forecasting high school dropout risk from preschool executive functions. Life History Meeting.
• Fitzpatrick, C., Brideau, M., Brideau-Corminer, V., Gervais, R. Frequency of physical education classes and adolescent depression symptoms. American Education Research Association Conference.
• Aymar, T., Brideau-Cormier, V., Gervais, R., Fitzpatrick, C. Frequency of physical education courses and high school student classroom engagement. Crossroads Interdisciplinary Health Research Conference.
• Fitzpatrick, C., Datta, G.D., Henderson, M., Grey-Donald, K., Barnett, T.A. From healthful to less healthful: not all schools get a top grade for their food environments. Society for Research in Child Development: Special Topics Meeting on Positive Youth Development.
• Fitzpatrick, C. Côté-Lussier, C., Pagani, L., Blair, C. I know you don’t like me very much. Life History Meeting.
• Fitzpatrick C. & Pagani, L.S. Kindergarten classroom engagement skills predict wellbeing at the end of high school. International Academy for Research in Learning Disabilities.
• Fitzpatrick C. & Pagani, L.S. Kindergarten classroom engagement skills predict wellbeing at the end of high school. International Academy for Research in Learning Disabilities.
• Fitzpatrick. C., Archambault, I., Janosz, M., & Pagani, L.S. La mémoire de travaille à 3 ans prédit le risque d’abandonner les études au secondaire. Conférence sur les 20 ans de l’ELDEQ, ACFAS.
• Fitzpatrick, C. La mémoire de travaille à 3 ans prédit le risque d’abonner les études au secondaire. ACFAS.
• Fitzpatrick, C., Janosz, M, Pagani, L.S. Les habiletés cognitives et motrices comme indicateurs de la maturité scolaire. Conférence annuelle de la Société Québécoise de Recherche en Psychologie (SQRP).
• Fitzpatrick. C., Archambault, I., Barnett, T.A., & Pagani, L.S. Parental and child characteristics contribute to patterns of elementary school learning behavior. Biennial Meeting of the Life History Society.
• Fitzpatrick, C., Pagani, L.S. Predicting academic, mental, and physical well-being from kindergarten classroom engagement and attention skills. Society for Research on Adolescence Conference.
• Fitzpatrick., C., Almeida, M.L, Harvey, E. Berrigan, F. et Garon-Carrier, G. Prédicteurs des habitudes médiatiques des enfants préscolaires durant la pandémie de la COVID-19. Semaine de la recherche en éducation de l'Université de Sherbrooke. 1-1. (Article publié).
• Pagani, L.S., Fitzpatrick, C., Parent, S., Japel, C., & Normandeau, S. Relating kindergarten attention to subsequent developmental pathways of classroom engagement in primary school. Society for Research on Child Development Conference.
• Fitzpatrick, C., Alfonsi, P., & Buchsbaum, R. Rumination and gender roles: does femininity matter?. Canadian Psychological Association Conference.
• Fitzpatrick, C., Pagani, L.S., & Janosz, M. School readiness and later school success: a replication using a Canadian French speaking sample. ELDEQ.
• Temcheff, C., Fitzpatrick, C., Pagani, L.S. Television exposure and school readiness. Society for Research on Child Development.
• Fitzpatrick, C., Pagani, L. Toddler executive function skills are prospectively associated with math, verbal, and classroom engagement skill at kindergarten entry. Early Childhood Development Conference.
• Pagani, L.S., Fitzpatrick, C. Where there is smoke there is fire. Life History Meeting. (1-1). (Article publié).

Autres contributions

Cours enseignés

• Activité tutorale en éducation. EDU 751. (2022-05-02 à 2022-08-26).Université de Sherbrooke. Canada. (3CR).
• Caractéristiques des élèves à risque. FDP113. (2022-01-05 à 2022-04-29).Université de Sherbrooke. Canada. (2CR).
• Caractéristiques des élèves à risque. FDP113. (2021-01-04 à 2021-04-30).Université de Sherbrooke. Canada. (2CR).
• Développement de l’enfant 4-5 ans. PRE800. (2021-01-04 à 2022-04-29).Université de Sherbrooke. Canada. (3CR).
• Introduction to psychology I. PSYC 1013. (2020-08-24 à 2020-12-18).Université Sainte-Anne. Canada. (3CR).
• Child Development. PSYC 2103. (2020-01-06 à 2020-04-24).Université Sainte-Anne. Canada. (3CR).
• Introduction to psychology II. PSYC 1023. (2020-01-06 à 2020-04-24).Université Sainte-Anne. Canada. (3CR).
• Supervised Reasearch project. PSYC 4003. (2019-08-27 à 2019-12-20).Université Sainte-Anne. Canada. (3CR).
• Supervised Reasearch project. PSYC 4003. (2019-08-27 à 2019-12-20).Université Sainte-Anne. Canada. (3CR).
• Applied statistics for health science. MATH 1293. (2019-08-26 à 2019-12-20).Dalhousie University. Canada. (3CR).
• Introduction to psychology I. PSYC 1013. (2019-08-26 à 2019-12-20).Université Sainte-Anne. Canada. (3CR).
• Psychopathology I. PSYC 3903. (2019-01-08 à 2019-04-26).Université Sainte-Anne. Canada. (3CR).
• Adolescent development. PSYC 2113. (2019-01-07 à 2019-04-26).Université Sainte-Anne. Canada. (3CR).
• Introduction to psychology II. PSYC 1023. (2019-01-07 à 2019-04-26).Université Sainte-Anne. Canada. (3CR).
• Supervised Reasearch project. PSYC 4003. (2018-08-28 à 2018-12-21).Université Sainte-Anne. Canada. (3CR).
• Applied statistics for health science. MATH 1293. (2018-08-27 à 2018-12-21).Dalhousie University. Canada. (3CR).
• Introduction to psychology I. PSYC 1013. (2018-08-27 à 2018-12-21).Université Sainte-Anne. Canada. (3CR).
• Psychopathology II. PSYC3913. (2018-01-09 à 2018-04-27).Université Sainte-Anne. Canada. (3CR).
• Child Development. PSYC 2103. (2018-01-08 à 2018-04-27).Université Sainte-Anne. Canada. (3CR).
• Introduction to psychology II. PSYC 1023. (2018-01-08 à 2018-04-27).Université Sainte-Anne. Canada. (3CR).
• Supervised Reasearch project. PSYC 4003. (2017-08-29 à 2017-12-22).Université Sainte-Anne. Canada. (3CR).
• Supervised Reasearch project. PSYC 4003. (2017-08-29 à 2017-12-22).Université Sainte-Anne. Canada. (3CR).
• Applied statistics for health science. MATH 1293. (2017-08-28 à 2017-12-22).Dalhousie University. Canada. (3CR).
• Introduction to psychology I. PSYC 1013. (2017-08-21 à 2017-12-22).Université Sainte-Anne. Canada. (3CR).
• Psychopathology I. PSYC 3903. (2017-01-10 à 2017-04-28).Université Sainte-Anne. Canada. (3CR).
• Child Development. PSYC 2103. (2017-01-09 à 2017-04-28).Université Sainte-Anne. Canada. (3CR).
• Introduction to psychology II. PSYC 1023. (2017-01-09 à 2017-04-28).Université Sainte-Anne. Canada. (3CR).
• Applied statistics for health science. MATH 1293. (2016-08-29 à 2016-12-23).Dalhousie University. Canada. (3CR).
• Introduction to statistics. MATH 1213. (2016-08-29 à 2016-12-23).Université Sainte-Anne. Canada. (3CR).
• Introduction to psychology I. PSYC 1013. (2016-08-23 à 2016-12-23).Université Sainte-Anne. Canada. (3CR).
• Adolescent development. PSYC 2113. (2016-01-04 à 2016-04-29).Université Sainte-Anne. Canada. (3CR).
• Introduction to psychology II. PSYC 1023. (2016-01-04 à 2016-04-29).Université Sainte-Anne. Canada. (3CR).
• Applied statistics for health science. MATH 1293. (2015-08-24 à 2015-12-18).Dalhousie University. Canada. (3CR).
• Introduction to statistics. MATH 1213. (2015-08-24 à 2015-12-18).Université Sainte-Anne. Canada. (3CR).
• Introduction to research method. EXCI 250. (2014-08-25 à 2014-12-19).Concordia University. Canada. (3CR).
• Univariate/multivariate analysis. EDPE 682. (2014-01-06 à 2014-04-25).McGill University. Canada. (3CR).
• Intervention and prevention research in social policy. PSE 3578. (2013-08-26 à 2013-12-20).Université de Montréal. Canada. (3CR).
• Human development across the lifespan. EDPE 560. (2013-01-07 à 2013-04-26).McGill University. Canada. (3CR).

Gestion d'évènements

• Main organizer. (2017) Abuse related shame and mental health/addiction problems in adolescents receiving protective services. (Conférence).
• Main organizer. (2017) Community-based evaluations involving youth: drawing lessons from research on family-centered treatments for aggression, solution-focused treatment for mental health problems, and benefits of arts programming in low-income communities. (Conférence).
• Main organizer. (2016) Nature's friends: a nature-based activity day for preschoolers. (Atelier).

Activités de collaboration internationale

• Researcher. États-Unis d'Amérique.
• Researcher. États-Unis d'Amérique.
• Reviewer. Afrique du Sud, République d'.
• Research collaborator. Liban.

Présentations

• (2022). Children in the digital world: a comprehensive approach to promote wellbeing. Invited talk. Utrecht, Pays-Bas
• (2022). Digital media use by children and adolescents: a comprehensive approach to promote wellbeing. Invited lecture. Budapest, Hongrie
• *Binet M-A, Chevrier JR. (2022). Identifier les impacts de l’usage des écrans sur la santé et le développement des enfants, en fonction des contenus, fonctions et contextes d’utilisation. École d’été sur les inégalités en santé et petite enfance. Montreal, Canada
• Chevrier J. (2022). Les adolescents et les médias digitaux : une approche compréhensive pour favoriser le bien-être numérique. Conférence dans le cadre du colloque de l’Alliance de professeures et professeurs de Montréal. Montreal, Canada
• Parent E, Chevrier J. (2022). L’impact du numérique sur les enfants et les adolescents : risques et opportunités?. L’équipe des psychoéducatrices et psychoéducateurs du Centre de service scolaire Marguerite-Bourgeoys. Montreal, Canada
• Fitzpatrick C, Chevrier J. (2022). L’utilisation des médias digitaux par les enfants: une approche globale pour réduire les risques et promouvoir les bienfaits. Conférence dans le cadre du colloque de l’Alliance de professeures et professeurs de Montréal. Montreal, Canada
• Fitzpatrick C. (2021). Conférence d'ouverture : L’usage des écrans durant l’enfance : un passe-temps sans conséquence?. Colloque "Environnement numérique : perspectives critiques et enjeux de bien-être chez les enfants et les adolescents". 88e congrès de l'ACFAS. Sherbrooke, Canada
• Fitzpatrick C. (2020). Adolescent Media Habits and Mental Health. Neuroscience seminars. Montreal, Canada
• Fitzpatrick C. (2020). Le bien-être digital chez les enfants Québécois à l’âge préscolaire. Consultation sur l’utilisation des écrans et la santé des jeunes. Quebec, Canada
• Fitzpatrick C, Barbeau-Meunier C-A. (2020). L’usage des écrans durant l’enfance : un passe-temps sans conséquence?. Centre de service scolaire Marguerite-Bourgeoys, comité des parents. Montreal, Canada
• Fitzpatrick C. (2019). Faire le point sur l'usage des écrans par les enfants. Colloque du Réseau de la recherche sur la francophonie canadienne. Church Point, Canada
• (2019). Grandir dans un monde digital : conséquences du temps d’écran sur les enfants et les adolescents. Cerveau et Psychologie. Montreal, Canada
• Fitzpatrick C. (2019). Le temps d'écran durant l’enfance et l’adolescence: Un passe-temps sans conséquences?. Public lecture delivered at Université Sainte-Anne. Church Point, Canada
• Ragpot L. (2017). Executive functions and working memory in early Learning. Winter School for teachers and researchers. Johannesburg, Afrique du Sud, République d'
• (2017). Exercer le cerveau : Comment influencer les pensées, les émotions et les actions des enfants d’âge préscolaire pour améliorer leur ajustement psychosocial. Centre Provincial de Resource Préscolaire Personal Development Day. Dartmouth, Canada
• (2017). Le fonctionnement exécutif et l’apprentissage de 0 à 6 ans. Centre Provincial de Resource Préscolaire Personal Development Day. Dartmouth, Canada
• (2016). Exercer la mémoire de travail et le fonctionnement exécutif pour améliorer les résultats scolaires à l’école primaire. Congrès de l’association provinciale des professeurs d'immersion et du programme francophone de Colombie-Britannique. Vancouver, Canada
• Fitzpatrick C. (2016). Training working memory and executive functions to improve academic achievement in elementary school. Learning Assistance Teacher’s Association conference. Vancouver, Canada
• (2015). Les écrans durant la petite enfance et le TDAH: le rôle du fonctionnement exécutif. Colloque sur le temps écran. Trois Rivières, Canada
• (2015). Predictors and Outcomes of Executive Functions: A Public Health Approach. Public lecture series, University of Johannesburg. Johannesburg, Afrique du Sud, République d'
• Fitzpatrick C. (2012). Testing of young children and school readiness: what can we gain by considering executive functions?. Public lecture delivered at the University of Johannesburg, Center for Education Practice and Research, 2012. Johannesburg, South Africa. Johannesburg, Afrique du Sud, République d'