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Becoming a Golden Hawk means more than just cheering on our (really good) varsity teams – it means being a student who cares about your community, who works hard in the classroom, and who takes advantage of all the learning opportunities that can happen outside the classroom, too.
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I received my PhD in Developmental Psychology from Carleton University in 2020. My research focuses on correlates and outcomes of social anxiety in higher education, and examines ways to best support students mental health both in and out of the educational setting.
- Learning innovations and Teaching Enhancement Grant. Mental Health Matters: Evaluating the Efficacy of Two Pedagogical Modules for Teaching Assistants on Supporting Student Mental Health
- Social Sciences and Humanities Research Council Doctoral Fellowship
- James Mackie Endowment for Graduate Scholarship in Human-Technology Interaction (Carleton University)
- Hamlin Graduate Fellowship (Carleton University)
- Ontario Graduate Scholarship
Archbell, K. A., & Coplan, R. J. (2021). Too anxious to talk: Social anxiety, academic communication, and students’ experiences in higher education. Journal of Emotional and Behavioural Disorders, 1-14.
Nguyen, K., Coplan, R. J., Archbell, K. A., Rose-Krasnor, L. (2020). There is no “shy” in team: Coaches’ beliefs about shy children and adolescents in the context of team sports. Revise and resubmit.
Archbell, K. A., Bullock, A., & Coplan, R. J. (2019). Teachers’ attitudes and beliefs about socially withdrawn and aggressive young children. In O. Saracho (Eds) Contemporary Research on Motivation in Early Childhood Education, 191-205. Charlotte, NC: Information Age Publishing.
Archbell, K. A., Coplan, R. J., Nocita, G., & Rose-Krasnor, L. (2019). Participation in structured performing arts activities in early to middle childhood: Psychological engagement, stress, and links with socioemotional functioning. Merill-Palmer Quarterly, 65(3), 329-355.
Coplan, R. J., Hipson, W. E, Archbell, K. A., Ooi, L. L., Baldwin, D., & Bowker, J. C. (2019). Seeking more solitude: Conceptualization, assessment, and implications of aloneliness. Personality and Individual Differences, 148, 17-26.
Li, Y., Archbell, K. A., Coplan, R. J., & Bullock, A. (2018). Chinese pre-service teachers’ beliefs about hypothetical children’s social withdrawal and aggression: Comparisons across years of teacher education. Teaching and Teacher Education, 71, 366-375.
Li, Y., Coplan, R. J., Archbell, K. A., Bullock, A., & Chen, L. (2016). Chinese teachers’ beliefs about young children’s classroom behaviors. Early Childhood Education Quarterly, 36, 122-132.
Kalutskaya, R., Archbell, K. A., Rudasill, K. A., & Coplan, R. C. (2015). Shy children in the Classroom: From Research to Educational Practice. Translational Issues in Psychological Science, 1(2), 149-157.
Coplan, R. J., Bullock A., Archbell, K. A., & Bosaki, S. L. (2014). Preschool teachers’ attitudes, beliefs, and emotional reactions to young children’s peer group behaviors, Early Childhood Education Quarterly, 30, 117-127.