Mélanie Maximino-Pinheiro
2021/10-
Ph.D student
Paris Cité University,
LIEPP, Sciences Po
After graduating from the master’s in Psychology of Children’s Education and Cognitive Development at the University Paris Cité, Mélanie joined the LaPsyDÉ to begin her PhD under the supervision of Grégoire Borst and Carlo Barone. Her dissertation work aims to (1) study the links between metacognition, academic achievement and socioeconomic status in young children aged 5 to 7 and (2) evaluate the effect of different interventions aiming at promoting metacognition among this population. Mélanie is also an affiliated member of the Laboratory for Interdisciplinary Evaluation of Public Policies (LIEPP) at Sciences Po. In this context, she collaborates with sociologists and economists in the field of public policies which aim to reduce educational inequalities.
PUBLICATIONS
Holzer, J., Maximino-Pinheiro, M., & Borst, G. (2025). SES and academic achievement are (not always) related: Profiles of student SES, academic achievement and their links to socio-emotional, cognitive, and metacognitive characteristics. Learning and Instruction, 95(102055). https://doi.org/10.1016/j.learninstruc.2024.102055 | More |
Mathan, J., Maximino-Pinheiro, M., He, Q., Rezende, G., Menu, I., Tissier, C., Salvia, E., Mevel, K., Le Stanc, L., Vidal, J., Moyon, M., Delalande, L., Orliac, F., Poirel, N., Oppenheim, C., Houdé, O., Chaumette, B., Borst, G., & Cachia, A. (2024). Effects of parental socioeconomic status on offspring's fetal neurodevelopment. Cerebral Cortex, 34(11), bhae443, https://doi.org/10.1093/cercor/bhae443 | |
Maximino-Pinheiro, M., Menu, I., Boissin, E., Brunet, L.A., Barone, C., & Borst, G. (2024). Metacognition as a mediator of the relation between family SES and language and mathematical abilities in preschoolers. Scientific Reports, 14, 10392. https://doi.org/10.1038/s41598-024-60972-0 | More |
Maximino-Pinheiro, M., Brunet, L.-A., & Borst, G. (2024). Bridging the gap between researchers and policy-makers: A teacher training experiment aiming to improve children’s metacognition and reduce educational inequalities. In Insights from the science of learning for education: Leveraging scientific knowledge for innovations in teaching and learning (pp. 44–55). UNESCO. https://doi.org/10.54675/JQSL4422 |