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Dr. Chiaki Konishi

Title: 
Associate Professor
Academic title(s): 

Program Director, M.Ed. Concentrations in Educational Psychology | Director, Social-Emotional Development Research Group (SED-RG)

Dr. Chiaki Konishi
Contact Information
Email address: 
chiaki.konishi@mcgill.ca
Phone: 
514-398-4247
Address: 

Education Building
3700 rue McTavish
Montréal, Quebec H3A 1Y2
Canada

Group: 
Program Director
Division: 
Educational Psychology (M.Ed.) Supervisors
Human Development Supervisors
Department: 
Educational and Counselling Psychology (ECP)
Areas of expertise: 
  • Social-Emotional Learning (SEL) and Development
  • Connectedness (e.g. Attachment, Peer Relationships, Student-Teacher Relationships, Non-Parental Adult Relationships)
  • Bullying and Discrimination
  • School Climate
  • Teacher Education
  • Social and Ecological Perspectives
  • Health and Development in Marginalized Populations (e.g., Sexual and Racial/Ethnic Minorities)
  • Methodological and Statistical Issues
Biography: 

Chiaki Konishi completed her doctorate degree in the program of Human Development, Learning and Culture within the Department of Educational and Counselling Psychology, and Special Education at the University of British Columbia. She specializes in the area of social-emotional learning (SEL) and development and applied statistics in educational and developmental psychology. Her research has concentrated on understanding the roles of connectedness on children’s and adolescents’ growth and well-being in the framework of social-emotional learning (SEL) and development, particularly in relation to bullying. Her current focus has been the application of social and ecological perspectives to understand developmental processes, with emphasis on multilevel and growth modeling techniques, as well as marginalized populations of youth, including sexual and racial minorities, especially in relation to their stigmatized experiences of being bullied. She is also a registered clinical counselor and has been a school teacher in the past. She has been actively working with national and international collaborators, and her research networks include CASEL, PREVNet, and BRNET.

Link(s): 
Social-Emotional Development Research Group (SED-RG)
Supervision Snapshots
ResearchGate
Google Scholar
Degree(s): 
  • Ph.D., University of British Columbia, Human Development, Learning and Culture
  • M.A., University of British Columbia, Human Development, Learning and Culture
  • M.Ed., University of Massachusetts-Amherst, School and Counseling Psychology
  • B.Ed., Chiba University, Educational Psychology (Honours)
Selected publications: 

Published Refereed Articles

Konishi, C., Chowdhury, F., Tesolin, J., & Strouf., K. (in press). Our responsibility for future generations from a social-emotional learning perspective: Revisiting mindfulness. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1359200

Persram, R, & Konishi, C. (2023). Differential effects of maternal- and paternal-adolescent attachments on friendship security and intimacy. British Journal of Developmental Psychology. 41, 66-78. https://doi.org/10.1111/bjdp.12433

Wong, T. K. Y., & Konishi, C. (2023). Parenting warmth and guilt induction: Associations with prosocial behaviors and the mediating role of values in Chinese adolescents. Social Development. https://doi.org/10.1111/sode.12714

Vargas-Madriz, L. F., Zhang, M., Wang, Z., Long, Y., & Konishi, C. (2023). Social support and traditional bullying involvement among high school students: The mediating role of school belonging. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-023-00186-6

Wong, T. K. Y., Konishi, C., Vargas-Madriz, L. F., & Kong, X. (2022). Survey measures on paternal parenting: A systematic review. Marriage & Family Review. https://doi.org/10.1080/01494929.2022.2109234

Konishi, C., Wong, T. K. Y., Persram, R, Vargas-Madriz, L. F., & Liu, X. (2022). Reconstructing the concept of school climate. Educational Research, 1-17. https://doi.org/10.1080/00131881.2022.2056495

Wong, T. K. Y., & Konishi, C., & Zhang, M. (2022). Maternal and paternal parenting and prosocial behaviors in Hong Kong: The moderating role of adolescents’ sex and age. Journal of Early Adolescence, 42, 671-703. https://doi.org/10.1177/02724316211064511

Konishi, C., Hymel, S., Wong, T. K. Y., & Waterhouse, T. (2021). School climate and bystander responses to bullying. Psychology in the Schools, 58, 1557-1574. https://doi.org/10.1002/pits.22512

Vargas-Madriz, L. F., & Konishi, C. (2021). The relationship between social support and student academic involvement: The mediating role of school belonging. Canadian Journal of School Psychology, 36, 290-303. https://doi.org/10.1177/08295735211034713

Wong, T. K. Y., & Konishi, C. (2021). The interplay of perceived parental and maternal practices and bullying victimization in among adolescent in Hong Kong. Journal of Social and Personal Relationships, 1-22. https://doi.org/10.1177/0265407520969907

Oda, S., Konishi, C., Oba, T., Wong, T. K. Y., Kong. X & St. Onge-Shank, C. E. (2021). Students’ math self-concept, math anxiety, and math achievement: The moderating role of teacher support. Journal of Education and Development, 5, 45-57.

Persram, R, Wong, T. K. Y., Vargas-Madriz, L. F., Konishi, C., Dryburgh, N., Dirks, M. A., Martin-Storey, A., & Craig, W. (2021). Development and validation of the Teen Dating Aggression Measure among Canadian youth. Frontiers in Psychology, 12, 1-12.

Zhang, M., Wang, Z., Persram, R., Wong, T. K. Y., & Konishi, C. (2021). Perceived social support from family and peers: The association with bullying behaviours. Journal of Education and Development, 5, 17-29.

Wong, T. K. Y., Konishi, C., & Kong. X. (2020). Parenting and prosocial behaviour: A meta-analysis. Social Development, 30, 343-373.

Wong, T. K. Y., Konishi, C., & Kong. X. (2020). A longitudinal perspective on frequency of parent-child activities and social-emotional development. Early Child Development and Care, 1-12.

Wong, T. K. Y., Konishi, C., & Cho, S. B. (2019). Paternal and maternal attachment: A multifaceted perspective on friendship among adolescents. Journal of Child and Family Studies, 1-10.

Wong, T. K. Y., Konishi, C., & Tao, X. (2019). A social-emotional pathway to promoting math self-concept. Educational Psychology, 1-17.

Wong, T. K. Y., Parent, A., & Konishi, C. (2019). Feeling connected: The role of student-teacher relationship and sense of school belonging on future orientation. International Journal of Educational Research, 94, 150-157.

Konishi, C., Hymel, S., Danbrook, M. C., & Wong, T. K. Y. (2018). Changes in bullying in relation to friends, competitiveness, and self-worth. Canadian Journal of School Psychology, 1-15.

Wong, T. K. Y., Konishi, C. & Zhao, K. (2018). Anger and anger regulation among adolescents: A consideration of sex and age differences. Canadian Journal of Behavioural Science, 50, 1-8.

Wong, T. K. Y., Tao, X., & Konishi, C. (2018). Teacher support in learning: Instrumental and appraisal support in relation to math achievement. Issues in Educational Research, 28, 202-219.

Prior, J. C., Konishi, C., Hitchcock, C. L., Kingwell, E., Janssen, P., Cheung, A. P., Fairbrother, N., & Goshtasebi, A. (2018). Does molimina indicate ovulation?: Prospective Data in hormonally documented single-cycle in spontaneously menstruating women. International Journal of Environmental Research and Public Health, 15, 1-10

Konishi, C., Miyazaki, Y., Hymel, S., & Waterhouse, T. D. (2017). Investigating associations between school climate and bullying in secondary schools: Multilevel contextual effects modeling. School Psychology International, 38, 240-263.

Konishi, C., & Park, S. (2017). Promoting children’s healthy social-emotional growth: Dialogue Journal. Journal of Education and Learning, 6, 246-253.

Konishi, C., & Saewyc, E. (2014). Still a target: Sexual diversity and power of caring. School Psychology International, 35, 504-515.

Konishi, C., & Hymel, S. (2014). An attachment perspective on anger among adolescents. Merrill-Palmer Quarterly, 60, 53-79.

Saewyc, E., Konishi, C., Rose, H. A., & Homma, Y. (2014). School-based strategies to reduce suicidal ideation, suicide attempts, and discrimination among sexual minority and heterosexual adolescents in Western Canada. International Journal of Child, Youth and Family Studies, 1, 89-112.

Konishi, C., Saewyc, E., Homma, Y., & Poon, C. (2013). Population-level evaluation of school-based interventions to prevent problem substance use among gay, lesbian and bisexual adolescents in Canada. Preventive Medicine, 57, 929-933.

Saewyc, E., Carlson, S., Konishi, C., Drozda, C., Kaiser, S., Lloyd, J., Matthews, J., & DeLongis, A. (2013). Intersections of stigma among adolescents: Development and evaluation of a non-specific, multidimensional stigma measure. Journal of Adolescent Health, 52, S73.

Saewyc, E., Konishi, C., Poon, C., & Smith, A. (2011). Is it safer to be gay in high school today?: Trends in sexual orientation identity and harassment. Journal of Adolescent Health, 48, S8-9.

Konishi, C., Hymel, S., Zumbo, B. D., & Li, Z. (2010). Do school bullying and student-teacher relations matter for academic achievement?: A multilevel analysis. Canadian Journal of School Psychology, 25, 19-39.

Konishi, C., & Hymel, S. (2009). Bullying and stress in early adolescence: The roles of coping and social support. Journal of Early Adolescence, 29, 333-356.

Konishi, C., Hymel, S., Zumbo, B. D., Li, Z., Taki, M., Slee, P., & Pepler, D. et al. (2009). Investigating the comparability of a self-report measure of childhood bullying across countries. Canadian Journal of School Psychology, 24, 82-93.

Konishi, C., & Miyashita, K. (2003). Concealment and confession of personal concerns in adolescents. The University Bulletin. Chiba University, 51, 17-21.

Published Books and Book Chapters

Konishi, C., Chowdhury, F., Lyu, H., & MacLeod, B. (2024). School climate and bullying in Canada:: From a social-emotional learning perspective. In A. L. C. Fung (Eds.), Cyber and face-to-face aggression and bullying among children and adolescents: New perspectives, prevention and intervention in schools (pp. 51-71). Routledge. https://doi.org/10.4324/9781003414933-6

Konishi, C., Zhang, M., Vargas-Madriz, L. F., & Wong, T. K. Y. (2023). Cyberbullying and the roles of family and morality: From a social-emotional learning perspective. In A.N.M. Leung, K.K.S. Chan, C.S.M. Ng, & J.C.-K. Lee (Eds.), Cyberbullying and values education: Implications for family and school education. Routledge. https://doi.org/10.4324/9781003314509

Konishi, C., & Wong, T. K. Y. (2018). Relationships and school success: From a social-emotional learning perspective. In B. Bernal-Morales (Ed.), Health and academic achievement. Rijeka, Croatia: InTech. https://www.intechopen.com/books/health-and-academic-achievement/relationships-and-school-success-from-a-social-emotional-learning-perspective

Konishi, C. (2006). Bullying around the world (2nd ed.). In T. Banzai & Y. Okamoto (Eds.), Bullying in early adolescents. Kyoto, Japan: Kitaohji Shobou.

Konishi, C. (2005). Youth murder around the world. In S. Kouno & K. Miyashita (Eds.), Mind of youth murders. Kyoto, Japan: Kitaohji Shobou.

Konishi, C. (2004). Bullying around the world. In T. Banzai & Y. Okamoto (Eds.), Bullying in early adolescents. Kyoto, Japan: Kitaohji Shobou.

Konishi, C. (2002). Impulsive nature of aggression of youths in the U.S.. In K. Miyashita & H. Ohno (Eds.), Mind of Impulsive youth. Kyoto, Japan: Kitaohji Shobou

Program: 
  • Ph.D. Human Development
  • M.A. Human Development
  • M.Ed. Educational Psychology
Graduate supervision: 

Accepting Master's and Ph.D. students for 2025-2026

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