Klee, Holly

Send email to Dr. Klee

Phone: (703) 993-3945
Fax: (703) 993-5701
Email: hklee (@gmu.edu)

View Holly Klee's curriculum vitae in PDF format.

Dr. Klee holds a PhD in Education from George Mason University, specializing in Educational Psychology with an emphasis in Quantitative Research Methods, and was honored to recieve the college's Outstanding Dissertation Award upon graduation. Her research agenda focuses on the motivational and environmental antecedents of mathematics anxiety, in particular the influence of classroom environment on student appraisals. She has been involved in education for over 10 years, with expertise applying theories of learning and cognition to mathematics instruction and a passion for quantitative methods.

Dr. Klee's research interest in mathematics anxiety is rooted in her personal experience as an educator and a desire to help all students succeed in mathematics. Currently, her research agenda addresses three prongs: (1) environmental and motivational antecedents of mathematics anxiety, (2) issues of measurement specific to appraisals and emotions, and (3) changes in, and development of, mathematics anxiety over time or at critical transitions.

Klee, H. L., & Miller, A. D. (2019). Moving up! Or down? Mathematics anxiety in the transition from elementary school to junior high. The Journal of Early Adolescence. Advance online publication. doi:10.1177/0272431618825358

Klee, H. L., Buehl, M., & Miller, A. D. (2019, April). Multilevel mediation model of control-value theory predicting community college students’ trait- and state-based mathematics anxiety. Paper presented at the American Educational Research Association Annual Meeting, Toronto, ON.

Klee, H. L. (2018, April). Influence of classroom environment perceptions and control-value appraisals on community college students’ mathematics anxiety. Paper presented at the American Educational Research Association Annual Meeting, New York City, NY.

Klee, H. L. (2017, August). Control-value model of mathematics anxiety antecedents: A literature review.Paper presented at the American Psychological Association Annual Meeting, Washington, DC. (Nominated for American Psychological Association Division 15 Graduate Student Poster Award).

Klee, H. L. & Miller, A. D. (2017, August). Exploring distinctiveness of mathematics self-efficacy measures: Multidimensional scaling. Paper presented at the American Psychological Association Annual Meeting, Washington, DC.

Klee, H. L., & Miller, A. D. (2017, April). Moving up! Or down? Mathematics anxiety in the transition from elementary school to junior high.Paper presented at the American Educational Research Association Annual Meeting, San Antonio, TX.

Klee, H. L. (2016, August). Mathematics self-efficacy, self-concept, and anxiety: A multidimensional approach.Paper presented at the American Psychological Association Annual Meeting, Denver, CO. (Nominated for American Psychological Association Division 15 Graduate Student Poster Award).

Klee, H. L. (2016, August). Predicting student achievement with expectations, utility-value, and teacher self-efficacy. Paper presented at the American Psychological Association Annual Meeting, Denver, CO.

• College of Education and Human Development
• Educational Psychology
• School Psychology
• Accreditation and External Reporting Office
• Student and Academic Affairs

• Theories of Learning and Cognition (EDEP 550)
• Principles of Learner Motivation (EDEP 551)
• Scholarly Project in Educational Psychology (EDEP 796)
• Directed Inquiry in Educational Psychology (EDEP 798)
• Educational and Psychological Measurement (EDRS 531)
• Education Research (EDRS 590)
• Quantitative Inquiry in Education (EDRS 620)