Klee, Holly
Dr. Holly Klee
PhD, George Mason University
Assistant Professor
Data and Survey Coordinator, Accreditation and External Reporting Office
Associate Director of Academic Analytics, Student and Academic Affairs
Phone: (703) 993-3945
Fax: (703) 993-5701
Email: hklee (@gmu.edu)
George Mason University
Fairfax Campus
Thompson Hall 2303
4400 University Dr.
MS 6D2
Fairfax, VA 22030
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.