School Psychology

Papers
(The TQCC of School Psychology is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-11-01 to 2024-11-01.)
ArticleCitations
Teacher stress and anxiety during COVID-19: An empirical study.111
Elementary school teacher well-being and supportive measures amid COVID-19: An exploratory study.94
Adolescent academic worries amid COVID-19 and perspectives on pandemic-related changes in teacher and peer relations.55
Individual and school predictors of teacher stress, coping, and wellness during the COVID-19 pandemic.54
The dual pandemics of COVID-19 and systemic racism: Navigating our path forward.44
The roles of resilience, peer relationship, teacher–student relationship on student mental health difficulties during COVID-19.31
Equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial.30
Exceptional circumstances: Changes in teachers’ work characteristics and well-being during COVID-19 lockdown.28
A call to action for school psychology to address COVID-19 health disparities and advance social justice.26
The quality of social relationships in schools and adult health: Differential effects of student–student versus student–teacher relationships.26
Comparing the initial impact of COVID-19 on burden and psychological distress among family caregivers of children with and without developmental disabilities.23
How is school psychology doing: Why hasn’t school psychology realized its promise?23
A preliminary examination of key strategies, challenges, and benefits of remote learning expressed by parents during the COVID-19 pandemic.21
Educators’ implementation and use of social and emotional learning early in the COVID-19 pandemic.21
Black adolescents’ perceptions of COVID-19: Challenges, coping, and connection to family, religious, and school support.20
Teachers navigating distance learning during COVID-19 without feeling emotionally exhausted: The protective role of self-efficacy.19
The impact of COVID-19 on immigrant and refugee families: Qualitative perspectives from newcomer students and parents.18
Social and psychological effects of the COVID-19 pandemic on middle-school students: Attendance options and changes over time.17
In pursuit of equity: Discipline disproportionality and SWPBIS implementation in urban schools.17
School-wide social emotional learning and cyberbullying victimization among middle and high school students: Moderating role of school climate.17
Adaptive systems for student resilience in the context of COVID-19.16
A multinational study exploring adolescent perception of school climate and mental health.16
Past, present, and future of research in school psychology: The biopsychosocial ecological model as an overarching framework.14
The practices of psychologists working in schools during COVID-19: A multi-country investigation.14
The short-term impact of remote instruction on achievement in children with ADHD during the COVID-19 pandemic.14
Interpretation and use of the Multidimensional Test Anxiety Scale (MTAS).13
Experiences and perceptions of school staff regarding the COVID-19 pandemic and racial equity: The role of colorblindness.13
Self-isolation during the beginning of the COVID-19 pandemic and adolescents’ health outcomes: The moderating effect of perceived teacher support.12
Educators’ online teaching self-efficacy and compassion fatigue during the COVID-19 pandemic: The dual roles of “connect”.12
Distance learning during the COVID-19 lockdown in Italy: The role of family, school, and individual factors.12
Parental burnout and remote learning at home during the COVID-19 pandemic: Parents’ motivations for involvement.11
The COVID-19 pandemic as a long-term school crisis: Impact, risk, resilience, and crisis management.11
Language skills and friendships in kindergarten classrooms: A social network analysis.11
School alienation and academic achievement: The role of learned helplessness and mastery orientation.11
Relations between achievement task values and academic achievement and depressive symptoms in Chinese elementary school students: Variable-centered and person-centered perspectives.10
School support, chaos, routines, and parents’ mental health during COVID-19 remote schooling.10
Deliberate practice of consultation communication skills: A randomized controlled trial.10
Are gritty students academically engaged in math and science?10
Health effects of COVID-19 for vulnerable adolescents in a randomized controlled trial.9
How did the pandemic affect the socio-emotional well-being of Chilean schoolchildren? A longitudinal study.9
Construct validity of the BASC-3 teacher rating scales: Independent hierarchical exploratory factor analyses with the normative sample.9
Bullying, victimization, and bystander behavior: Risk factors across elementary–middle school transition.9
Upending the shortages crisis: A national survey of school psychology recruitment.9
Adolescent perceptions of school before and after psychiatric hospitalization: Predicting suicidal ideation.8
Moderating effects of delinquent peer association, social control, and negative emotion on cyberbullying and delinquency: Gender differences.8
The association between student socioeconomic status and student–teacher relationships on math achievement.8
Examining teacher approaches to implementation of a classwide SEL program.8
From traditional practice to tiered comprehensive services for all: Developing a responsive school culture for the future.7
History of the future of proactive school psychology: Historical review at our 75th APA anniversary to transcend the past, excel in the present, and transform the future.7
Publication and characteristics of qualitative research in School Psychology journals between 2006 and 2021.7
Adolescents’ academic self-efficacy and emotions during the COVID-19 pandemic: A latent profile analysis of family and school risk factors.7
School Psychology vision for the future.6
Outcomes of COVID-19 on Latinx youth: Considering the role of adverse childhood events and resilience.6
An investigation of the psychometric properties of the early identification system–student report in a middle school sample.6
Evaluating components of the active view of reading as intervention targets: Implications for social justice.6
Parents’ and teachers’ ratings of family engagement: Congruence and prediction of outcomes.6
Home-learning during COVID-19: The psychological adjustment of minority and majority adolescents.6
Student perspectives on recruiting and orienting prospective school psychology trainees.6
Twenty-year trends in elementary teachers’ beliefs about best practices for students with ADHD.6
Infusing global and intercultural perspectives to transform school psychology and school psychologists.6
Assessment in action: Toward a more complete and justice-oriented understanding of the social consequences of educational measures.5
Student-centered instruction can build social–emotional skills and peer relations: Findings from a cluster-randomized trial of technology-supported cooperative learning.5
Using many-facet rasch measurement and generalizability theory to explore rater effects for direct behavior rating–multi-item scales.5
Using social network position to understand early adolescents’ power and dominance within a school context.5
Weight-based victimization and school performance in adolescence: Can teachers help reduce academic risks?5
Supporting teachers during the COVID-19 pandemic: A community-partnered rapid needs assessment.5
Peer victimization, learning flow, and academic achievement: Longitudinal relations among Chinese elementary school students.5
Schools on the front lines: School based health centers amidst COVID-19.5
Incorporating callous–unemotional behaviors into school-based research.4
Introduction to special issue on the history of the future of proactive school psychology: Transcending the past, excelling in the present, and transforming the future.4
The moderating roles of peer pressure and family economic stress in the longitudinal links between adolescent trait anger and cyberbullying perpetration.4
The impact of the good behavior game on writing quantity and quality.4
Evidence for automated scoring and shorter passages of CBM-R in early elementary school.4
Bullying, cyberbullying, and adoption: What is the role of student–teacher connectedness?4
Context matters for preschool discipline: Effects of distance learning and pandemic fears.4
Victimization and depressive symptoms in early adolescence: The role of perceived school climate.4
Promoting mentoring relationships through joint decisions: Evidence from a national mentoring program.4
Mastery measurement in mathematics and the goldilocks effect.4
Network distance and centrality shape social learning in the classroom.4
Middle and high school teachers’ praise and reprimand delivery.3
Educational diagnostic label and teacher self-efficacy: Impact on classroom intervention choice.3
Predicting eighth grade math motivation using school and national context.3
A longitudinal study of home-based involvement and dyadic adjustment during the transition to early elementary school.3
The invisible work of persisting: BIWOC students in school psychology doctoral programs.3
Validation of a parent report on externalizing symptoms scale: A downward extension of the behavioral health screen.3
Implications of bias in automated writing quality scores for fair and equitable assessment decisions.3
A brief report on the promise of system 2 cues for impacting teacher decision-making in school discipline practices for Black male youth.3
Experiences of discrimination among Black middle school adolescents: A qualitative study.3
Parenting stress and autistic children’s emotional problems relate to family-school partnerships and parent mental health.3
The curative effect of schools: A longitudinal study of the impact of school climate, school identification, and resilience on adolescent mental health.3
The role of personal and perceived peer norms in bullying and sexual harassment perpetration.3
School-entry skills and early skill trajectories predict reading after 1 year.3
Does the timing of kindergarten absences matter for children’s early school success?3
Dominance of general versus specific aspects of wellbeing on the Student Subjective Wellbeing Questionnaire.3
Best practices for examining and reporting the social consequences of educational measures.3
Using a Tootling intervention to sequentially enhance and maintain at-risk elementary students’ performance of multiple social skills.3
Valid outcomes for screening and progress monitoring: Fluency is superior to accuracy in curriculum-based measurement.3
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