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 2021-11-01 to 2025-11-01.)
ArticleCitations
Supplemental Material for Differential Nonlinear Relations of Language Proficiencies to Reading and Math Achievement in Spanish or English127
Adopting global perspectives in school psychology.79
Professional support, efficacy beliefs, and compassion fatigue in principals during the COVID-19 pandemic.70
Mastery measurement in mathematics and the goldilocks effect.49
Youth mental health first aid for educators of immigrant-origin youth: A mixed-method evaluation of the virtual delivery approach.41
Supplemental Material for Adolescents’ Academic Self-Efficacy and Emotions During the COVID-19 Pandemic: A Latent Profile Analysis of Family and School Risk Factors27
Language and self-regulation: Interrelated sources of disparities in reading achievement and opportunities for reducing inequity.24
The interplay of stress, burnout, and mindful self-care in school psychologists.24
Healthy educators need healthy schools: Supporting educator work-related well-being through multitiered systems of support.21
Enhancing interprofessional interagency collaboration for minoritized and low-income children with chronic illnesses.20
The moderating roles of peer pressure and family economic stress in the longitudinal links between adolescent trait anger and cyberbullying perpetration.19
Affect and stress as mediators in the relation between learning modality and engagement.17
Relations between dimensions of self-perceptions and academic achievement in Chinese children: A cross-lagged panel analysis.16
The longitudinal effect of perceived social support on school engagement: A multiple mediation model examining the role of emotion regulation and left-behind status.16
Poisson regression is the best method to analyze cumulative adverse childhood experiences.16
The role of personal and perceived peer norms in bullying and sexual harassment perpetration.15
Growth mindset: An umbrella for protecting socially stressed adolescents’ life satisfaction.15
A precision-based approach to implement evidence-based interventions for students with externalizing behaviors in developing countries: A single case experimental study in China.14
Incremental predictive validity and equity in universal social–emotional and behavioral health screening.14
Identifying what educators need to support trauma-informed practices in the schools: A community needs assessment.14
Latent profiles of social media use among adolescents: Exploring differences across demographics, academics, and psychosocial outcomes.13
Supplemental Material for School Considerations for Children With Heart Disease During the COVID-19 Pandemic13
Adolescents’ academic self-efficacy and emotions during the COVID-19 pandemic: A latent profile analysis of family and school risk factors.13
Supplemental Material for Teachers Survive Together: Teacher Collegial Relationships and Well-Being During the COVID-19 Pandemic12
Acknowledgments12
Examining utility and impact of social, emotional, and behavioral screening to identify and address needs.11
A qualitative examination of weapon violence against teachers: A theoretical framework and analysis.11
Violence directed against teachers during the COVID-19 pandemic: A social–ecological analysis of safety and well-being.10
Collecting, modeling, and visualizing network data from educators: A tutorial.10
The association between student socioeconomic status and student–teacher relationships on math achievement.10
Supplemental Material for Time Spent on Distance Learning Moderates Changes in Teachers’ Work-Related Well-Being One Year After the First School Closures10
Supplemental Material for Associations Among Educators’ Beliefs, Intervention Fidelity, and Student Outcomes in School-Wide Positive Behavior Interventions, and Supports: A School-Level Moderated Medi9
Enhancing accessibility and scalability of school-based programs to improve youth attention and behavior: Open feasibility trial of the remote CLS-R-FUERTE program in Mexico.9
Academic screening in middle school: Exploring bivariate and intraindividual relations in reading and math performance.9
Randomization in single-case design experiments: Addressing threats to internal validity.8
Supporting teachers during the COVID-19 pandemic: A community-partnered rapid needs assessment.8
Human versus machine: A comparative analysis of qualitative coding by humans and ChatGPT-4.8
Enhancing outcomes: Culturally adapted social–emotional and behavioral interventions for rural black elementary learners at risk.8
Introduction to the special issue: Social network analysis and its application to schools.8
How are school psychologists using artificial intelligence in 2024? A descriptive study.8
Understanding African American vernacular English and reading achievement: Implications for the science of reading.8
Supplemental Material for Examining the Validity and Measurement Invariance Across Gender and Race of the Implicit Thoughts, Emotion, and Behavior Questionnaire8
Dimensions of family–school partnerships for autistic children: Context and congruence.7
Making, keeping, and influencing friends: The role of fear of negative evaluation and gender in adolescent networks.7
Are child and adolescent students more uncivil after COVID-19?7
Augmenting analysis of single-case math interventions with Bayesian multilevel models: Examining effect visualization and magnitude uncertainty.7
Supplemental Material for Deliberate Practice of Consultation Communication Skills: A Randomized Controlled Trial7
Supplemental Material for Depression and Anxiety Among K–12 Teachers in the United States: A Systematic Review7
Social network analysis and its applications to school psychology: A tutorial.7
Supplemental Material for Fix Your Crown, Queen: Evaluating the Effects of a Culturally Enriched Social–Emotional Learning Intervention for Black Girls6
Supplemental Material for Examining Treatment Integrity in Conjoint Behavioral Consultation in Middle Schools: A Mixed Methods Study6
The practices of psychologists working in schools during COVID-19: A multi-country investigation.6
Differential effectiveness of an elementary school social and emotional learning program during middle school transition in Portugal.6
Supplemental Material for Cultural Adaptations to Social–Emotional Learning Programs: A Systematic Review6
Supplemental Material for Making, Keeping, and Influencing Friends: The Role of Fear of Negative Evaluation and Gender in Adolescent Networks6
Social consequences of educational measures: A commentary.6
Supporting implementation of culturally responsive teaching in a therapeutic setting.6
Victimization and depressive symptoms in early adolescence: The role of perceived school climate.6
Language used in school psychological evaluation reports as predictors of SLD identification within a response to intervention model.5
Differential nonlinear relations of language proficiencies to reading and math achievement in Spanish or English.5
Student mental health since COVID-19 and teachers’ use of culturally relevant and emotionally supportive practices.5
PlanoUp!: A pilot program for the identification and treatment of depression for youth in low-income secondary schools.5
Supplemental Material for Meta-Analysis of Single-Case Design Research: Application of Multilevel Modeling5
Supplemental Material for Network Distance and Centrality Shape Social Learning in the Classroom5
Improving student outcomes through interprofessional and interagency collaboration.5
Supplemental Material for Assessing Attention-Deficit/Hyperactivity Disorder-Related Impairment: Differential Item Functioning Based on Child Demographic Characteristics5
A scoping review of universal school-based resilience programs for adolescents.5
Differential item functioning of teacher-rated universal mental health screening in elementary schools.5
Patterns of early literacy and word reading skill development across the first 6 months of school and reading instruction.5
Supplemental Material for The Roles of Resilience, Peer Relationship, Teacher–Student Relationship on Student Mental Health Difficulties During COVID-195
Statement by Division 16 of the American Psychological Association: Safety of Schools (SOS) Task Force.5
Moderating effects of delinquent peer association, social control, and negative emotion on cyberbullying and delinquency: Gender differences.5
Tracing silent struggles: Examining the characteristics and correlates of teacher victimization through egocentric network analysis.5
Using a person-centered analysis to examine second-grade outcomes of a universal SEL program.5
Evidence of the indirect transmission of emotions from teachers to students in mathematics: The mediating role of instructional quality.5
Potential scoring and predictive bias in interim and summative writing assessments.4
Supplemental Material for Publication and Characteristics of Qualitative Research in School Psychology Journals Between 2006 and 20214
Evaluating the effects of the color wheel system on a teacher’s repeated directions.4
Identifying profiles of school climate in high schools.4
Examining treatment integrity in conjoint behavioral consultation in middle schools: A mixed methods study.4
Supplemental Material for Augmenting Analysis of Single-Case Math Interventions With Bayesian Multilevel Models: Examining Effect Visualization and Magnitude Uncertainty4
Therapeutic processes in a school-based intervention for high school students with attention-deficit/hyperactivity disorder.4
Supplemental Material for A Scoping Review of Universal School-Based Resilience Programs for Adolescents4
Supplemental Material for Putting Ourselves Together: School Belonging, Parental Socialization, and Teacher Support of Latinx Youth4
Supporting children’s mental health in school over a decade later: Current teacher perspectives.4
Supplemental Material for Importance, Quality, and Engagement: School Mental Health Providers’ Perceptions Regarding Within-District Transition Care Coordination Practices4
Assessing teachers’ intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessment.3
Mixed-methods needs assessment for development of school-based mental health implementation science capacity in low- and middle-income countries: Vietnam as a case example.3
Adolescent perceptions of school before and after psychiatric hospitalization: Predicting suicidal ideation.3
The invisible work of persisting: BIWOC students in school psychology doctoral programs.3
School support, chaos, routines, and parents’ mental health during COVID-19 remote schooling.3
The curative effect of schools: A longitudinal study of the impact of school climate, school identification, and resilience on adolescent mental health.3
Associations among educators’ beliefs, intervention fidelity, and student outcomes in school-wide positive behavior interventions, and supports: A school-level moderated mediation analysis.3
Supplemental Material for “Let’s Talk About It”: Black Youths’ Perceptions on the Development of a School-Based Social Media Campaign3
Distance learning during the COVID-19 lockdown in Italy: The role of family, school, and individual factors.3
Supplemental Material for Cultural Adaptation of Positive Behavioral Interventions and Supports Tier 1 in a Chinese Elementary School3
Supplemental Material for Evaluating the Factor Structure and Measurement Invariance of the Academic Competence Evaluation Scales–Short Form3
Supplemental Material for Cultural Adaptation and Evaluation of a School-Based Positive Psychology Intervention Among Chinese Middle School Students: A Mixed Methods Program Design Study3
Supplemental Material for A Precision-Based Approach to Implement Evidence-Based Interventions for Students With Externalizing Behaviors in Developing Countries: A Single Case Experimental Study in Ch3
Cultural adaptations to evidence-based interventions and practices in psychology.3
Student-centered instruction can build social–emotional skills and peer relations: Findings from a cluster-randomized trial of technology-supported cooperative learning.3
Single-item principal stress and coping measures: Concurrent and predictive validity and comparisons to teacher measures.3
Fine-grained effect sizes.3
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