School Psychology

Papers
(The TQCC of School Psychology is 4. 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 2022-05-01 to 2026-05-01.)
ArticleCitations
Supplemental Material for Differential Nonlinear Relations of Language Proficiencies to Reading and Math Achievement in Spanish or English26
Supplemental Material for Adolescents’ Academic Self-Efficacy and Emotions During the COVID-19 Pandemic: A Latent Profile Analysis of Family and School Risk Factors21
Enhancing interprofessional interagency collaboration for minoritized and low-income children with chronic illnesses.21
Affect and stress as mediators in the relation between learning modality and engagement.19
Language and self-regulation: Interrelated sources of disparities in reading achievement and opportunities for reducing inequity.19
Professional support, efficacy beliefs, and compassion fatigue in principals during the COVID-19 pandemic.15
Youth mental health first aid for educators of immigrant-origin youth: A mixed-method evaluation of the virtual delivery approach.14
Mastery measurement in mathematics and the goldilocks effect.13
The interplay of stress, burnout, and mindful self-care in school psychologists.13
The Reading Anxiety Scale for children: Development and psychometric properties.13
Adopting global perspectives in school psychology.13
Examining the effectiveness of a universal social–emotional learning program in second-grade classrooms.12
Healthy educators need healthy schools: Supporting educator work-related well-being through multitiered systems of support.12
Incremental predictive validity and equity in universal social–emotional and behavioral health screening.11
The moderating roles of peer pressure and family economic stress in the longitudinal links between adolescent trait anger and cyberbullying perpetration.11
A systematic review of school psychology research on racism and school climate.11
Identifying what educators need to support trauma-informed practices in the schools: A community needs assessment.11
The longitudinal effect of perceived social support on school engagement: A multiple mediation model examining the role of emotion regulation and left-behind status.10
Growth mindset: An umbrella for protecting socially stressed adolescents’ life satisfaction.10
Poisson regression is the best method to analyze cumulative adverse childhood experiences.10
Supplemental Material for Teachers Survive Together: Teacher Collegial Relationships and Well-Being During the COVID-19 Pandemic10
Relations between dimensions of self-perceptions and academic achievement in Chinese children: A cross-lagged panel analysis.10
The role of personal and perceived peer norms in bullying and sexual harassment perpetration.10
Adolescents’ academic self-efficacy and emotions during the COVID-19 pandemic: A latent profile analysis of family and school risk factors.9
Acknowledgments9
A precision-based approach to implement evidence-based interventions for students with externalizing behaviors in developing countries: A single case experimental study in China.8
A qualitative examination of weapon violence against teachers: A theoretical framework and analysis.8
How are school psychologists using artificial intelligence in 2024? A descriptive study.8
Human versus machine: A comparative analysis of qualitative coding by humans and ChatGPT-4.8
Latent profiles of social media use among adolescents: Exploring differences across demographics, academics, and psychosocial outcomes.8
Supplemental Material for Associations Among Educators’ Beliefs, Intervention Fidelity, and Student Outcomes in School-Wide Positive Behavior Interventions, and Supports: A School-Level Moderated Medi8
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.8
Supporting teachers during the COVID-19 pandemic: A community-partnered rapid needs assessment.8
A single-course intervention promotes stress-is-enhancing mindset: A practice in the Chinese classroom.8
Examining utility and impact of social, emotional, and behavioral screening to identify and address needs.8
Violence directed against teachers during the COVID-19 pandemic: A social–ecological analysis of safety and well-being.8
Academic screening in middle school: Exploring bivariate and intraindividual relations in reading and math performance.8
Supplemental Material for Time Spent on Distance Learning Moderates Changes in Teachers’ Work-Related Well-Being One Year After the First School Closures8
Collecting, modeling, and visualizing network data from educators: A tutorial.7
Augmenting analysis of single-case math interventions with Bayesian multilevel models: Examining effect visualization and magnitude uncertainty.7
Randomization in single-case design experiments: Addressing threats to internal validity.7
Enhancing outcomes: Culturally adapted social–emotional and behavioral interventions for rural black elementary learners at risk.7
Introduction to the special issue: Social network analysis and its application to schools.7
Understanding African American vernacular English and reading achievement: Implications for the science of reading.7
Supporting implementation of culturally responsive teaching in a therapeutic setting.7
Are child and adolescent students more uncivil after COVID-19?6
Cultural nuances of well-being: Exploring Asian teachers’ well-being in the schools.6
Supplemental Material for Examining Treatment Integrity in Conjoint Behavioral Consultation in Middle Schools: A Mixed Methods Study6
Social consequences of educational measures: A commentary.6
Supplemental Material for Depression and Anxiety Among K–12 Teachers in the United States: A Systematic Review6
Making, keeping, and influencing friends: The role of fear of negative evaluation and gender in adolescent networks.6
PlanoUp!: A pilot program for the identification and treatment of depression for youth in low-income secondary schools.6
Statement by Division 16 of the American Psychological Association: Safety of Schools (SOS) Task Force.6
Supplemental Material for Cultural Adaptations to Social–Emotional Learning Programs: A Systematic Review6
Supplemental Material for Fix Your Crown, Queen: Evaluating the Effects of a Culturally Enriched Social–Emotional Learning Intervention for Black Girls6
Social network analysis and its applications to school psychology: A tutorial.6
Supplemental Material for Assessing Attention-Deficit/Hyperactivity Disorder-Related Impairment: Differential Item Functioning Based on Child Demographic Characteristics6
Victimization and depressive symptoms in early adolescence: The role of perceived school climate.5
Using a person-centered analysis to examine second-grade outcomes of a universal SEL program.5
A scoping review of universal school-based resilience programs for adolescents.5
Student mental health since COVID-19 and teachers’ use of culturally relevant and emotionally supportive practices.5
Supplemental Material for Importance, Quality, and Engagement: School Mental Health Providers’ Perceptions Regarding Within-District Transition Care Coordination Practices5
Evidence of the indirect transmission of emotions from teachers to students in mathematics: The mediating role of instructional quality.5
Identifying profiles of school climate in high schools.5
Supplemental Material for Meta-Analysis of Single-Case Design Research: Application of Multilevel Modeling5
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 Exploring Self-Referral as a Low-Burden, Universally Administered Strategy to Connect Adolescents to Mental Health Supports Following Anonymous School-Based Screening5
Supplemental Material for Putting Ourselves Together: School Belonging, Parental Socialization, and Teacher Support of Latinx Youth5
Evaluating the effects of the color wheel system on a teacher’s repeated directions.5
Supporting children’s mental health in school over a decade later: Current teacher perspectives.5
Supplemental Material for A Scoping Review of Universal School-Based Resilience Programs for Adolescents5
Improving student outcomes through interprofessional and interagency collaboration.5
Tracing silent struggles: Examining the characteristics and correlates of teacher victimization through egocentric network analysis.5
Differential nonlinear relations of language proficiencies to reading and math achievement in Spanish or English.5
Supplemental Material for Network Distance and Centrality Shape Social Learning in the Classroom5
Supplemental Material for Publication and Characteristics of Qualitative Research in School Psychology Journals Between 2006 and 20215
Supplemental Material for Augmenting Analysis of Single-Case Math Interventions With Bayesian Multilevel Models: Examining Effect Visualization and Magnitude Uncertainty5
Examining treatment integrity in conjoint behavioral consultation in middle schools: A mixed methods study.5
Potential scoring and predictive bias in interim and summative writing assessments.5
Cultural adaptations to evidence-based interventions and practices in psychology.4
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.4
Hyper surveillance as a dimension of school climate: An exploratory investigation.4
Supplemental Material for “Let’s Talk About It”: Black Youths’ Perceptions on the Development of a School-Based Social Media Campaign4
Supplemental Material for Cultural Adaptation of Positive Behavioral Interventions and Supports Tier 1 in a Chinese Elementary School4
Associations among educators’ beliefs, intervention fidelity, and student outcomes in school-wide positive behavior interventions, and supports: A school-level moderated mediation analysis.4
Acknowledgments4
The invisible work of persisting: BIWOC students in school psychology doctoral programs.4
Student-centered instruction can build social–emotional skills and peer relations: Findings from a cluster-randomized trial of technology-supported cooperative learning.4
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 Ch4
Assessing teachers’ intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessment.4
Therapeutic processes in a school-based intervention for high school students with attention-deficit/hyperactivity disorder.4
Supplemental Material for Evaluating the Factor Structure and Measurement Invariance of the Academic Competence Evaluation Scales–Short Form4
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