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 2020-03-01 to 2024-03-01.)
ArticleCitations
Teacher stress and anxiety during COVID-19: An empirical study.95
Elementary school teacher well-being and supportive measures amid COVID-19: An exploratory study.78
Adolescent academic worries amid COVID-19 and perspectives on pandemic-related changes in teacher and peer relations.47
The dual pandemics of COVID-19 and systemic racism: Navigating our path forward.41
Individual and school predictors of teacher stress, coping, and wellness during the COVID-19 pandemic.39
A national survey of school psychologists’ practices in identifying specific learning disabilities.30
Longitudinal association between school climate and depressive symptoms: The mediating role of psychological suzhi.26
Cyberbullying victimization and student engagement among adolescents: Does school climate matter?23
The roles of resilience, peer relationship, teacher–student relationship on student mental health difficulties during COVID-19.23
Exceptional circumstances: Changes in teachers’ work characteristics and well-being during COVID-19 lockdown.22
The quality of social relationships in schools and adult health: Differential effects of student–student versus student–teacher relationships.21
A call to action for school psychology to address COVID-19 health disparities and advance social justice.21
Equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial.20
Comparing the initial impact of COVID-19 on burden and psychological distress among family caregivers of children with and without developmental disabilities.19
How is school psychology doing: Why hasn’t school psychology realized its promise?19
The SSIS SEL Brief Scales–Student Form: Initial development and validation.18
School-wide social emotional learning and cyberbullying victimization among middle and high school students: Moderating role of school climate.16
Educators’ implementation and use of social and emotional learning early in the COVID-19 pandemic.16
Teachers navigating distance learning during COVID-19 without feeling emotionally exhausted: The protective role of self-efficacy.15
Effects of a universal classroom management teacher training program on elementary children with aggressive behaviors.15
Black adolescents’ perceptions of COVID-19: Challenges, coping, and connection to family, religious, and school support.15
Association between school climate and bullying victimization: Advancing integrated perspectives from parents and cross-country comparisons.15
Adaptive systems for student resilience in the context of COVID-19.15
Social and psychological effects of the COVID-19 pandemic on middle-school students: Attendance options and changes over time.15
The impact of COVID-19 on immigrant and refugee families: Qualitative perspectives from newcomer students and parents.14
In pursuit of equity: Discipline disproportionality and SWPBIS implementation in urban schools.14
A multinational study exploring adolescent perception of school climate and mental health.14
A preliminary examination of key strategies, challenges, and benefits of remote learning expressed by parents during the COVID-19 pandemic.13
Promoting resilience: A preschool intervention enhances the adolescent adjustment of children exposed to early adversity.13
The practices of psychologists working in schools during COVID-19: A multi-country investigation.13
Past, present, and future of research in school psychology: The biopsychosocial ecological model as an overarching framework.12
School alienation and academic achievement: The role of learned helplessness and mastery orientation.11
Online preschool teacher training to promote physical activity in young children: A pilot cluster randomized controlled trial.11
The short-term impact of remote instruction on achievement in children with ADHD during the COVID-19 pandemic.11
Social deficits in high school students with attention-deficit/hyperactivity disorder and the role of emotion dysregulation.11
School Psychology reflections on COVID-19, antiracism, and gender and racial disparities in publishing.11
Describing patterns of early literacy skill development in the first year of school and reading instruction in a New Zealand sample.10
Self-isolation during the beginning of the COVID-19 pandemic and adolescents’ health outcomes: The moderating effect of perceived teacher support.10
Experiences and perceptions of school staff regarding the COVID-19 pandemic and racial equity: The role of colorblindness.10
Educators’ online teaching self-efficacy and compassion fatigue during the COVID-19 pandemic: The dual roles of “connect”.10
Construct validity of the BASC-3 teacher rating scales: Independent hierarchical exploratory factor analyses with the normative sample.9
Distance learning during the COVID-19 lockdown in Italy: The role of family, school, and individual factors.9
Interpretation and use of the Multidimensional Test Anxiety Scale (MTAS).9
The COVID-19 pandemic as a long-term school crisis: Impact, risk, resilience, and crisis management.9
Parental burnout and remote learning at home during the COVID-19 pandemic: Parents’ motivations for involvement.9
Performance feedback during writing instruction: A cost-effectiveness analysis.9
Multicomponent framework for students’ subjective well-being in elementary school.8
Chinese children’s heterogeneous gratitude trajectories: Relations with psychosocial adjustment and academic adjustment.8
Language skills and friendships in kindergarten classrooms: A social network analysis.8
School support, chaos, routines, and parents’ mental health during COVID-19 remote schooling.8
Moderating effects of delinquent peer association, social control, and negative emotion on cyberbullying and delinquency: Gender differences.8
Deliberate practice of consultation communication skills: A randomized controlled trial.8
Are gritty students academically engaged in math and science?8
Relations between achievement task values and academic achievement and depressive symptoms in Chinese elementary school students: Variable-centered and person-centered perspectives.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
Examining teacher approaches to implementation of a classwide SEL program.6
The association between student socioeconomic status and student–teacher relationships on math achievement.6
An examination of the relationships between specific learning disabilities identification and growth rate, achievement, cognitive ability, and student demographics.6
Schools on the front lines: School based health centers amidst COVID-19.5
Preliminary development and validation of the Interconnected Systems Framework-Implementation Inventory (ISF-II).5
How did the pandemic affect the socio-emotional well-being of Chilean schoolchildren? A longitudinal study.5
Twenty-year trends in elementary teachers’ beliefs about best practices for students with ADHD.5
Bullying, victimization, and bystander behavior: Risk factors across elementary–middle school transition.5
From traditional practice to tiered comprehensive services for all: Developing a responsive school culture for the future.5
Student perspectives on recruiting and orienting prospective school psychology trainees.5
Weight-based victimization and school performance in adolescence: Can teachers help reduce academic risks?5
Infusing global and intercultural perspectives to transform school psychology and school psychologists.5
Health effects of COVID-19 for vulnerable adolescents in a randomized controlled trial.5
Outcomes of COVID-19 on Latinx youth: Considering the role of adverse childhood events and resilience.5
Initial validation of the Classroom Management Observation Tool (CMOT).5
The magnitude and precision of estimates of change in formative teacher assessment.4
Supporting teachers during the COVID-19 pandemic: A community-partnered rapid needs assessment.4
Home-learning during COVID-19: The psychological adjustment of minority and majority adolescents.4
Victimization and depressive symptoms in early adolescence: The role of perceived school climate.4
Peer victimization, learning flow, and academic achievement: Longitudinal relations among Chinese elementary school students.4
An investigation of the psychometric properties of the early identification system–student report in a middle school sample.4
Using many-facet rasch measurement and generalizability theory to explore rater effects for direct behavior rating–multi-item scales.4
Upending the shortages crisis: A national survey of school psychology recruitment.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
Adolescent perceptions of school before and after psychiatric hospitalization: Predicting suicidal ideation.3
A review of common rates of improvement when implementing whole-number operation math interventions.3
Tier I implementation supports for classroom management: A pilot investigation targeting teachers’ praise.3
Educational diagnostic label and teacher self-efficacy: Impact on classroom intervention choice.3
Publication and characteristics of qualitative research in School Psychology journals between 2006 and 2021.3
Evaluating components of the active view of reading as intervention targets: Implications for social justice.3
Adolescents’ academic self-efficacy and emotions during the COVID-19 pandemic: A latent profile analysis of family and school risk factors.3
Parents’ and teachers’ ratings of family engagement: Congruence and prediction of outcomes.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
Who’s in charge? Child behavior predicts teacher subsequent classroom management practice for preschoolers reported to display disruptive behavior.3
Network distance and centrality shape social learning in the classroom.3
Reciprocal relation between health and academic performance in children through autoregressive models.3
Assessment in action: Toward a more complete and justice-oriented understanding of 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
Promoting mentoring relationships through joint decisions: Evidence from a national mentoring program.3
The impact of the good behavior game on writing quantity and quality.3
Context matters for preschool discipline: Effects of distance learning and pandemic fears.3
Current status of pediatric topics in five school psychology journals: Publication trends between 2002 and 2019.3
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