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 2021-09-01 to 2025-09-01.)
ArticleCitations
Adopting global perspectives in school psychology.147
Enhancing interprofessional interagency collaboration for minoritized and low-income children with chronic illnesses.121
Professional support, efficacy beliefs, and compassion fatigue in principals during the COVID-19 pandemic.73
Supplemental Material for Middle and High School Teachers’ Praise and Reprimand Delivery69
Supplemental Material for Differential Nonlinear Relations of Language Proficiencies to Reading and Math Achievement in Spanish or English61
Language and self-regulation: Interrelated sources of disparities in reading achievement and opportunities for reducing inequity.60
Mastery measurement in mathematics and the goldilocks effect.44
The interplay of stress, burnout, and mindful self-care in school psychologists.39
The moderating roles of peer pressure and family economic stress in the longitudinal links between adolescent trait anger and cyberbullying perpetration.36
School-based autism evaluations in the COVID-19 era.29
Healthy educators need healthy schools: Supporting educator work-related well-being through multitiered systems of support.27
Supplemental Material for Adolescents’ Academic Self-Efficacy and Emotions During the COVID-19 Pandemic: A Latent Profile Analysis of Family and School Risk Factors26
Youth mental health first aid for educators of immigrant-origin youth: A mixed-method evaluation of the virtual delivery approach.24
Identifying what educators need to support trauma-informed practices in the schools: A community needs assessment.24
Growth mindset: An umbrella for protecting socially stressed adolescents’ life satisfaction.23
Relations between dimensions of self-perceptions and academic achievement in Chinese children: A cross-lagged panel analysis.21
Poisson regression is the best method to analyze cumulative adverse childhood experiences.21
The longitudinal effect of perceived social support on school engagement: A multiple mediation model examining the role of emotion regulation and left-behind status.21
The role of personal and perceived peer norms in bullying and sexual harassment perpetration.18
The association between student socioeconomic status and student–teacher relationships on math achievement.18
Supplemental Material for School Considerations for Children With Heart Disease During the COVID-19 Pandemic17
Acknowledgments16
A precision-based approach to implement evidence-based interventions for students with externalizing behaviors in developing countries: A single case experimental study in China.15
Supplemental Material for Teachers Survive Together: Teacher Collegial Relationships and Well-Being During the COVID-19 Pandemic15
Examining utility and impact of social, emotional, and behavioral screening to identify and address needs.15
A qualitative examination of weapon violence against teachers: A theoretical framework and analysis.15
Supplemental Material for Time Spent on Distance Learning Moderates Changes in Teachers’ Work-Related Well-Being One Year After the First School Closures14
Outcomes of COVID-19 on Latinx youth: Considering the role of adverse childhood events and resilience.14
Adolescents’ academic self-efficacy and emotions during the COVID-19 pandemic: A latent profile analysis of family and school risk factors.14
Latent profiles of social media use among adolescents: Exploring differences across demographics, academics, and psychosocial outcomes.14
Violence directed against teachers during the COVID-19 pandemic: A social–ecological analysis of safety and well-being.14
Collecting, modeling, and visualizing network data from educators: A tutorial.13
Enhancing outcomes: Culturally adapted social–emotional and behavioral interventions for rural black elementary learners at risk.13
Understanding African American vernacular English and reading achievement: Implications for the science of reading.13
Supporting teachers during the COVID-19 pandemic: A community-partnered rapid needs assessment.12
Supplemental Material for Associations Among Educators’ Beliefs, Intervention Fidelity, and Student Outcomes in School-Wide Positive Behavior Interventions, and Supports: A School-Level Moderated Medi12
The impact of COVID-19 on immigrant and refugee families: Qualitative perspectives from newcomer students and parents.11
Academic screening in middle school: Exploring bivariate and intraindividual relations in reading and math performance.11
Supplemental Material for Examining the Validity and Measurement Invariance Across Gender and Race of the Implicit Thoughts, Emotion, and Behavior Questionnaire10
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.10
Introduction to the special issue: Social network analysis and its application to schools.10
Randomization in single-case design experiments: Addressing threats to internal validity.10
Supplemental Material for Deliberate Practice of Consultation Communication Skills: A Randomized Controlled Trial9
Making, keeping, and influencing friends: The role of fear of negative evaluation and gender in adolescent networks.9
Supplemental Material for Depression and Anxiety Among K–12 Teachers in the United States: A Systematic Review8
Supplemental Material for Fix Your Crown, Queen: Evaluating the Effects of a Culturally Enriched Social–Emotional Learning Intervention for Black Girls8
Social consequences of educational measures: A commentary.8
Supporting implementation of culturally responsive teaching in a therapeutic setting.8
The practices of psychologists working in schools during COVID-19: A multi-country investigation.8
Supplemental Material for Cultural Adaptations to Social–Emotional Learning Programs: A Systematic Review8
Are child and adolescent students more uncivil after COVID-19?7
Dimensions of family–school partnerships for autistic children: Context and congruence.7
Supplemental Material for Making, Keeping, and Influencing Friends: The Role of Fear of Negative Evaluation and Gender in Adolescent Networks7
Social network analysis and its applications to school psychology: A tutorial.7
Differential effectiveness of an elementary school social and emotional learning program during middle school transition in Portugal.7
A call to action for school psychology to address COVID-19 health disparities and advance social justice.7
Victimization and depressive symptoms in early adolescence: The role of perceived school climate.6
Supplemental Material for Examining Treatment Integrity in Conjoint Behavioral Consultation in Middle Schools: A Mixed Methods Study6
Student mental health since COVID-19 and teachers’ use of culturally relevant and emotionally supportive practices.6
PlanoUp!: A pilot program for the identification and treatment of depression for youth in low-income secondary schools.6
Moderating effects of delinquent peer association, social control, and negative emotion on cyberbullying and delinquency: Gender differences.6
Improving student outcomes through interprofessional and interagency collaboration.6
Statement by Division 16 of the American Psychological Association: Safety of Schools (SOS) Task Force.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
Supplemental Material for Assessing Attention-Deficit/Hyperactivity Disorder-Related Impairment: Differential Item Functioning Based on Child Demographic Characteristics5
Evidence of the indirect transmission of emotions from teachers to students in mathematics: The mediating role of instructional quality.5
Supplemental Material for Publication and Characteristics of Qualitative Research in School Psychology Journals Between 2006 and 20215
Tracing silent struggles: Examining the characteristics and correlates of teacher victimization through egocentric network analysis.5
Patterns of early literacy and word reading skill development across the first 6 months of school and reading instruction.5
Supplemental Material for Network Distance and Centrality Shape Social Learning in the Classroom5
Supplemental Material for A Scoping Review of Universal School-Based Resilience Programs for Adolescents5
Supporting children’s mental health in school over a decade later: Current teacher perspectives.5
A scoping review of universal school-based resilience programs for adolescents.5
Using a person-centered analysis to examine second-grade outcomes of a universal SEL program.5
Supplemental Material for Meta-Analysis of Single-Case Design Research: Application of Multilevel Modeling5
Supplemental Material for The Roles of Resilience, Peer Relationship, Teacher–Student Relationship on Student Mental Health Difficulties During COVID-195
Supplemental Material for Putting Ourselves Together: School Belonging, Parental Socialization, and Teacher Support of Latinx Youth5
Cultural adaptations to evidence-based interventions and practices in psychology.4
Distance learning during the COVID-19 lockdown in Italy: The role of family, school, and individual factors.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
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
Identifying profiles of school climate in high schools.4
The COVID-19 pandemic as a long-term school crisis: Impact, risk, resilience, and crisis management.4
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
Assessing teachers’ intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessment.4
The invisible work of persisting: BIWOC students in school psychology doctoral programs.4
Supplemental Material for Importance, Quality, and Engagement: School Mental Health Providers’ Perceptions Regarding Within-District Transition Care Coordination Practices4
Potential scoring and predictive bias in interim and summative writing assessments.4
Evaluating the effects of the color wheel system on a teacher’s repeated directions.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 “Let’s Talk About It”: Black Youths’ Perceptions on the Development of a School-Based Social Media Campaign4
Therapeutic processes in a school-based intervention for high school students with attention-deficit/hyperactivity disorder.4
Examining treatment integrity in conjoint behavioral consultation in middle schools: A mixed methods study.4
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