| Student engagement and mathematics achievement: Unraveling main and interactive effects |
10 |
| Remaining connected in the face of cyberbullying: Why social connectedness is important for mental health |
10 |
| Can social support buffer the association between depression and suicidal ideation in adolescent boys and girls? |
9 |
| Cross-informant agreement of children's social-emotional skills: An investigation of ratings by teachers, parents, and students from a nationally representative sample |
8 |
| Family and nonfamily support in relation to burnout and work engagement among Italian teachers |
8 |
| Teacher-student relationships, psychological need satisfaction, and happiness among diverse students |
8 |
| The impact of personal characteristics on scores on the Self-Determination Inventory: Student report in adolescents with and without disabilities |
8 |
| Mindfulness-based SEL programming to increase preservice teachers' mindfulness and emotional competence |
7 |
| Investigating the theoretical structure of the DAS-II core battery at school age using Bayesian structural equation modeling |
7 |
| External locus-of-hope, well-being, and coping of students: A cross-cultural examination within Asia |
6 |
| Homework Goal Orientation Scale: Measurement invariance and latent mean differences across gender and grade level |
6 |
| Addressing trauma in schools: Multitiered service delivery options for practitioners |
6 |
| The protective role of teacher-student relationships against peer victimization and psychosocial distress |
6 |
| Barriers to implementing classroom management and behavior support plans: An exploratory investigation |
6 |
| Child victims of sexual abuse: Teachers' evaluation of emotion regulation and social adaptation in school |
6 |
| Factors related to resilience of academically gifted students in the chinese cultural and educational environment |
5 |
| The relationship between teachers' emotional intelligence and classroom discipline management |
5 |
| The use of touch devices for enhancing academic achievement: A meta-analysis |
5 |
| A meta-analytic review of the evidence for check-in check-out |
5 |
| School psychologists' beliefs and practices about treatment integrity in 2008 and 2017 |
4 |
| Examining the relationship between grit and academic achievement within K-12 and higher education: A systematic review |
4 |
| Classroom goal structures: Observations from urban and rural high school classes in China |
4 |
| Teacher stress interventions: A systematic review |
4 |
| A current landscape of specific learning disability identification: Training, practices, and implications |
4 |
| The accuracy of teachers' judgments for assessing young children's emerging literacy and math skills |
4 |
| An analysis of general education teachers' use of diverse praise |
4 |
| Retention and persistence of African-American students in school psychology programs |
3 |
| Youths in foster care with language delays: Prevalence, causes, and interventions |
3 |
| Motivational interviewing as a positive response to high-school bullying |
3 |
| Investigating the effect of school-wide positive behavioral interventions and supports on student learning and behavioral problems in elementary and middle schools |
3 |
| Effects of personality traits and social status on academic achievement: Gender differences |
3 |
| Young adolescent psychological need profiles: Associations with classroom achievement and well-being |
3 |
| Examining correlates of teacher receptivity to social influence strategies within a school consultation relationship |
3 |
| A cross-cultural study testing the universality of basic psychological needs theory across different academic subjects |
3 |
| Comparing the effects of ClassDojo with and without Tootling intervention in a postsecondary special education classroom setting |
3 |
| Factor structure of the WISC-V in four standardization age groups: Exploratory and hierarchical factor analyses with the 16 primary and secondary subtests |
3 |
| Internationalization within school and educational psychology: Perspectives about positive indicators, critical considerations, and needs |
3 |
| An overview of internationalization and its relevance for school and educational psychology |
3 |
| Verifying the ecological model of peer aggression on Croatian students |
3 |
| Elementary school teachers' preferences for school-based interventions for students with emotional and behavioral problems |
2 |
| What we know anddo not know about supervision in school psychology: A systematic mapping and review of the literature between 2000 and 2017 |
2 |
| Trends and practices in functional behavior assessments completed by school psychologists |
2 |
| Fraction interventions for struggling elementary math learners: A review of the literature |
2 |
| A systematic review of school-based interventions and their outcomes for youth exposed to traumatic events |
2 |
| A working definition and conceptual model of internationalization for school and educational psychology |
2 |
| Mental health literacy and intervention program adaptation in the internationalization of school psychology for Vietnam |
2 |
| Examining between-group and within-group effects of a peer-assisted reading strategies intervention |
2 |
| Multicultural school psychology training: An examination of students' self-reported course outcomes |
2 |
| Preschool teachers and classroom aides: Same context, similar perceptions of children's behaviors? |
2 |
| Meta-analysis of mindfulness training on teacher well-being |
2 |
