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Teacher stress interventions: A systematic review
Embse, Nathaniel, Ryan, Shannon V., Gibbs, Tera, Mankin, Ariel
Published in Psychology in the schools (01.09.2019)
Published in Psychology in the schools (01.09.2019)
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Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students' development in the area of skill, behavior, and adjustment?
SKLAD, MARCIN, DIEKSTRA, RENÉ, RITTER, MONIQUE DE, BEN, JEHONATHAN, GRAVESTEIJN, CAROLIEN
Published in Psychology in the schools (01.11.2012)
Published in Psychology in the schools (01.11.2012)
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The influence of teachers' intrinsic motivation on students' intrinsic motivation: The mediating role of teachers' motivating style and teacher‐student relationships
Zou, Honghui, Yao, Jihai, Zhang, Yuexin, Huang, Xinyi
Published in Psychology in the schools (01.01.2024)
Published in Psychology in the schools (01.01.2024)
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Applying a MTSS framework to address racism and promote mental health for racial/ethnic minoritized youth
Malone, Celeste M., Wycoff, Kirby, Turner, Erlanger A.
Published in Psychology in the schools (01.12.2022)
Published in Psychology in the schools (01.12.2022)
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Understanding and addressing racial stress and trauma in schools: A pathway toward resistance and healing
Saleem, Farzana T., Howard, Tyrone C., Langley, Audra K.
Published in Psychology in the schools (01.12.2022)
Published in Psychology in the schools (01.12.2022)
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LGBTQ student experiences in schools from 2009–2019: A systematic review of study characteristics and recommendations for prevention and intervention in school psychology journals
Abreu, Roberto L., Audette, Lillian, Mitchell, Y'Londa, Simpson, Ina, Ward, Jessica, Ackerman, Lindsay, Gonzalez, Kirsten A., Washington, Katherine
Published in Psychology in the schools (01.01.2022)
Published in Psychology in the schools (01.01.2022)
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Meta‐analysis of mindfulness training on teacher well‐being
Zarate, Kary, Maggin, Daniel M., Passmore, Amanda
Published in Psychology in the schools (01.12.2019)
Published in Psychology in the schools (01.12.2019)
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Academic self‐efficacy and academic performance among high school students: A moderated mediation model of academic buoyancy and social support
Lei, Weina, Wang, Xuewei, Dai, David Yun, Guo, Xipei, Xiang, Shuoqi, Hu, Weiping
Published in Psychology in the schools (01.05.2022)
Published in Psychology in the schools (01.05.2022)
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Social and emotional learning during early adolescence: Effectiveness of a classroom‐based SEL program for middle school students
Green, Amy L., Ferrante, Stephen, Boaz, Timothy L., Kutash, Krista, Wheeldon‐Reece, Brooke
Published in Psychology in the schools (01.06.2021)
Published in Psychology in the schools (01.06.2021)
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Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence
Oberle, Eva, Gist, Alexander, Cooray, Muthutantrige S., Pinto, Joana B. R.
Published in Psychology in the schools (01.11.2020)
Published in Psychology in the schools (01.11.2020)
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