# | Title | Journal | Year | Citations |
---|
1 | Burnout and work engagement among teachers | Journal of School Psychology | 2006 | 1,797 |
2 | The teacher-child relationship and children's early school adjustment | Journal of School Psychology | 1997 | 1,203 |
3 | Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument | Journal of School Psychology | 2006 | 1,002 |
4 | A practical guide to multilevel modeling | Journal of School Psychology | 2010 | 935 |
5 | An introduction to modern missing data analyses | Journal of School Psychology | 2010 | 932 |
6 | Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level | Journal of School Psychology | 2006 | 899 |
7 | Childhood peer relationships: social acceptance, friendships, and peer networks | Journal of School Psychology | 2003 | 646 |
8 | The role of emotion regulation in children's early academic success | Journal of School Psychology | 2007 | 627 |
9 | Contributions of teacher–child relationships to positive school adjustment during elementary school | Journal of School Psychology | 2006 | 581 |
10 | Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being | Journal of School Psychology | 2008 | 571 |
11 | Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories | Journal of School Psychology | 2002 | 520 |
12 | Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs | Journal of School Psychology | 2006 | 476 |
13 | Gender and motivation | Journal of School Psychology | 2006 | 470 |
14 | Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher–child relationship during the school transition | Journal of School Psychology | 2005 | 412 |
15 | Teacher expectations, classroom context, and the achievement gap | Journal of School Psychology | 2008 | 390 |
16 | Academic buoyancy: Towards an understanding of students' everyday academic resilience | Journal of School Psychology | 2008 | 366 |
17 | Parent Involvement in School Conceptualizing Multiple Dimensions and Their Relations with Family and Demographic Risk Factors | Journal of School Psychology | 2000 | 353 |
18 | The Prevention of Reading Difficulties | Journal of School Psychology | 2002 | 353 |
19 | Considerations for evaluating universal screening assessments | Journal of School Psychology | 2007 | 343 |
20 | Further Support for the Developmental Significance of the Quality of the Teacher–Student Relationship | Journal of School Psychology | 2001 | 340 |
21 | An analysis of hope as a psychological strength | Journal of School Psychology | 2006 | 335 |
22 | A Prospective Longitudinal Study of High School Dropouts Examining Multiple Predictors Across Development | Journal of School Psychology | 2000 | 331 |
23 | School Effectiveness Findings 1979–2002 | Journal of School Psychology | 2002 | 314 |
24 | School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students | Journal of School Psychology | 2001 | 302 |
25 | Supportive school climate and student willingness to seek help for bullying and threats of violence | Journal of School Psychology | 2010 | 298 |
26 | Parent Involvement in Early Intervention for Disadvantaged Children | Journal of School Psychology | 1999 | 295 |
27 | Self-concept and academic achievement: A meta-analysis of longitudinal relations | Journal of School Psychology | 2011 | 288 |
28 | Trust and the Family–School Relationship Examination of Parent–Teacher Differences in Elementary and Secondary Grades | Journal of School Psychology | 2000 | 284 |
29 | Children's relationships with adults and peers: An examination of elementary and junior high school students | Journal of School Psychology | 1997 | 282 |
30 | Curriculum-Based Measurement Oral Reading as an indicator of reading achievement: A meta-analysis of the correlational evidence | Journal of School Psychology | 2009 | 282 |
31 | Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes | Journal of School Psychology | 2005 | 280 |
32 | Linkages Between Children's Social and Academic Competence | Journal of School Psychology | 2001 | 277 |
33 | The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity | Journal of School Psychology | 2011 | 272 |
34 | Teachers' views and beliefs about bullying: Influences on classroom management strategies and students' coping with peer victimization | Journal of School Psychology | 2008 | 268 |
35 | Adolescents' perceived quality of life: An exploratory investigation | Journal of School Psychology | 1994 | 260 |
36 | Check & Connect: The importance of relationships for promoting engagement with school | Journal of School Psychology | 2004 | 259 |
37 | Does stereotype threat influence performance of girls in stereotyped domains? A meta-analysis | Journal of School Psychology | 2015 | 258 |
38 | Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate | Journal of School Psychology | 2008 | 255 |
39 | Does perceived teacher affective support matter for middle school students in mathematics classrooms? | Journal of School Psychology | 2012 | 250 |
40 | Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students | Journal of School Psychology | 2005 | 247 |
41 | Academic Underachievement and Attention-Deficit/Hyperactivity Disorder | Journal of School Psychology | 2002 | 246 |
42 | The discipline gap and African Americans: Defiance or cooperation in the high school classroom | Journal of School Psychology | 2008 | 244 |
43 | Emotionality, Emotion Regulation, and School Performance in Middle School Children | Journal of School Psychology | 2002 | 238 |
44 | Writing problems in developmental dyslexia: Under-recognized and under-treated | Journal of School Psychology | 2008 | 236 |
45 | Children's Relationship with Teachers and Bonds with School An Investigation of Patterns and Correlates in Middle Childhood | Journal of School Psychology | 2000 | 234 |
46 | Influence of treatment effectiveness information on the acceptability of classroom interventions | Journal of School Psychology | 1987 | 231 |
47 | The behavior intervention rating scale: Development and validation of a pretreatment acceptability and effectiveness measure | Journal of School Psychology | 1991 | 231 |
48 | A multi-year evaluation of the effects of a Response to Intervention (RTI) model on identification of children for special education | Journal of School Psychology | 2007 | 231 |
49 | Proactive, early screening to detect behaviorally at-risk students: Issues, approaches, emerging innovations, and professional practices | Journal of School Psychology | 2007 | 230 |
50 | Early identification of mental health problems in schools: The status of instrumentation | Journal of School Psychology | 2007 | 229 |