| # | Title | Journal | Year | Citations |
|---|
| 1 | The psychological sense of school membership among adolescents: Scale development and educational correlates | Psychology in the Schools | 1993 | 1,194 |
| 2 | Student engagement with school: Critical conceptual and methodological issues of the construct | Psychology in the Schools | 2008 | 1,102 |
| 3 | Effectiveness of school‐based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment? | Psychology in the Schools | 2012 | 464 |
| 4 | Academic resilience and its psychological and educational correlates: A construct validity approach | Psychology in the Schools | 2006 | 452 |
| 5 | School support groups, other school factors, and the safety of sexual minority adolescents | Psychology in the Schools | 2006 | 402 |
| 6 | Measuring perceived social support: Development of the child and adolescent social support scale (CASSS) | Psychology in the Schools | 2002 | 390 |
| 7 | Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning | Psychology in the Schools | 2004 | 378 |
| 8 | Using Curriculum-Based Measurement to Improve Student Achievement: Review of Research | Psychology in the Schools | 2005 | 346 |
| 9 | Engagement as flourishing: The contribution of positive emotions and coping to adolescents' engagement at school and with learning | Psychology in the Schools | 2008 | 328 |
| 10 | Self-efficacy and classroom learning | Psychology in the Schools | 1985 | 290 |
| 11 | Current trends in college cheating | Psychology in the Schools | 1980 | 281 |
| 12 | Self-efficacy and self-concept as predictors of college students' academic performance | Psychology in the Schools | 2005 | 264 |
| 13 | Effect sizes, confidence intervals, and confidence intervals for effect sizes | Psychology in the Schools | 2007 | 256 |
| 14 | A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children | Psychology in the Schools | 2004 | 252 |
| 15 | Stand by me: The effects of peer and teacher support in mitigating the impact of bullying on quality of life | Psychology in the Schools | 2009 | 249 |
| 16 | Integrated models of school‐based prevention: Logic and theory | Psychology in the Schools | 2010 | 249 |
| 17 | Self-efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students | Psychology in the Schools | 2003 | 248 |
| 18 | Winning the battle and losing the war: Examining the relation between grade retention and dropping out of high school | Psychology in the Schools | 2002 | 243 |
| 19 | Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes | Psychology in the Schools | 2008 | 243 |
| 20 | Cyberbullying: A preliminary assessment for school personnel | Psychology in the Schools | 2008 | 238 |
| 21 | Life events, self-concept, and adolescents' positive subjective well-being | Psychology in the Schools | 2000 | 236 |
| 22 | Life satisfaction in children and youth: Empirical foundations and implications for school psychologists | Psychology in the Schools | 2004 | 232 |
| 23 | The relationship between perceived social support and maladjustment for students at risk | Psychology in the Schools | 2002 | 226 |
| 24 | Assessing the acceptability of behavioral interventions used in classrooms | Psychology in the Schools | 1983 | 224 |
| 25 | Attachment relationships and adolescents' life satisfaction: Some relationships matter more to girls than boys | Psychology in the Schools | 2008 | 224 |
| 26 | INTRINSIC MOTIVATION, LEARNING GOALS, ENGAGEMENT, AND ACHIEVEMENT IN A DIVERSE HIGH SCHOOL | Psychology in the Schools | 2016 | 221 |
| 27 | Antecedent strategies to promote appropriate classroom behavior | Psychology in the Schools | 2007 | 219 |
| 28 | Relationships among stressful life events, temperament, problem behavior, and global life satisfaction in adolescents | Psychology in the Schools | 2002 | 210 |
| 29 | Emotion‐regulation ability, burnout, and job satisfaction among British secondary‐school teachers | Psychology in the Schools | 2010 | 210 |
| 30 | A META-ANALYSIS OF THE PREDICTORS OF CYBERBULLYING PERPETRATION AND VICTIMIZATION | Psychology in the Schools | 2016 | 202 |
| 31 | Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age years | Psychology in the Schools | 2003 | 199 |
| 32 | Child level correlates of teacher-student relationships: An examination of demographic characteristics, academic orientations, and behavioral orientations | Psychology in the Schools | 2004 | 198 |
| 33 | Differences between peer victimization in cyber and physical settings and associated psychosocial adjustment in early adolescence | Psychology in the Schools | 2009 | 190 |
| 34 | Providing preschool foundations for later reading comprehension: The importance of and ideas for targeting inferencing in storybook‐sharing interventions | Psychology in the Schools | 2008 | 187 |
| 35 | Examining developmental differences in the social‐emotional problems among frequent bullies, victims, and bully/victims | Psychology in the Schools | 2009 | 187 |
| 36 | School demographic variables and out-of-school suspension rates: A quantitative and qualitative analysis of a large, ethnically diverse school district | Psychology in the Schools | 2002 | 186 |
| 37 | Relations of middle school students' perceptions of family and school contexts with academic achievement | Psychology in the Schools | 2001 | 185 |
| 38 | Self-efficacy beliefs and the writing performance of entering high school students | Psychology in the Schools | 1996 | 182 |
| 39 | Risk and protective factors for poor school adjustment in lesbian, gay, and bisexual (LGB) high school youth: Variable and person-centered analyses | Psychology in the Schools | 2005 | 174 |
| 40 | The effects of developmental mentoring and high school mentors' attendance on their younger mentees' self-esteem, social skills, and connectedness | Psychology in the Schools | 2005 | 172 |
| 41 | Teachers' knowledge and misperceptions of Attention-Deficit/hyperactivity disorder | Psychology in the Schools | 2000 | 166 |
| 42 | Development and validation of the preschool learning behaviors scale | Psychology in the Schools | 2002 | 164 |
| 43 | Relations among school connectedness, hope, life satisfaction, and bully victimization | Psychology in the Schools | 2008 | 164 |
| 44 | The relationship between social support and student adjustment: A longitudinal analysis | Psychology in the Schools | 2005 | 163 |
| 45 | Test Anxiety Interventions for Children and Adolescents: A Systematic Review of Treatment Studies from 2000–2010 | Psychology in the Schools | 2013 | 163 |
| 46 | Relationships with teachers and bonds with school: Social emotional adjustment correlates for children with and without disabilities | Psychology in the Schools | 2001 | 162 |
| 47 | Teacher expectations and student self-perceptions: Exploring relationships | Psychology in the Schools | 2006 | 162 |
| 48 | Contemporary practices in school psychology: A national survey of roles and referral problems | Psychology in the Schools | 2002 | 161 |
| 49 | Cattell–Horn–Carroll cognitive‐achievement relations: What we have learned from the past 20 years of research | Psychology in the Schools | 2010 | 161 |
| 50 | The relationship of school-wide Positive Behavior Support to academic achievement in an urban middle school | Psychology in the Schools | 2006 | 160 |
