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Classroom Emotional Climate, Student Engagement, and Academic Achievement

Journal of educational psychology, 2012-08, Vol.104 (3), p.700-712

2012

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Relating Emotional Abilities to Social Functioning: A Comparison of Self-Report and Performance Measures of Emotional Intelligence

Journal of personality and social psychology, 2006-10, Vol.91 (4), p.780-795

2006

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Improving the Social and Emotional Climate of Classrooms: A Clustered Randomized Controlled Trial Testing the RULER Approach

Prevention science, 2013-02, Vol.14 (1), p.77-87

2013

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Examining predictors of physical activity among inactive middle-aged women: An application of the health action process approach

Psychology & health, 2012-07, Vol.27 (7), p.829-845

2012

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A field experiment testing the utility of regulatory fit messages for promoting physical activity

Journal of experimental social psychology, 2008-05, Vol.44 (3), p.826-832

2008

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Emotional Intelligence: Implications for Personal, Social, Academic, and Workplace Success

Social and personality psychology compass, 2011-01, Vol.5 (1), p.88-103

2011

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Emotion Skills as a Protective Factor for Risky Behaviors Among College Students

Journal of college student development, 2013-03, Vol.54 (2), p.172-183

2013

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Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality

Journal of psychoeducational assessment, 2017-06, Vol.35 (3), p.291-301

2017

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Improving Classroom Quality with The RULER Approach to Social and Emotional Learning: Proximal and Distal Outcomes

American journal of community psychology, 2013-06, Vol.51 (3-4), p.530-543

2013

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Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum

Learning and individual differences, 2012-04, Vol.22 (2), p.218-224

2012

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Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms

The Elementary school journal, 2013-06, Vol.113 (4), p.461-487

2013

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Using games to ignite teens’ civic and social and emotional learning

Frontiers in education (Lausanne), 2024-04, Vol.9

2024

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Risk taking under the influence: A fuzzy-trace theory of emotion in adolescence

Developmental review, 2008-03, Vol.28 (1), p.107-144

2008

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Validating the Recognizing Excellence in Learning and Teaching (RELATE) Tool for Special Education Classrooms

The Journal of experimental education, 2019-07, Vol.87 (3), p.415-429

2019

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The Interaction Effects of Program Training, Dosage, and Implementation Quality on Targeted Student Outcomes for The RULER Approach to Social and Emotional Learning

School psychology review, 2012-03, Vol.41 (1), p.82-99

2012

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Current theories of risk and rational decision making

Developmental review, 2008-03, Vol.28 (1), p.1-11

2008

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Assessing Teachers’ Beliefs About Social and Emotional Learning

Journal of psychoeducational assessment, 2012-06, Vol.30 (3), p.219-236

2012

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Measuring Emotional Intelligence in Early Adolescence With the MSCEIT-YV: Psychometric Properties and Relationship With Academic Performance and Psychosocial Functioning

Journal of psychoeducational assessment, 2012-08, Vol.30 (4), p.344-366

2012

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A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence

Learning environments research, 2019-07, Vol.22 (2), p.209-228

2019

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Improving the Power of an Efficacy Study of a Social and Emotional Learning Program: Application of Generalizability Theory to the Measurement of Classroom-Level Outcomes

Prevention science, 2014-04, Vol.15 (2), p.146-155

2014

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Exploring Changes in Student Engagement through the Ruler Approach: An Examination of Students at Risk of Academic Failure

Journal of education for students placed at risk, 2019-01, Vol.24 (1), p.1-19

2019

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Examining the relationship between perceptions of teaching self-efficacy, school support and teacher and paraeducator burnout in a residential school setting

Emotional and behavioural difficulties, 2018-07, Vol.23 (3), p.284-295

2018

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Applying the classroom assessment scoring system in classrooms serving students with emotional and behavioural disorders

Emotional and behavioural difficulties, 2018-10, Vol.23 (4), p.343-360

2018

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Promoting participation in physical activity using framed messages: An application of prospect theory

British journal of health psychology, 2008-11, Vol.13 (4), p.659-681

2008

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Regulating anger and sadness: an exploration of discrete emotions in emotion regulation

Journal of happiness studies, 2007-09, Vol.8 (3), p.393-427

2007

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Classroom Emotional Climate, Student Engagement, and Academic Achievement

Relating Emotional Abilities to Social Functioning: A Comparison of Self-Report and Performance Measures of Emotional Intelligence

Improving the Social and Emotional Climate of Classrooms: A Clustered Randomized Controlled Trial Testing the RULER Approach

Examining predictors of physical activity among inactive middle-aged women: An application of the health action process approach

A field experiment testing the utility of regulatory fit messages for promoting physical activity

Emotional Intelligence: Implications for Personal, Social, Academic, and Workplace Success

Emotion Skills as a Protective Factor for Risky Behaviors Among College Students

Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality

Improving Classroom Quality with The RULER Approach to Social and Emotional Learning: Proximal and Distal Outcomes

Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum

Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms

Using games to ignite teens’ civic and social and emotional learning

Risk taking under the influence: A fuzzy-trace theory of emotion in adolescence

Validating the Recognizing Excellence in Learning and Teaching (RELATE) Tool for Special Education Classrooms

The Interaction Effects of Program Training, Dosage, and Implementation Quality on Targeted Student Outcomes for The RULER Approach to Social and Emotional Learning

Current theories of risk and rational decision making

Assessing Teachers’ Beliefs About Social and Emotional Learning

Measuring Emotional Intelligence in Early Adolescence With the MSCEIT-YV: Psychometric Properties and Relationship With Academic Performance and Psychosocial Functioning

A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence

Improving the Power of an Efficacy Study of a Social and Emotional Learning Program: Application of Generalizability Theory to the Measurement of Classroom-Level Outcomes

Exploring Changes in Student Engagement through the Ruler Approach: An Examination of Students at Risk of Academic Failure

Examining the relationship between perceptions of teaching self-efficacy, school support and teacher and paraeducator burnout in a residential school setting

Applying the classroom assessment scoring system in classrooms serving students with emotional and behavioural disorders

Promoting participation in physical activity using framed messages: An application of prospect theory

Regulating anger and sadness: an exploration of discrete emotions in emotion regulation

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