A5012241496- Bullying, Victimization, and Aggression
- Child and Adolescent Psychosocial and Emotional Development
- Early Childhood Education and Development
- Education Discipline and Inequality
- Traumatic Brain Injury and Neurovascular Disturbances
- Communication in Education and Healthcare
- Education Methods and Practices
- Stress and Burnout Research
- Racial and Ethnic Identity Research
- Counseling Practices and Supervision
- Education Practices and Challenges
- Parental Involvement in Education
- Education and Critical Thinking Development
- Workplace Violence and Bullying
- Education Systems and Policy
- Intimate Partner and Family Violence
- Youth Development and Social Support
- Resilience and Mental Health
- Child Development and Digital Technology
University of California System
2024
University of California, Berkeley
2020-2023
Although transformative social and emotional learning (SEL) has been recognized as a compelling concept to advance SEL practices toward equitable outcomes for both students adults in schools, psychometrically theoretically sound measurement tools facilitating the implementation of are still lacking. To address this research gap, we conducted initial validation teacher self-reflection scale initially developed by Collaborative Academic, Social, Emotional Learning (CASEL) assess teachers'...
Guided by the social–ecological, social identity, and misfit theories, present study examined gender, racial/ethnic, grade-level differences of students' perceived school safety their associations with bullying victimization school-wide using a sample 25,896 students from 114 public schools. Results hierarchical linear regression modeling suggested that negative association between individual-level was stronger among White than Black students, middle high students. The in schools elementary...
Abstract Although school climate plays an important role in the development of adolescent prosocial behaviors and problem behaviors, little is known about mechanisms underlying climate's impact on such particularly Chinese adolescents. This study used a multi‐informant approach to investigate mediating social‐emotional learning (SEL) competencies association with (i.e., internalizing externalizing behaviors) among A total 699 students ( M age = 12.89 years, SD 0.70) 7th 8th grades from three...
Guided by the social-ecological model, present study used hierarchical linear modeling to examine multilevel associations between teacher victimization (TV), burnout, and school climate. Participants were 1,711 teachers from 58 middle high schools in mainland China. Using modeling, found that upon controlling for demographic factors, TV at individual level had a significant positive association with all three dimensions of burnout (i.e., emotional exhaustion, depersonalization, reduced...
(2021). An Intersectional Examination of the Effects Race/Ethnicity and Immigrant Status on School Victimization in Predominantly Hispanic/Latinx High Schools. Psychology Review. Ahead Print.
This conceptual paper applies the theory adaptation approach to integrate literature concerning barriers experienced by Asian immigrant families in parental involvement, with a specific focus on comparative analysis of perspectives from and their teachers United States. The mismatch perceptions involvement held parents supports refinement applications cultural inequality. provides comprehensive understanding how misalignment between prevailing school culture background practices contribute...
Guided by the social cognitive theory and job demands-resources model, we used multiple regression analyses to examine concurrent interactive influences of professional support efficacy beliefs on compassion fatigue during COVID-19 among 231 school principals in California. Controlling for principals' individual- school-level demographic factors, their district collective (but not self-efficacy) were significantly negatively associated with fatigue. The negative association between was...
Despite the importance of understanding teacher empowerment and silence to help address issues shortage well-being improve school-based consultation, research on topic has been understudied undertheorized, particularly for new teachers. To fill this gap, we carried out a constructivist grounded theory-based qualitative exploration factors that contribute teachers' during COVID-19 pandemic among sample 24 first-year teachers from large diverse urban school district in northern California. The...