PEER-REVIEWED JOURNAL ARTICLES

(* Graduate Student Advisees and Mentees)

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 Yang, C., Rho, E.*, Lin, X.*, & Stomski, M.* (2023). Empowerment and silence: A grounded-theory exploration among new teachers. School Psychology. Advance online publication. https://doi.org/10.1037/spq0000612

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Yang, C., Chan, M. K.*, & Ma, T. L. (2020). School-wide social emotional learning (SEL) and bullying victimization: Moderating role of school climate in elementary, middle, and high schools. Journal of School Psychology, 82, 49-69. https://doi.org/10.1016/j.jsp.2020.08.002

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Yang, C. (2023). Influences of prepandemic bullying victimization and COVID-19 peer discrimination on Chinese American adolescents’ mental health during the COVID-19 pandemic. School Psychology.

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Yang, C., Dong, Q.*, Rho, E.*, & Teng, Z. (2023). Associations between school-wide practices and school-wide bullying: Advancing the cross-country understanding of teachers’ perspectives from the U.S. and China. School Psychology. Advance online publication. https://doi.org/10.1037/spq0000557

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Chen, C.*, Nadler, R., Sharkey, J. D., & Yang, C. (2023). Ethical and Legal Considerations in Balancing Mental Health of Sexual and Gender Minority Students and Parental Consent. Journal of Applied School Psychology, 1-24. https://doi.org/10.1080/15377903.2023.2221202

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Yang, C., Chan, M.*, Nickerson, A., Jenkins, L., Fredricks, S., & Xie, J. (2022). Teacher victimization and subjective wellbeing: Does school climate matter? Aggressive Behavior. [IF = 2.9]

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Yang, C., Chan, M.*, Lin, X.*, & Chen, C.*, (2022). Teacher victimization and teacher burnout: Moderating role of school climate in a large-scale survey study. Journal of School Violence. https://doi.org/10.1080/15388220.2022.2041023 [IF = 2.4]

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Teng, Z.*, Yang, C., Stomski, M.*, & Nie, Q.* (2022). Violent video game exposure and bullying in early adolescence: A longitudinal study examining moderation of trait aggressiveness and moral identity. Psychology of Violence. https://doi.org/:10.1037/vio0000424 [IF = 4.1]

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Yang, C., Manchanda, S.*, & Greenstein, J.* (2021). Educators’ Online Teaching Self-Efficacy and Compassion Fatigue During the COVID-19 Pandemic: The Dual Roles of “Connect.” School Psychology, 36(6), 504–515. https://doi.org/10.1037/spq0000475 [IF = 3.3]

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Yang, C. (2021, in press). Online teaching self-efficacy, social-emotional learning (SEL) competencies, and compassion fatigue among educators during the COVID-19 Pandemic. School Psychology Review. http://doi.org/10.1080/2372966X.2021.1903815

Grapin, S., Collier-Meek, M., Stacy-Ann, J., Yang, C., & Porillo, N. (2021, in press). Reconceptualizing mentoring for the 21th Century: A systematic mapping of research in school psychology. School Psychology Review. https://doi.org/10.1080/2372966X.2021.1910861

 [IF = 2.3; 5-year IF = 3.0]

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Yang, C., Chen, C.,* Lin, X.,* & Chan, M.* (2021). School-wide social and emotional learning (SEL) and cyberbullying victimization among middle and high school students: Moderating role of school climate. School Psychology. Advance online publication. https://doi.org/10.1037/spq0000423 [IF = 2.3; 5-year IF = 3.1] (American Psychology Association Article Spotlight Forthcoming)

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Yang, C., Lin, X.,* & Stomski, M.* (2021). Unequally safe: Association between bullying and perceived school safety and the moderating effects of race/ethnicity, gender, and grade levels. School Psychology Review. Advance online publication. https://doi.org/10.1080/2372966X.2020.1860427 [IF = 2.3; 5-year IF = 3.0]

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Yang, C. Chan, M.,* Chen, C.,* & Jimerson, S. (2021). Parental perceptions of school climate in the United States and China: Advancing understanding of measurement and cross-national considerations. School Psychology. Advance Online Publication. https://doi.org/10.1080/2372966X.2020.1860427 [IF = 2.3; 5-year IF = 3.1]

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Yang, C., Manchanda, S.,* Lin, X.,* & Teng, Z.* (2021). An intersectional examination of the effects of race/ethnicity and immigration status on school victimization in predominantly Hispanic/Latino high schools. School Psychology Review. Advance online publication. https://doi.org/10.1080/2372966X.2020.1840262 [IF = 2.3; 5-year IF = 3.0]

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Chen, C. *, Yang, C. & Nie, Q*. (2021). Social-emotional learning competencies and problematic Internet use among Chinese adolescents: A structural equation Modeling Analysis. Environmental Research and Public Health. 18(6), https://doi.org/10.3390/ijerph18063091 [IF = 2.8; 5-year IF = 3.1]

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Nie, Q.*, Yang, C., Stomski, M., Zhao, Z., Teng, Z., & Guo, C. (2021). Longitudinal link between bullying victimization and bullying perpetration: A multilevel moderation of perceived school climate. Journal of Interpersonal Violence. https://doi.org/10.1177/0886260521997940 [IF = 3.6; 5-year IF= 3.1]

Yang, C., Chen, C.,* Chan, M.,* Wang, C., Luo, H.,* & Lin, X.* (2020). Training experience in U.S. school psychology programs: Understanding Asian international students’ assets, challenges, and effective strategies. Contemporary School Psychology. Advance online publication. https://doi.org/10.1007/s40688-020-00320-x [IF and 5-year IF are not available]

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Yang, C., Chan, M.,* & Ma, T-L (2020). School-wide social and emotional learning (SEL) and bullying victimization: Moderating role of school climate across elementary, middle, and high schools. Journal of School Psychology. Advance online publication. https://doi.org/10.1016/j.jsp.2020.08.002 [IF = 3.0; 5-year IF = 4.2]

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Zhang, F. *, Jiang, Y., Ming, H., Yang C., & Huang, S. (2020). Family socioeconomic status and adolescents' academic achievement: The moderating roles of subjective social mobility and attention. Journal of Youth and Adolescence. 49(9), 1821–1834. https://doi.org/10.1007/s10964-020-01287-x [IF = 3.1; 5-year IF = 4.2]

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Nie, Q.,* Teng, Z., Yang, C., Lu, X., Liu, C., Zhang, D., & Guo, C. (2020). Psychological suzhi and academic achievement in Chinese adolescents: A two-year longitudinal study. British Journal of Educational Psychology. Advance online publication. https://doi.org/10.1111/bjep.12384 [IF = 2.5; 5-year IF = 3.2]

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Chen, C.,* Yang, C., Chan, M.,* & Jimerson, S. (2020). Association between school climate and bullying victimization: A cross-cultural comparison from parents’ perspectives. School Psychology. 35(5), 311–320. https://doi.org/ 10.1037/spq0000405 [IF = 2.3; 5-year IF = 3.1]

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Xie, J., Sun, X., Li, C., Zhang, Y., Yang C., & Bear, G. (2020). Chinese version of Delaware School Climate Scale – Home. Chinese Journal of Clinical Psychology. 28 (3), 477-482. http://doi.org/10.16128/j.cnki.1005-3611.2020.03.009 [U-J IF = 2.7; MS-JIF = 1.5]

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Nie, Q.,* Yang, C., Teng, Z., Pan, Y., Guo, C., & Zhang, D. (2020). Longitudinal association between school climate and depressive symptoms: Mediating role of psychological suzhi. School Psychology, 35(4), 267–276. https://doi.org/10.1037/spq0000374 [IF = 2.3; 5-year IF = 3.1]

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Yang, C., Sharkey, J. D., Reed, L., & Dowdy, E. (2020). Cyberbullying victimization and student engagement among adolescents: Does school climate matter? School Psychology, 35(2), 158–169. https://doi.org/10.1037/spq0000353 [IF = 2.3; 5-year IF = 3.1]

Yang, C., Sharkey, J. D., Chen, C.,* & Jimerson, S. (2019). Teacher-home communication and bullying victimization: Does parents’ perception of fairness of rules matter? School Psychology Review, 48(3), 251-266. https://doi.org/ 10.17105/SPR-2018-0060.V48-3 [IF = 2.3; 5-year IF = 3.0]

Chan, M.,* Yang, C., Furlong, M., Dowdy, E., & Xie, J. (2019). Association between social-emotional strengths and school membership: A cross-cultural comparison. International Journal of School & Educational Psychology. Advance online publication. https://doi.org/10.1080/21683603.2019.1677539 [IF = 1.6; 5-year IF not available]

Pan, Y., Yang, C., Liu, C, Chan, M.,* Liu, G., & Zhang, D. (2019). A moderated mediation model of peer victimization and problem behaviors: The roles of self-esteem and parental attachment among Chinese early adolescents. Child Development, 91(4), e968–e983. https://doi.org/10.1111/cdev.13319 [IF = 4.9; 5-year IF = 5.6]

Teng, Z., * Bear, G.G., Yang, C. Nie, Q.,* & Guo, C. (2019). Moral disengagement and bullying perpetration: A longitudinal study of the moderating effect of school climate. School Psychology, 35(1), 99–109. https://doi.org/10.1037/spq0000348 [IF = 2.3; 5-year IF = 3.1]

Xie, J., Liu, J., Wei, Yu., Yang, C., Bear, G. G. & Wang, W. (2019). Validation of the Chinese Version of Delaware Positive, Punitive, and Social-Emotional Learning (SEL) Techniques Scale - Teacher. Chinese Journal of Clinical Psychology. 28 (4),701 –706. https://doi.org/10.16128/j.cnki.1005-3611.2019.04.012 [U-J IF = 2.7; MS-JIF = 1.5]

Xie, J., Lin, X., Qin, F., Yang, C., & Bear, G. G. (2019). Validation of the Chinese Version of Delaware Positive, Punitive, and Social-Emotional Learning (SEL) Techniques Scale - Student. Chinese Journal of Clinical Psychology. 27(2), 524-529. https://doi.org/10.16128/j.cnki.1005-3611.2019.03.020 [U-J IF = 2.7; MS-JIF = 1.5]

Xie, J., Peng, Z., Zhu, Z., Yang, C., & Bear, G.G. (2018). Chinese Version of Delaware School Climate Scale – Teacher/Staff. Chinese Journal of Clinical Psychology. 26 (5). 891–996. https://doi.org/10.16128/ 10.16128/j.cnki.1005-3611.2018.05.012 [U-J IF = 2.7; MS-JIF = 1.5]

Yang, C., Fredrick S. S., Nickerson, A., Jenkins L., & Xie, J. (2019). Initial development and validation of the Multidimensional Teacher Victimization Scale. School Psychology Quarterly. 34(2), 244–252. https://doi.org/10.1037/spq0000307 [IF = 2.3; 5-year IF = 3.1]

Yang, C., Jenkins, L., Fredrick, S. S., Chen, C.,* Xie, J.-S., & Nickerson, A. B. (2019). Teacher victimization by students in china: a multilevel analysis. Aggressive Behavior, 45(2), 169–180. https://doi.org/10.1002/ab.21806 [IF = 2.2; 5-year IF = 3.1]

Yang, C., Sharkey, J. D., Reed, L., Chen, C*, & Dowdy, E. (2018). Bullying victimization and student engagement in Elementary, Middle, and High Schools: Moderating role of school climate. School Psychology Quarterly.33, 54-64. Doi: 10.1037/spq0000250 (Top 10 most downloaded journal article from APA journals in 2018)

Yang, C., Bear, G. G. & May, H. (2018). The association between social-emotional learning approach and student engagement across elementary, middle, and high schools. School Psychology Review. 47(1), 45–61. https://doi.org/10.17105/SPR-2017-0003.V47-1 [IF = 2.3; 5-year IF = 3.0]

Bear, G. G., Yang, C., Chen, D., He, X., Xie, J., & Huang, X. (2018). Differences in school climate and student engagement in China and the United States. School Psychology Quarterly, 33(2), 323–335. https://doi.org/10.1037/spq0000247 [IF = 2.3; 5-year IF = 3.1]

Wang, C., Yang, C., Xu, J., & Furlong, M. (2018). Initial validation of the Social Emotional Health Survey-Primary in a Chinese sample. International Journal of School & Educational Psychology. 6(1), 62–74. https://doi.org/10.1080/21683603.2016.1272026 [IF = 1.6; 5-year IF not available]

Wagle, R.*, Dowdy, E., Yang, C., Palikara, O., Castro, S., & Nylund-Gibson, K. (2018). Preliminary investigation of the Psychological Sense of School Membership Scale with primary school students in a cross-cultural context. School Psychology International, 39(6), 568–586. https://doi.org/10.1177/0143034318803670 [IF = 1.4; 5-year IF = 1.5]

Xie, J., Shan, L., Yang, C., Furlong, M., Wang, C., Deng, T. & Deng, J. (2018). Validation of the Social and Emotional Health Survey- Primary for Chinese Students. Chinese Journal of Clinical Psychology. 26(3), 522–527. https://doi.org/10.16128/j.cnki.1005-3611.2018.03.023 [U-J IF = 2.7; MS-JIF = 1.5]

Mantz L., Bear, G. G., Yang, C. & Harris, A. (2016). The Delaware Social-Emotional Competency Scale (DSECS-S): Evidence of validity and reliability. Child Indicators Research. 11 (1), 137–157. https://doi.org/10.1007/s12187-016-9427-6 [IF = 1.5; 5-year IF = 2.1]

Xie, J., Shan, L., Yang, C., & Furlong, M. (2017). Chinese version of the Social and Emotional Health Survey – Secondary School Version. Chinese Journal of Clinical Psychology. 25(6), 1012–1016. https://doi.org/ 10.16128/j.cnki.1005-3611.2017.06.004 [U-J IF = 2.7; MS-JIF = 1.5]

Xie, J., Xiao, S., Yang, C., & Bear, G. (2017). A comparative study of perceptions of school climate in Chinese and American adolescents. Chinese Journal of Clinical Psychology. 25 (4), 714–718. https://doi.org/ 10.16128/j.cnki.1005-3611.2017.04.026 [U-J IF = 2.7; MS-JIF = 1.5]

Bear, G. G., Yang, C., Mantz, L. S., & Harris, A. B. (2017). School-wide practices associated with school climate in elementary, middle, and high schools. Teaching and Teacher Education, 63, 372–383. https://doi.org/10.1016/j.tate.2017.01.012 [IF = 2.7; 5-year IF = 3.6]

Xie, J., Lu, X., Yang, C., Bear, G., G., & Ling, Y. (2016). A comparative study of bullying victimization in Chinese and American Adolescents. Chinese Journal of Clinical Psychology, 24 (4), 706–709, 683. https://doi.org/10.16128/j.cnki.1005-3611.2016.04.029 [U-J IF = 2.7; MS-JIF = 1.5]

Xie, J., Lv, Y., Kun, M., Lu, X., Bear, G. G., Yang, C., Seth, M., & Rong, G. (2016). The validity and reliability of the Chinese version of the Delaware School Climate Survey – Student. Chinese Journal of Clinical Psychology, 24 (2), 250–253. https://doi.org/10.16128/j.cnki.1005-3611.2016.02.014 [U-J IF = 2.7; MS-JIF = 1.5]

Bear, G. G., Chen, D., Mantz, L., Yang, C., Huang, X., & Shiomi, K. (2016). Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools. Teaching and Teacher Education, 53, 41–50. https://doi.org/10.1016/j.tate.2015.10.003 [IF = 2.7; 5-year IF = 3.6]

Bear, G., Holst, B., Lisboa, C., Chen, D., Yang, C., & Chen, F. F. (2016). A Brazilian Portuguese survey of school climate: Evidence of validity and reliability. International Journal of School & Educational Psychology, 4(3), 165–178. https://doi.org/10.1080/21683603.2015.1094430 [IF = 1.6; 5-year IF not available]

Xie, J., Lv, Y., Bear, G. G., Yang, C., Seth, M., & Rong, G. (2015). The validity and reliability of the Chinese version of Delaware Bullying Victimization Scale – Student. Chinese Journal of Clinical Psychology, 23 (4), 594–596. https://doi.org/10.16128/j.cnki.1005-3611.2015.04.006 [U-J IF = 2.7; MS-JIF = 1.5]

Bear, G. G., Mantz, L., Glutting, J., Yang, C., & Boyer, D. (2015). Differences in bullying victimization between students with and without disabilities. School Psychology Review, 44(1), 98–116. [IF = 2.3; 5-year IF = 3.0]

Bear, G. G., Yang, C., & Pasipanodya, E. (2015). School Climate: Validation of a brief measure of the perceptions of parents. Journal of Psychoeducational Assessment, 33(2), 115–129. https://doi.org/10.1177/0734282914545748 [IF = 1.3; 5-year IF = 1.6]

Bear, G. G., Yang, C., Glutting, J., Huang, X., He, X., Zhang, W., & Chen, D. (2014). Understanding teacher-student relationships, student-student relationships, and conduct problems in China and the United States. International Journal of School & Educational Psychology, 2(4), 247–260. https://doi.org/10.1080/21683603.2014.883342 [IF = 1.6; 5-year IF not available]

Bear, G. G., Yang, C., Pell, M., & Gaskin, C. (2014). Validation of a brief measurement of teacher perceptions of school climate. Learning Environments Research, 17 (3), 339–354. https://doi.org/10.1007/s10984-014-9162-1 [IF = 2.3; 5-year IF = 2.5]

Yang, C., Bear, G. G., Chen, F. F., Zhang, W., Blank, J. C., & Huang, X. S. (2013). Student perceptions of school climate in the U.S. and China. School Psychology Quarterly, 28(1), 7–24. https://doi.org/10.1037/spq0000002  (Sample article on School Psychology Quarterly in 2013-2014) [IF = 2.3; 5-year IF = 3.1]

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