| Multilevel associations between school-wide social–emotional learning (SEL) approach and student engagement across Elementary, Middle, and High Schools C Yang, GG Bear, H May School Psychology Review 47 (1), 45-61, 2018 | 288 | 2018 |
| Validation of a brief measure of teachers’ perceptions of school climate: Relations to student achievement and suspensions GG Bear, C Yang, M Pell, C Gaskins Learning Environments Research 17, 339-354, 2014 | 198 | 2014 |
| Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate C Yang, J Sharkey, L Reed, C Chen, E Dowdy School Psychology Quarterly 33 (1), 54-64, 2018 | 178 | 2018 |
| Students' perceptions of school climate in the US and China. C Yang, GG Bear, FF Chen, W Zhang, JC Blank, X Huang School Psychology Quarterly 28 (1), 7, 2013 | 174 | 2013 |
| Differences in bullying victimization between students with and without disabilities GG Bear, LS Mantz, JJ Glutting, C Yang, DE Boyer School Psychology Review 44 (1), 98-116, 2015 | 145 | 2015 |
| Technical manual for Delaware School Survey: Scales of school climate, bullying victimization, student engagement, and positive, punitive, and social emotional learning techniques G Bear, C Yang, L Mantz, E Pasipanodya, S Hearn, D Boyer Delaware Positive Behavior Support (DE-PBS) and school climate …, 2014 | 139 | 2014 |
| School-wide practices associated with school climate in elementary, middle, and high schools GG Bear, C Yang, LS Mantz, AB Harris Teaching and teacher education 63, 372-383, 2017 | 125 | 2017 |
| Online teaching self-efficacy, social–emotional learning (SEL) competencies, and compassion fatigue among educators during the COVID-19 pandemic C Yang School Psychology Review 50 (4), 505-518, 2021 | 116 | 2021 |
| School-wide social emotional learning (SEL) and bullying victimization: Moderating role of school climate in elementary, middle, and high schools C Yang, MK Chan, TL Ma Journal of school psychology 82, 49-69, 2020 | 103 | 2020 |
| Differences in school climate and student engagement in China and the United States. GG Bear, C Yang, D Chen, X He, JS Xie, X Huang School Psychology Quarterly 33 (2), 323, 2018 | 96 | 2018 |
| Assessing school climate: Validation of a brief measure of the perceptions of parents GG Bear, C Yang, E Pasipanodya Journal of Psychoeducational Assessment 33 (2), 115-129, 2015 | 87 | 2015 |
| Moral disengagement and bullying perpetration: A longitudinal study of the moderating effect of school climate. Z Teng, GG Bear, C Yang, Q Nie, C Guo School Psychology 35 (1), 99, 2020 | 63 | 2020 |
| The delaware social-emotional competency scale (DSECS-S): evidence of validity and reliability LS Mantz, GG Bear, C Yang, A Harris Child Indicators Research 11, 137-157, 2018 | 63 | 2018 |
| Cyberbullying victimization and student engagement among adolescents: Does school climate matter? C Yang, JD Sharkey, LA Reed, E Dowdy School psychology 35 (2), 158, 2020 | 47 | 2020 |
| Family socioeconomic status and adolescents’ academic achievement: The moderating roles of subjective social mobility and attention F Zhang, Y Jiang, H Ming, C Yang, S Huang Journal of Youth and Adolescence 49, 1821-1834, 2020 | 46 | 2020 |
| Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools GG Bear, D Chen, LS Mantz, C Yang, X Huang, K Shiomi Teaching and Teacher Education 53, 41-50, 2016 | 46 | 2016 |
| Preliminary investigation of the psychological sense of school membership scale with primary school students in a cross-cultural context R Wagle, E Dowdy, C Yang, O Palikara, S Castro, K Nylund-Gibson, ... School Psychology International 39 (6), 568-586, 2018 | 43 | 2018 |
| A Brazilian Portuguese survey of school climate: Evidence of validity and reliability GG Bear, B Holst, C Lisboa, D Chen, C Yang, FF Chen International Journal of School & Educational Psychology 4 (3), 165-178, 2016 | 42 | 2016 |
| Peer victimization and problem behaviors: The roles of self‐esteem and parental attachment among Chinese adolescents Y Pan, C Yang, G Liu, M Chan, C Liu, D Zhang Child Development 91 (4), e968-e983, 2020 | 40 | 2020 |
| Educators’ online teaching self-efficacy and compassion fatigue during the COVID-19 pandemic: The dual roles of “connect”. C Yang, S Manchanda, J Greenstein School Psychology 36 (6), 504, 2021 | 39 | 2021 |
George BearSchool of Education, University of DelawareVerified email at udel.edu
