| Rates and types of teacher praise: A review and future directions LN Jenkins, MT Floress, W Reinke Psychology in the Schools 52 (5), 463-476, 2015 | 238 | 2015 |
| Effects of peer victimization on psychological and academic adjustment in early adolescence. SY Rueger, LN Jenkins School Psychology Quarterly 29 (1), 77, 2014 | 176 | 2014 |
| Bullying participant roles and gender as predictors of bystander intervention LN Jenkins, AB Nickerson Aggressive behavior 43 (3), 281-290, 2017 | 174 | 2017 |
| Bullying Participant Behaviors Questionnaire (BPBQ): Establishing a reliable and valid measure MK Demaray, KH Summers, LN Jenkins, LD Becker Journal of school violence 15 (2), 158-188, 2016 | 172 | 2016 |
| Associations among middle school students’ bullying roles and social skills LN Jenkins, MK Demaray, SS Fredrick, KH Summers Journal of school violence 15 (3), 259-278, 2016 | 155 | 2016 |
| General education teachers’ natural rates of praise: A preliminary investigation MT Floress, LN Jenkins, WM Reinke, L McKown Behavioral Disorders 43 (4), 411-422, 2018 | 129 | 2018 |
| Social, emotional, and cognitive factors associated with bullying LN Jenkins, MK Demaray, J Tennant School psychology review 46 (1), 42-64, 2017 | 121 | 2017 |
| Bystander intervention in bullying: Role of social skills and gender LN Jenkins, AB Nickerson The Journal of Early Adolescence 39 (2), 141-166, 2019 | 115 | 2019 |
| Social emotional learning (SEL) practices in schools: Effects on perceptions of bullying victimization AB Nickerson, SS Fredrick, KP Allen, LN Jenkins Journal of school psychology 73, 74-88, 2019 | 112 | 2019 |
| A critical review of five commonly used social-emotional and behavioral screeners for elementary or secondary schools LN Jenkins, MK Demaray, NS Wren, SM Secord, KM Lyell, AM Magers, ... Contemporary School Psychology 18, 241-254, 2014 | 94 | 2014 |
| A preliminary investigation of kindergarten teachers’ use of praise in general education classrooms MT Floress, LN Jenkins Preventing School Failure: Alternative Education for Children and Youth 59 …, 2015 | 91 | 2015 |
| Relations among academic enablers and academic achievement in children with and without high levels of parent‐rated symptoms of inattention, impulsivity, and hyperactivity MK Demaray, LN Jenkins Psychology in the Schools 48 (6), 573-586, 2011 | 90 | 2011 |
| Social capital and bystander behavior in bullying: Internalizing problems as a barrier to prosocial intervention LN Jenkins, SS Fredrick Journal of youth and adolescence 46, 757-771, 2017 | 86 | 2017 |
| Social support and self-concept in relation to peer victimization and peer aggression LN Jenkins, MK Demaray Journal of School Violence 11 (1), 56-74, 2012 | 86 | 2012 |
| Dimensions of empathy and bystander intervention in bullying in elementary school SS Fredrick, LN Jenkins, K Ray Journal of school psychology 79, 31-42, 2020 | 80 | 2020 |
| Effects of perceived support from mothers, fathers, and teachers on depressive symptoms during the transition to middle school SY Rueger, P Chen, LN Jenkins, HJ Choe Journal of youth and adolescence 43, 655-670, 2014 | 79 | 2014 |
| An investigation of relations among academic enablers and reading outcomes LN Jenkins, MK Demaray Psychology in the Schools 52 (4), 379-389, 2015 | 66 | 2015 |
| Teacher-directed violence and stress: The role of school setting C Bounds, LN Jenkins Contemporary school psychology 22, 435-442, 2018 | 53 | 2018 |
| Indirect effects in the peer victimization‐academic achievement relation: The role of academic self‐concept and gender LN Jenkins, MK Demaray Psychology in the Schools 52 (3), 235-247, 2015 | 50 | 2015 |
| Teacher-directed violence in relation to social support and work stress C Bounds, LN Jenkins Contemporary school psychology 20, 336-344, 2016 | 47 | 2016 |
Michelle Kilpatrick DemarayProfessor of Psychology, Northern Illinois UniversityVerified email at niu.edu