Nathaniel von der Embse

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Stephen KilgusProfessor, School Psychology, University of Wisconsin-MadisonПодтвержден адрес электронной почты в домене wisc.edu
Katie EklundAssociate Professor, Department of Educational Psychology, University of Wisconsin-MadisonПодтвержден адрес электронной почты в домене wisc.edu
Natasha SegoolAssociate Professor, University of HartfordПодтвержден адрес электронной почты в домене hartford.edu
Laura L. PendergastTemple UniversityПодтвержден адрес электронной почты в домене temple.edu
Dave Putwain, David Putwain, D W Pu...Professor, Liverpool John Moores UniversityПодтвержден адрес электронной почты в домене ljmu.ac.uk
Elina SaekiCalifornia State University, Los AngelesПодтвержден адрес электронной почты в домене calstatela.edu
CRYSTAL N TAYLORAssistant Professor; Appalachian State UniversityПодтвержден адрес электронной почты в домене appstate.edu
Wesley SimsAssistant Professor, University of California, RiversideПодтвержден адрес электронной почты в домене ucr.edu
Eun Sook KimUniversity of South FloridaПодтвержден адрес электронной почты в домене usf.edu
Lia SandilosLehigh UniversityПодтвержден адрес электронной почты в домене lehigh.edu
T. Chris Riley-TillmanProvost, Washington State UniversityПодтвержден адрес электронной почты в домене wsu.edu
Stephanie IaccarinoGraduate Student, Temple UniversityПодтвержден адрес электронной почты в домене temple.edu
Jason Gallant, Ph.D., L.P.Boys Town Central FloridaПодтвержден адрес электронной почты в домене boystown.org
Alexander M. SchoemannEast Carolina University - Department of PsychologyПодтвержден адрес электронной почты в домене ecu.edu
Wes Bonifay, Ph.D.University of Missouri - ColumbiaПодтвержден адрес электронной почты в домене missouri.edu
Tyler L. RenshawAssociate Professor, Psychology Department, Utah State UniversityПодтвержден адрес электронной почты в домене usu.edu

Nathaniel von der Embse

University of South Florida

Подтвержден адрес электронной почты в домене usf.edu - Главная страница

School Psychology School Mental Health Accountability Test Anxiety Teacher Stress


Название По числу цитат По году По названию	Процитировано Процитировано	Год
Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review N Von der Embse, D Jester, D Roy, J Post Journal of affective disorders 227, 483-493, 2018	737	2018
Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent SV Ryan, NP von der Embse, LL Pendergast, E Saeki, N Segool, ... Teaching and Teacher Education 66, 1-11, 2017	712	2017
HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ANXIOUS RESPONSES TO HIGH‐STAKES TESTING NK Segool, JS Carlson, AN Goforth, N von der Embse, JA Barterian Psychology in the Schools, 2013	530	2013
Test anxiety interventions for children and adolescents: A systematic review of treatment studies from 2000–2010 N von der Embse, J Barterian, N Segool Psychology in the Schools 50 (1), 57-71, 2013	411	2013
Teacher stress interventions: A systematic review N von der Embse, SV Ryan, T Gibbs, A Mankin Psychology in the Schools 56 (8), 1328-1343, 2019	315	2019
Measurement equivalence: A non-technical primer on categorical multi-group confirmatory factor analysis in school psychology LL Pendergast, N von der Embse, SP Kilgus, KR Eklund Journal of school psychology 60, 65-82, 2017	248	2017
The influence of test-based accountability policies on school climate and teacher stress across four states NP von der Embse, LL Pendergast, N Segool, E Saeki, S Ryan Teaching and Teacher Education 59, 492-502, 2016	223	2016
Test Anxiety and High-Stakes Test Performance Between School Settings: Implications for Educators N von der Embse, R Hasson Preventing School Failure: Alternative Education for Children and Youth 56 …, 2012	206	2012
Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies NP von der Embse, LE Sandilos, L Pendergast, A Mankin Learning and Individual Differences 50, 308-317, 2016	192	2016
The influence of test‐based accountability policies on early elementary teachers: School climate, environmental stress, and teacher stress E Saeki, N Segool, L Pendergast, N von der Embse Psychology in the Schools 55 (4), 391-403, 2018	177	2018
Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress DW Putwain, NP von der Embse Educational Psychology 39 (1), 51-64, 2019	138	2019
Social, academic, and emotional behavior risk screener (SAEBRS) SP Kilgus, NP von der Embse Minneapolis, MN: Theodore J. Christ & Colleagues, 2014	112*	2014
Initial Development and Factor Structure of the Educator Test Stress Inventory NP von der Embse, SP Kilgus, HJ Solomon, M Bowler, C Curtiss Journal of Psychoeducational Assessment, 0734282914548329, 2014	111	2014
The influence of test-based accountability policies on teacher stress and instructional practices: a moderated mediation model NP von der Embse, AM Schoemann, SP Kilgus, M Wicoff, M Bowler	108	2016
Cognitive Behavioral Model of Test Anxiety in a High-Stakes Context: An Exploratory Study NK Segool, NP von der Embse, AD Mata, J Gallant School Mental Health, 1-12, 2013	103	2013
Psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) teacher rating scale and multiple gating procedure within elementary and … SP Kilgus, K Eklund, NP von der Embse, CN Taylor, WA Sims Journal of school psychology 58, 21-39, 2016	100	2016
Changes in teacher stress and wellbeing throughout the academic year N von der Embse, A Mankin Journal of applied school psychology 37 (2), 165-184, 2021	93	2021
High-stakes accountability: Student anxiety and large-scale testing NP von der Embse, SE Witmer Journal of Applied School Psychology 30 (2), 132-156, 2014	89	2014
Evaluating the applied use of a mental health screener: Structural validity of the Social, Academic, and Emotional Behavior Risk Screener. NP von der Embse, LL Pendergast, SP Kilgus, KR Eklund Psychological assessment 28 (10), 1265, 2016	83	2016
Demonstration of a trauma-informed assessment to intervention model in a large urban school district N von der Embse, L Rutherford, A Mankin, A Jenkins School Mental Health 11, 276-289, 2019	82	2019

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