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tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2024</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2023</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2022</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2021</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2020</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2019</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2018</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2017</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2016</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2015</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2014</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2013</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2012</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2011</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2010</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2009</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2008</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2007</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2006</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2005</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2004</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2003</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2002</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">2001</li></ul></div></th><th><div class="google-sheet-header-column google-sheet-header-column--filterable-short google-sheet-header-column--wide"><span>Title</span><button type="button" class="google-sheet-header-column__button" aria-label="Sort by Title"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 24 24" focusable="false" class="google-sheet-header-column__icon"><path d="M11.363 2.626 1.6 19.875A.75.75 0 0 0 2.237 21h19.526a.75.75 0 0 0 .637-1.125L12.637 2.626a.729.729 0 0 0-1.274 0" style="fill:none;stroke:currentColor;stroke-linecap:round;stroke-linejoin:round;stroke-width:1.5px;fill-rule:evenodd"></path></svg></button><button type="button" class="base-drop-down-button--style--icon" tabindex="-1" aria-haspopup="listbox" aria-expanded="false"><span aria-hidden="true"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 24 24" focusable="false" class="google-sheet-header-column__icon"><path d="M23.2 2.054a.75.75 0 0 0-.748-.8H1.5a.75.75 0 0 0-.748.8 11.254 11.254 0 0 0 8.972 10.22v9.875a.75.75 0 0 0 1.23.576l3-2.5a.75.75 0 0 0 .27-.576v-7.375A11.25 11.25 0 0 0 23.2 2.054" style="stroke:currentColor;stroke-linecap:round;stroke-linejoin:round;stroke-width:1.5px"></path></svg></span></button><ul role="listbox" class="drop-down-button-item-list drop-down-button-item-list--hidden drop-down-button-item-list--with-scroll google-sheet-header-column__list--short" aria-label="Filter by Title"><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Emotion-specific recognition biases and how they relate to emotion specific recognition accuracy, family and child demographic factors, and social behaviour</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Affective experiences of U.S. school personnel in the sociopolitical context of 2021: Reflecting on the past to shape the future</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Crises, creativity, and innovation</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Big challenges and new solutions: When students’ (unpleasant) feelings are used for good</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Creativity and crisis: From possibilities to making them happen</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">How crises may relate to creativity and innovation: An introduction</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Inside the box: Considering the role of task-appropriateness for creativity</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Artificial intelligence as a tool for creativity</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Creativity and affect: A person-centered analysis</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Do you think you are creative? Patterns of self-perceived creativity in adolescents and young adults.</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Forward. First Day, Hooray!</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Considering the “how” of SEL: A framework for the pedagogies of social and emotional learning</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Emotional empowerment in high school life</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Emotional intelligence: An impactful yet often overlooked skill that can enhance physician well-being and professional satisfaction</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Measurement invariance of the children's social desirability scale-short version (CSD-S) across gender, grade level, and race/ethnicity</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Olfactory training improves emotion matching ability in 6-9 years old children – preliminary evidence</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Transformational creativity in education</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Giving educators permission to feel</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">The continuum of regulatory processes in creativity: Comment on “A systematic framework of creative metacognition” by Lebuda, Izabela & Benedek, Mathias</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Emotionally intelligent school leadership predicts educator well-being before and during a crisis</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Emotion regulation through the lens of emotional intelligence</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Teaching emotion regulation in schools</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Emotional Engagement and Caring Relationships: The Assessment of Emotion Regulation Repertoires of Nurses</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Curious and persistent, but not consistent: Self-regulation traits and creativity</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Daily positive and negative affect during the COVID-19 pandemic</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Emotional intelligence for school leaders</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Development and validation of an ability measure of emotion understanding: The Core Relational Themes of Emotion (CORE) test</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Associations between early poverty exposure and adolescent well-being: The role of childhood negative emotionality</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">The role of originality, distancing, and tentative language in effective cognitive reappraisal among adolescents</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">You and me versus the rest of the world: The effects of affiliative motivation and ingroup partner status on social tuning</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">The Meso-Expression Test (MET): A novel assessment of emotion perception</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Students’ self-regulated learning strategies and science achievement: Exploring the moderating effect of learners’ emotional skills.</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Are self-compassionate writers more feedback literate? Exploring undergraduates’ perceptions of feedback constructiveness</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Preventative initiatives to promote psychological adjustment among primary students: Findings of RULER Approach in Spanish public schools. </li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Integrating intelligence, creativity, wisdom: The role of emotions</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Self-regulation of creativity: Toward measuring strategies of creative action</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">A systematic review of secondary school climate assessments</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Disparities in mentoring and mental health problems of U.S. college students in science and engineering during the COVID-19 pandemic</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Individualism and collectivism as predictors of creative potentials and real-life creativity in China and US</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Taking a nuanced look at adolescent technology use and negative affect: The protective role of preparedness</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Unpacking the social-emotional health of education support professionals during the COVID-19 pandemic</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">The role of peers’ executive function and classroom quality in preschoolers’ school readiness</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Supporting transformative SEL implementation through a collaboratory for inclusion</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Social and emotional learning and early literacy skills: A quasi-experimental study of RULER</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Mood and creativity in children: Differential impacts on convergent and divergent thinking</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Moderators of the association between co-rumination and depressive symptoms in emerging adult friendships</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Five key questions educators ask about SEL</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Teacher-child racial congruence and young children’s preschool adjustment</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">The effects of perspective taking primes on the social tuning of explicit and implicit views toward gender and race</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Family context of mindset matters: Students’ perceptions of parent and sibling math mindsets predict their math motivation, behavior, and affect</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Digital and in-person interpersonal emotion regulation: The role of anxiety, depression, and stress</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Momentary emotion regulation strategy use and success: Testing the influences of emotion intensity and habitual strategy use.</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Relationship quality and mental health implications for adolescents during the COVID-19 pandemic: A longitudinal study</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">The role of avoidance in understanding emotional dysfunction associated with a fixed emotion mindset</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">The Cambridge handbook of creativity and emotions</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Creativity and emotional intelligence: A complementary pairing</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Emotion traits and creativity</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Ensuring all children succeed with social-emotional learning.</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Creativity and emotion: Connecting the dots</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Creativity and emotions: Introduction</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">A systematic review of student disability and race representation in universal school-based social and emotional learning interventions for elementary school students</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Gender disparities in remote teaching readiness and mental health problems among university faculty during the COVID-19 pandemic</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Emotion regulation strategies and mental health symptoms during COVID-19: The mediating role of insomnia</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Creativity and connection: The impact of inspirED with secondary school students</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Adolescents suppress emotional expression more with peers compared to parents and less when they feel close to others</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Gender and creative ability: Mean differences and performance variability</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Promoting well-being and responsiveness in pre-service teachers using 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International Journal of Creativity and Problem Solving, 25(2), 47-59.</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Caruso, D. R., Salovey, P., Brackett, M., & Mayer, J. D. (2015). The ability model of emotional intelligence. In S. Joseph (Ed.), Positive psychology in practice: Promoting human flourishing in work, health, education, and everyday life (pp. 543-558). https://doi.org/10.1002/9781118996874.ch32</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., Elbertson, N. A., & Rivers, S. E. (2015). Applying theory to the development of approaches to SEL. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 20–32). 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Santander, Spain: Fundación Botín. https://fundacionbotin.org/wp-content/uploads/2022/06/2014-Informe-Creatividad-EN-3.pdf </li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., & Rivers, S. E. (2014). Transforming students’ lives with social and emotional learning. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 368-388). Routledge. https://doi.org/10.4324/9780203148211.ch19</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Mashburn, A. J., Downer, J. T., Rivers, S. E., Brackett, M. A., & Martinez, A. (2014). Improving the power of an efficacy study of a social and emotional learning program: Application of generalizability theory to the measurement of classroom-level outcomes. Prevention Science, 15(2), 146-155. https://doi.org/10.1007/s11121-012-0357-3</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., Floman, J. L., Ashton-James, C., Cherkasskiy, L., & Salovey, P. (2013). The influence of teacher emotion on grading practices: A preliminary look at the evaluation of student writing. Teachers and Teaching, 19(6), 634-646. https://doi.org/10.1080/13540602.2013.827453</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Castillo, R., Fernández-Berrocal, P., & Brackett, M. A. (2013). Enhancing teacher effectiveness in Spain: A pilot study of the RULER approach to social and emotional learning. Journal of Education and Training Studies, 1(2), 263-272. https://doi.org/10.11114/jets.v1i2.203</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Ivcevic, Z., & Kaufman, J. C. (2013). The can and cannot do attitude: How self-estimates of ability vary across ethnic and socioeconomic groups. Learning and Individual Differences, 27, 144-148. https://doi.org/10.1016/j.lindif.2013.07.011</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Martin, A. J., Ginns, P., Brackett, M. A., Malmberg, L. E., & Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128-133. https://doi.org/10.1016/j.lindif.2013.06.006</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Rivers, S. E., Tominey, S. L., O'Bryon, E. C., & Brackett, M. A. (2013). Introduction to the special issue on social and emotional learning in early education. Early Education and Development, 24(7), 953-959. https://doi.org/10.1080/10409289.2013.825364</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Rivers, S. E., Tominey, S. L., O’Bryon, E. C., & Brackett, M. A. (2013). Developing emotional skills in early childhood settings using Preschool RULER. The Psychology of Education Review, 37(2), 19-25. https://doi.org/10.53841/bpsper.2013.37.2.19</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Hagelskamp, C., Brackett, M. A., Rivers, S. E., & Salovey, P. (2013). Improving classroom quality with the RULER approach to social and emotional learning: Proximal and distal outcomes. American Journal of Community Psychology, 51(3-4), 530-543. https://doi.org/10.1007/s10464-013-9570-x</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J. L., Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A., & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461–487. https://doi.org/10.1086/669616</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Rivers, S. E., Brackett, M. A., Omori, M., Sickler, C., Bertoli, M. C., & Salovey, P. (2013). Emotion skills as a protective factor for risky behaviors among college students. Journal of College Student Development, 54(2), 172-183. https://doi.org/10.1353/csd.2013.0012</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., Bertoli, M., Elbertson, N., Bausseron, E., Castillo, R., & Salovey, P. (2013). Emotional intelligence: Reconceptualizing the cognition-emotion link. In M. D. Robinson, E. Watkins, & E. Harmon-Jones (Eds.), Handbook of cognition and emotion (pp. 365–379). Guilford Press</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Duncan, L. R., Bertoli, M. C., Latimer-Cheung, A. E., Rivers, S. E., Brackett, M. A., & Salovey, P. (2013). Mapping the protective pathway of emotional intelligence in youth: From social cognition to smoking intentions. Personality and individual differences, 54(4), 542-544. https://doi.org/10.1016/j.paid.2012.09.002</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Rivers, S. E., Brackett, M. A., Reyes, M. R., Elbertson, N. A., & Salovey, P. (2013). Improving the social and emotional climate of classrooms: A clustered randomized controlled trial testing the RULER approach. Prevention science, 14(1), 77-87. https://doi.org/10.1007/s11121-012-0305-2</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Rivers, S. E., Hagelskamp, C., & Brackett, M. A. (2013). Understanding and assessing the social-emotional attributes of classrooms. In Sage Handbook of Research on Classroom Assessment (pp. 347-366). Sage Publications, Inc. https://doi.org/10.4135/9781452218649.n20</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Rivers, S. E., Brackett, M. A., Reyes, M. R., Mayer, J. D., Caruso, D. R., & Salovey, P. (2012). Measuring emotional intelligence in early adolescence with the MSCEIT-YV: Psychometric properties and relationship with academic performance and psychosocial functioning. 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Journal of Psychoeducational Assessment, 30(3), 219-236. https://doi.org/10.1177/0734282911424879</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22(2), 218-224. https://doi.org/10.1016/j.lindif.2010.10.002</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Reyes, M. R., Brackett, M. A., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2012). The interaction effects of program training, dosage, and implementation quality on targeted student outcomes for the RULER approach to social and emotional learning. School Psychology Review, 41(1), 82-100. https://doi.org/10.1080/02796015.2012.12087377</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., & Kremenitzer, J. P. (Eds.). (2011). Creating emotionally literate classrooms: An introduction to the RULER approach to social emotional learning. National Professional Resources Inc./Dude Publishing.</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., Elbertson, N., Alster, B., Kremenitzer, J. P., & Caruso, D. (2011). Emotionally literate teaching. In M. A. Brackett & J. P. Kremenitzer, with M. Maurer, M. Carpenter, S. E. Rivers, & N. Elbertson (Eds.), Creating emotionally literate classrooms: An introduction to The RULER Approach to social and emotional learning (pp. 49-68). Port Chester, NY: National Professional Resources. https://nprinc.com/creating-emotionally-literate-classrooms/</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., Maurer, M., Rivers, S. E., Elbertson, N., Kremenitzer, J. P., Alster, B. E., Carpenter, M. D., Stuart-Wonderlie, L., Cassella, P., & Bauer, J. (2011). The feeling words curriculum. In M. A. Brackett & J. P. Kremenitzer, with M. Maurer, M. Carpenter, S. E. Rivers, & N. Elbertson (Eds.), Creating emotionally literate classrooms: An introduction to The RULER Approach to social and emotional learning (pp. 23-48). Port Chester, NY: National Professional Resources. https://nprinc.com/creating-emotionally-literate-classrooms/</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Rivers, S. E., Lord, H., Sandoval, R. F., McLaughlin, K., Carpenter, M., & Brackett, M. A. (2011). Educating the whole child with emotional literacy: Links to social, emotional, and academic outcomes. In M. A. Brackett & J. P. Kremenitzer, with M. Maurer, M. Carpenter, S. E. Rivers, & N. Elbertson (Eds.), Creating emotionally literate classrooms: An introduction to The RULER Approach to social and emotional learning (pp. 69-88). Port Chester, NY: National Professional Resources. https://nprinc.com/creating-emotionally-literate-classrooms/</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Elbertson, N., Rivers, S. E., Voyce, C. K., & Brackett, M. A. (2011). Integrating the RULER Approach into your school: Guidelines for effective implementation of the student programs. In M. A. Brackett & J. P. Kremenitzer, with M. Maurer, M. Carpenter, S. E. Rivers, & N. Elbertson (Eds.), Creating emotionally literate classrooms: An introduction to The RULER Approach to social and emotional learning (pp. 89-108). Port Chester, NY: National Professional Resources. https://nprinc.com/creating-emotionally-literate-classrooms/</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and personality psychology compass, 5(1), 88-103. https://doi.org/10.1111/j.1751-9004.2010.00334.x</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2011). Classroom emotional climate, teacher affiliation, and student conduct. The Journal of Classroom Interaction, 46(1), 27-36. http://www.jstor.org/stable/23870549</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Rivers, S. E., & Brackett, M. A. (2010). Achieving standards in the English language arts (and more) using The RULER Approach to social and emotional learning. Reading & Writing Quarterly, 27(1-2), 75-100. https://doi.org/10.1080/10573569.2011.532715</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Ivcevic, Z., Pillemer, D. B., & Brackett, M. A. (2010). Self‐esteem memories and school success in early adolescence. Applied Cognitive Psychology, 24(9), 1265-1278. https://doi.org/10.1002/acp.1628</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Elbertson, N. A., Brackett, M. A., & Weissberg, R. P. (2009). School-based social and emotional learning (SEL) programming: Current perspectives. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (Vol. 23, pp. 1017-1032). Springer. https://doi.org/10.1007/978-90-481-2660-6_57</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., Palomera, R., Mojsa‐Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47(4), 406-417. https://doi.org/10.1002/pits.20478</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., Patti, J., Stern, R., Rivers, S. E., Elbertson, N. A., Chisholm, C., & Salovey, P. (2009). A sustainable, skill-based approach to building emotionally literate schools. In M. Hughes, H. L. Thompson, & J. B. Terrell (Eds.), Handbook for developing emotional and social intelligence: Best practices, case studies, and strategies (pp. 329-3580. Pheiffer/John Wiley & Sons.</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Rivers, S. E., Brackett, M. A., & Salovey, P. (2008). Measuring emotional intelligence as a mental ability in adults and children. In the Sage handbook of personality theory and assessment (Vol. 2, pp. 440-460). Sage Publications Ltd. https://doi.org/10.4135/9781849200479.n21</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Kremenitzer, J. P., Mojsa, J. K., & Brackett, M. A. (2008). Creating an emotionally intelligent classroom culture. In R. J. Emmerling, V. K. Shanwal, & M. K. Mandal (Eds.), Emotional intelligence: Theoretical and cultural perspectives (pp. 191-207).</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Latimer, A. E., Rench, T. A., & Brackett, M. A. (2007). Emotional intelligence: A framework for examining emotions in sport and exercise groups. In M. R. Beauchamp (Ed.), Group Dynamics in Exercise and Sport Psychology (pp. 21-42). Routledge.</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Rivers, S. E., Brackett, M. A., Katulak, N. A., & Salovey, P. (2007). Regulating anger and sadness: An exploration of discrete emotions in emotion regulation. Journal of Happiness Studies, 8, 393-427. https://doi.org/10.1007/s10902-006-9017-2</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Rivers, S. E., Brackett, M. A., Salovey, P., & Mayer, J. D. (2007). Measuring emotional intelligence as a set of mental abilities. In G. Matthews, M. Zeidner, & R. D. Roberts (Eds.), The science of emotional intelligence: Knowns and unknowns (pp. 230–257). Oxford University Press.</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Casey, J. J., Garrett, J., Brackett, M. A., & Rivers, S. (2007). Emotional intelligence, relationship quality, and partner selection. In G. Geher & G. Miller (Eds.), Mating Intelligence (pp. 289-308). Psychology Press. https://doi.org/10.4324/9780203809952-20</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Ivcevic, Z., Brackett, M. A., & Mayer, J. D. (2007). Emotional intelligence and emotional creativity. Journal of personality, 75(2), 199-236. https://doi.org/10.1111/j.1467-6494.2007.00437.x</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Reis, D. L., Brackett, M. A., Shamosh, N. A., Kiehl, K. A., Salovey, P., & Gray, J. R. (2007). Emotional intelligence predicts individual differences in social exchange reasoning. NeuroImage, 35(3), 1385-1391. https://doi.org/10.1016/j.neuroimage.2006.12.045</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., Alster, B., Wolfe, C., Katulak, N., & Fale, E. (2007). Creating an emotionally intelligent school district: A skill-based approach. In R. Bar-On., J. G. Maree, & M. J. Elias (Eds.), Educating people to be emotionally intelligent (pp. 123-137). Praeger. https://doi.org/10.5040/9798400643897.0012</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., & Katulak, N. A. (2007). Emotional Intelligence in the Classroom: Skill-Based Training for Teachers and Students. In J. Ciarrochi & J. D. Mayer (Eds.), Applying emotional intelligence: A practitioner's guide (pp. 1–27). Psychology Press.</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Dunn, E. W., Brackett, M. A., Ashton-James, C., Schneiderman, E., & Salovey, P. (2007). On emotionally intelligent time travel: Individual differences in affective forecasting ability. Personality and Social Psychology Bulletin, 33(1), 85-93. https://doi.org/10.1177/0146167206294201</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., Rivers, S. E., Shiffman, S., Lerner, N., & Salovey, P. (2006). Relating emotional abilities to social functioning: a comparison of self-report and performance measures of emotional intelligence. Journal of personality and social psychology, 91(4), 780-795. https://doi.org/10.1037/0022-3514.91.4.780</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., & Mayer, J. D. (2006). The life space: A framework and method to describe the individual's external traits. Imagination, Cognition and Personality, 26(1), 3-41. https://doi.org/10.2190/8380-1676-H338-N217</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Martín, R. P., Márquez, P. G. O., and M. A. Brackett. (2006). ¿Se perciben con inteligencia emocional los docentes? Posibles consecuencias sobre la calidad educativa. Revista de Educación, 341, 687–703. http://hdl.handle.net/10498/30486</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., & Salovey, P. (2006). Measuring emotional intelligence with the Mayer-Salovery-Caruso emotional intelligence test (MSCEIT). Psicothema, 18, 34-41.</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Márquez, P. G. O., Martín, R. P., & Brackett, M. A. (2006). Relating emotional intelligence to social competence and academic achievement in high school students. Psicothema, 18, 118-123.</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., & Geher, G. (2006). Measuring emotional intelligence: Paradigmatic diversity and common ground. In J. Ciarrochi, J. P. Forgas, & J. D. Mayer (Eds.), Emotional intelligence in everyday life (2nd ed., pp. 27-50). https://doi.org/10.4324/9780203943397</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Palomera, R., & Brackett, M. (2006). Frequency of positive affect as a possible mediator between perceived emotional intelligence and life satisfaction. Ansiedad y Estrés, 12(2), 231-239.</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., Warner, R. M., & Bosco, J. S. (2005). Emotional intelligence and relationship quality among couples. Personal relationships, 12(2), 197-212. https://doi.org/10.1111/j.1350-4126.2005.00111.x</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., & Rivers, S. (2004). Emotional intelligence: A burgeoning science [Review of the book Emotional intelligence: Science and myth, by G. Matthews, M. Zeidner & R. D. Roberts]. PsycCRITIQUES, 49(Suppl 14). https://doi.org/10.1037/04054S</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Hall, S. E. K., Geher, G., & Brackett, M. A. (2004). The measurement of emotional intelligence in children: The case of reactive attachment disorder. In G. Geher (Ed.), Measuring emotional intelligence: Common ground and controversy (pp. 199–217). Nova Science Publishers.</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Lopes, P. N., Brackett, M. A., Nezlek, J. B., Schütz, A., Sellin, I., & Salovey, P. (2004). Emotional intelligence and social interaction. Personality and Social Psychology Bulletin, 30(8), 1018-1034. https://doi.org/10.1177/0146167204264762</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., Lopes, P. N., Ivcevic, Z., Mayer, J. D., & Salovey, P. (2004). Integrating emotion and cognition: The role of emotional intelligence. In Motivation, Emotion, and Cognition (pp. 189-208). Routledge. https://doi.org/10.4324/9781410610515</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., Mayer, J. D., & Warner, R. M. (2004). Emotional intelligence and its relation to everyday behaviour. Personality and Individual differences, 36(6), 1387-1402. https://doi.org/10.1016/s0191-8869(03)00236-8</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Brackett, M. A., & Mayer, J. D. (2003). Convergent, discriminant, and incremental validity of competing measures of emotional intelligence. Personality and Social Psychology Bulletin, 29(9), 1147-1158. https://doi.org/10.1177/0146167203254596</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Ivcevic, Z., Mayer, J. D., & Brackett, M. A. (2003). Exploring personality the natural way: An inquiry into open-ended self-descriptions. Imagination, Cognition and Personality, 22(3), 211-238. https://doi.org/10.2190/85h2-52pl-7cp1-k6vj</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Mayer, J. D., Brackett, M. A., & Ivcevic, Z. (2002). Emotion in the Assessment of Personality. Psychological Inquiry, 13(1), 77-80. http://www.jstor.org/stable/1449546</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Fenster, A., Markus, K. A., Wiedemann, C. F., Brackett, M. A., & Fernandez, J. (2001). Selecting tomorrow’s forensic psychologists: A fresh look at some familiar predictors. Educational and Psychological Measurement, 61(2), 336-348. https://doi.org/10.1177/00131640121971149</li></ul></div></th><th><div class="google-sheet-header-column google-sheet-header-column--filterable-short"><span>Type</span><button type="button" class="google-sheet-header-column__button" aria-label="Sort by Type"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 24 24" focusable="false" class="google-sheet-header-column__icon"><path d="M11.363 2.626 1.6 19.875A.75.75 0 0 0 2.237 21h19.526a.75.75 0 0 0 .637-1.125L12.637 2.626a.729.729 0 0 0-1.274 0" style="fill:none;stroke:currentColor;stroke-linecap:round;stroke-linejoin:round;stroke-width:1.5px;fill-rule:evenodd"></path></svg></button><button type="button" class="base-drop-down-button--style--icon" tabindex="-1" aria-haspopup="listbox" aria-expanded="false"><span aria-hidden="true"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 24 24" focusable="false" class="google-sheet-header-column__icon"><path d="M23.2 2.054a.75.75 0 0 0-.748-.8H1.5a.75.75 0 0 0-.748.8 11.254 11.254 0 0 0 8.972 10.22v9.875a.75.75 0 0 0 1.23.576l3-2.5a.75.75 0 0 0 .27-.576v-7.375A11.25 11.25 0 0 0 23.2 2.054" style="stroke:currentColor;stroke-linecap:round;stroke-linejoin:round;stroke-width:1.5px"></path></svg></span></button><ul role="listbox" class="drop-down-button-item-list drop-down-button-item-list--hidden drop-down-button-item-list--with-scroll google-sheet-header-column__list--short" aria-label="Filter by Type"><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Journal Article</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Book, Edited</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Book Chapter</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Book Foreword</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Other</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Book</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Book chapter</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Book Introduction</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Report/Brief</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Journal Article </li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Special Issue Introduction</li><li tabindex="0" class="base-drop-down-button__list-item google-sheet-header-column__list-item drop-down-button-item-list__item" role="option" aria-selected="false">Journal Article </li></ul></div></th></tr></thead><tbody><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/02699931.2024.2408652" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/02699931.2024.2408652" target="_blank">Emotion-specific recognition biases and how they relate to emotion specific recognition accuracy, family and child demographic factors, and social behaviour</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Mazhar, A., & Bailey, C. S. (2024). Emotion-specific recognition biases and how they relate to emotion-specific recognition accuracy, family and child demographic factors, and social behaviour. Cognition & Emotion, 1–19. https://doi.org/10.1080/02699931.2024.2408652</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.mdpi.com/2227-7102/14/10/1093" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.mdpi.com/2227-7102/14/10/1093" target="_blank">Affective experiences of U.S. school personnel in the sociopolitical context of 2021: Reflecting on the past to shape the future</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Wood, M., Ha, C., Brackett, M. A., & Cipriano C. (2024). Affective experiences of U.S. school personnel in the sociopolitical context of 2021: Reflecting on the past to shape the future. Education Sciences, 14(10), 1093. https://doi.org/10.3390/educsci14101093</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/978-3-031-61782-9" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/978-3-031-61782-9" target="_blank">Crises, creativity, and innovation</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., Reiter-Palmon, R., Tang, M., & Grohman, M. G. (Eds.). 2024. Crises, creativity, and innovation. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-61782-9</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book, Edited</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/978-3-031-61782-9_7" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/978-3-031-61782-9_7" target="_blank">Big challenges and new solutions: When students’ (unpleasant) feelings are used for good</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D., & McGarry, J. A. (2024). Big challenges and new solutions: When students’ (unpleasant) feelings are used for good. In Z. Ivcevic, R. Reiter-Palmon, M. Tang, & M. G. Grohman (Eds.), Crises, creativity, and innovation (pp. 127-151). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-61782-9_7</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/978-3-031-61782-9_14" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/978-3-031-61782-9_14" target="_blank">Creativity and crisis: From possibilities to making them happen</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., & Pei, Y. (2024). Creativity and crisis: From possibilities to making them happen. In Z. Ivcevic, R. Reiter-Palmon, M. Tang, & M. G. Grohman (Eds.), Crises, creativity, and innovation (pp. 327-352). Palgrave MacMillan. https://doi.org/10.1007/978-3-031-61782-9_14</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/978-3-031-61782-9_1" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/978-3-031-61782-9_1" target="_blank">How crises may relate to creativity and innovation: An introduction</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Tang, M., Ivcevic, Z., Grohman, M. G., & Reiter-Palmon, R. (2024). How crises may relate to creativity and innovation: An introduction. In Z. Ivcevic, R. Reiter-Palmon, M. Tang, & M. G. Grohman (Eds.), Crises, creativity, and innovation (pp. 1-7). Palgrave MacMillan. https://doi.org/10.1007/978-3-031-61782-9_1</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1037/aca0000703" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1037/aca0000703" target="_blank">Inside the box: Considering the role of task-appropriateness for creativity</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., & Kaufman, J. C. (in press). Inside the box: Considering the role of task-appropriateness for creativity. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000703</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.yjoc.2024.100079" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.yjoc.2024.100079" target="_blank">Artificial intelligence as a tool for creativity</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., & Grandinetti, M. (2024). Artificial intelligence as a tool for creativity. Journal of Creativity, 34(2), 100079. https://doi.org/10.1016/j.yjoc.2024.100079</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.lindif.2024.102481" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.lindif.2024.102481" target="_blank">Creativity and affect: A person-centered analysis</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., Lin, S., Liu, X., & Brackett, M. (2024). Creativity and affect: A person-centered analysis. Learning and Individual Differences, 113, 102481. https://doi.org/10.1016/j.lindif.2024.102481</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/10400419.2024.2371261" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/10400419.2024.2371261" target="_blank">Do you think you are creative? Patterns of self-perceived creativity in adolescents and young adults.</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Boldt, G. T., Ivcevic, Z., & Kaufman, J. C. (2024). Do you think you are creative? Patterns of self-perceived creativity in adolescents and young adults. Creativity Research Journal, 1–16. https://doi.org/10.1080/10400419.2024.2371261</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.harpercollins.com/products/first-day-hooray-june-sobel?variant=41108951433250" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.harpercollins.com/products/first-day-hooray-june-sobel?variant=41108951433250" target="_blank">Forward. First Day, Hooray!</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Bailey, C. S. (2024). Forward. In J. Sobel, First Day, Hooray! HarperCollins. </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Foreword</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.sel.2024.100030" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.sel.2024.100030" target="_blank">Considering the “how” of SEL: A framework for the pedagogies of social and emotional learning</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Zieher, A. K., Bailey, C. S., Cipriano, C., McNaboe, T., Smith, K., & Strambler, M. J. (2024). Considering the “how” of SEL: A framework for the pedagogies of social and emotional learning. Social and Emotional Learning: Research, Practice, and Policy, 3, 100030. https://doi.org/10.1016/j.sel.2024.100030</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.stueduc.2024.101351" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.stueduc.2024.101351" target="_blank">How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Fong, C. J., Schallert, D, L., Lin, S., & Altan, S. (2024). How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics. Studies in Educational Evaluation, 81, 101351. https://doi.org/10.1016/j.stueduc.2024.101351</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/978-3-031-46349-5_11" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/978-3-031-46349-5_11" target="_blank">Emotional empowerment in high school life</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D., McGarry, J. A., Seibyl, J., Baumsteiger, R., & Brackett, M. A. (2024). Emotional empowerment in high school life. In G. Misra & I. Misra (Eds.), Emotions in Cultural Context (pp. 189-207). Springer. https://doi.org/10.1007/978-3-031-46349-5_11</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.cgh.2024.02.019" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.cgh.2024.02.019" target="_blank">Emotional intelligence: An impactful yet often overlooked skill that can enhance physician well-being and professional satisfaction</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hass, D. J., & Brackett, M. A. (2024). Emotional intelligence: An impactful yet often overlooked skill that can enhance physician well-being and professional satisfaction. Clinical Gastroenterology and Hepatology, 22(5), 919–922. https://doi.org/10.1016/j.cgh.2024.02.019 </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1177/10731911241245789" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1177/10731911241245789" target="_blank">Measurement invariance of the children's social desirability scale-short version (CSD-S) across gender, grade level, and race/ethnicity</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ng, Z. J., Lin, S., Niu, L., & Cipriano, C. (2024). Measurement invariance of the children's social desirability scale-short version (CSD-S) across gender, grade level, and race/ethnicity. Assessment. https://doi.org/10.1177/10731911241245789</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1111/joss.12912" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1111/joss.12912" target="_blank">Olfactory training improves emotion matching ability in 6-9 years old children – preliminary evidence</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Pieniak, M., Rokosz, M., Ivcevic, Z., Reichert, A., Żyżelewicz, B., Nawrocka, P., Lebuda, I., & Oleszkiewicz, A. (2024). Olfactory training improves emotion matching ability in 6-9 years old children – preliminary evidence. Journal of Sensory Studies, 39(2), e12912. http://dx.doi.org/10.1111/joss.12912</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/978-3-031-51590-3_11" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/978-3-031-51590-3_11" target="_blank">Transformational creativity in education</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., Anderson, R., & Hoffmann, J. D. (2024). Transformational creativity in education. In R. J. Sternberg & S. Karami (Eds.). Transformational creativity: Learning for a better future (pp. 149-168). Cham, Switzerland: Springer Nature. https://doi.org/10.1007/978-3-031-51590-3_11</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.ascd.org/el/articles/giving-educators-permission-to-feel" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.ascd.org/el/articles/giving-educators-permission-to-feel" target="_blank">Giving educators permission to feel</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A. (2024). Giving educators permission to feel. Educational Leadership, 81(6), 34-39.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.plrev.2023.10.020" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.plrev.2023.10.020" target="_blank">The continuum of regulatory processes in creativity: Comment on “A systematic framework of creative metacognition” by Lebuda, Izabela & Benedek, Mathias</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z. (2024). The continuum of regulatory processes in creativity: Comment on “A systematic framework of creative metacognition” by Lebuda, Izabela & Benedek, Mathias. Physics of Life Reviews, 48, 99-100. https://doi.org/10.1016/j.plrev.2023.10.020 </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Other</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1159382/full" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1159382/full" target="_blank">Emotionally intelligent school leadership predicts educator well-being before and during a crisis</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Floman, J. L., Ponnock, A., Jain, J., & Brackett, M. A. (2024). Emotionally intelligent school leadership predicts educator well-being before and during a crisis. Frontiers in Psychology, 14, 1159382. https://doi.org/10.3389/fpsyg.2023.1159382 </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://awspntest.apa.org/record/2024-33137-028" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://awspntest.apa.org/record/2024-33137-028" target="_blank">Emotion regulation through the lens of emotional intelligence</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., & Divecha, D. (2024). Emotion regulation through the lens of emotional intelligence. In J. J. Gross & B. Q. Ford (Eds.), Handbook of emotion regulation (3rd ed., pp. 227–232). Guilford Press.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.guilford.com/books/Handbook-of-Emotion-Regulation/Gross-Ford/9781462549412" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.guilford.com/books/Handbook-of-Emotion-Regulation/Gross-Ford/9781462549412" target="_blank">Teaching emotion regulation in schools</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D., & De France, K. (2024). Teaching emotion regulation in schools. In J. J. Gross & B. Q. Ford (Eds.), Handbook of emotion regulation (3rd ed., pp. 456-464). Guilford Press.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1177/00332941221110548" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1177/00332941221110548" target="_blank">Emotional Engagement and Caring Relationships: The Assessment of Emotion Regulation Repertoires of Nurses</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Meneghini, A. M., Colledani, D., Morandini, S., De France, K., & Hollenstein, T. (2024). Emotional Engagement and Caring Relationships: The Assessment of Emotion Regulation Repertoires of Nurses. Psychological reports, 127(1), 212-234. https://doi.org/10.1177/00332941221110548</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1002/jocb.638" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1002/jocb.638" target="_blank">Curious and persistent, but not consistent: Self-regulation traits and creativity</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Lin, S., Ivcevic, Z., Kashdan, T. B., & Kaufman, S. B. (2024). Curious and persistent, but not consistent: Self-regulation traits and creativity. Journal of Creative Behavior. https://doi.org/10.1002/jocb.638 </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1239123/full" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1239123/full" target="_blank">Daily positive and negative affect during the COVID-19 pandemic</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., Shen, S., Lin, S., Cheng, D., Probasco, R., Silbermann, B., Zhang, F., Lin, X., & Brackett, M. A. (2024). Daily positive and negative affect during the COVID-19 pandemic. Frontiers in psychology, 14, 1239123. https://doi.org/10.3389/fpsyg.2023.1239123</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2024</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/00461520.2023.2274104" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/00461520.2023.2274104" target="_blank">A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Patall, E. A., Yates, N., Lee, J., Chen, M., Bhat, B. H., Lee, K., Beretvas, S. N., Lin, S., Man Yang, S., Jacobson, N. G., Harris, E., & Hanson, D. J. (2024). A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement. Educational Psychologist, 59(1), 42–70. https://doi.org/10.1080/00461520.2023.2274104</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://hep.gse.harvard.edu/9781682538647/emotional-intelligence-for-school-leaders/" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://hep.gse.harvard.edu/9781682538647/emotional-intelligence-for-school-leaders/" target="_blank">Emotional intelligence for school leaders</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Patti, J., & Stern, R. (2023). Emotional intelligence for school leaders. Harvard Education Press. https://hep.gse.harvard.edu/9781682538647/emotional-intelligence-for-school-leaders/ </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.mdpi.com/2079-3200/11/10/195" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.mdpi.com/2079-3200/11/10/195" target="_blank">Development and validation of an ability measure of emotion understanding: The Core Relational Themes of Emotion (CORE) test</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Floman, J. L., Brackett, M. A., LaPalme, M. L., Ponnock, A. R., Barsade, S. G., & Doyle, A. (2023). Development and validation of an ability measure of emotion understanding: The Core Relational Themes of Emotion (CORE) test. Journal of Intelligence, 11(10), 195. https://doi.org/10.3390/jintelligence11100195 </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.cambridge.org/core/journals/development-and-psychopathology/article/associations-between-early-poverty-exposure-and-adolescent-wellbeing-the-role-of-childhood-negative-emotionality/54B137A27D165392837A112BCEDBD0CD" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.cambridge.org/core/journals/development-and-psychopathology/article/associations-between-early-poverty-exposure-and-adolescent-wellbeing-the-role-of-childhood-negative-emotionality/54B137A27D165392837A112BCEDBD0CD" target="_blank">Associations between early poverty exposure and adolescent well-being: The role of childhood negative emotionality</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>De France, K., Stack, D. M., and Serbin, L. A. (2023). Associations between early poverty exposure and adolescent well-being: The role of childhood negative emotionality. Development and Psychopathology 35(4), 1808–1820. https://doi.org/10.1017/S0954579422000487</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.tsc.2023.101377" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.tsc.2023.101377" target="_blank">The role of originality, distancing, and tentative language in effective cognitive reappraisal among adolescents</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D., De France, K., Seibyl, J., Orleck-Jetter, R., Castillo Gualda, R., & Brackett, M. A. (2023). The role of originality, distancing, and tentative language in effective cognitive reappraisal among adolescents. Thinking Skills and Creativity, 49, 101377. https://doi.org/10.1016/j.tsc.2023.101377</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1060166/full" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1060166/full" target="_blank">You and me versus the rest of the world: The effects of affiliative motivation and ingroup partner status on social tuning</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Skorinko, J. L. M., John, M. S., Doyle, A., Erker, C. N., Figueroa, M., Harnois, J., Gately, G., Spear, S., Marotta, S., McKenna, C., Rossi, L., Heather, K., Jaskoviak, T., Vega, D., Vimal, A., Kobeissi, M., Selkow, M., Rondina, K., Ho, K., Iannacchione, A., Sanchez, M., Heyer, K., Pittelli, C., & Bendremer, E. (2023). You and me versus the rest of the world: The effects of affiliative motivation and ingroup partner status on social tuning. Frontiers in Psychology, 14, 1060166. https://doi.org/10.3389/fpsyg.2023.1060166 </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.mdpi.com/2079-3200/11/7/145" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.mdpi.com/2079-3200/11/7/145" target="_blank">The Meso-Expression Test (MET): A novel assessment of emotion perception</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>LaPalme, M. L., Barsade, S. G., Brackett, M. A., & Floman, J. L. (2023). The Meso-Expression Test (MET): A novel assessment of emotion perception. Journal of Intelligence, 11(7), 145. https://doi.org/10.3390/jintelligence11070145 </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/0305764X.2023.2175787" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/0305764X.2023.2175787" target="_blank">Students’ self-regulated learning strategies and science achievement: Exploring the moderating effect of learners’ emotional skills.</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ha, C. (2023). Students’ self-regulated learning strategies and science achievement: Exploring the moderating effect of learners’ emotional skills. Cambridge Journal of Education, 53(4), 451–472. https://doi.org/10.1080/0305764X.2023.2175787</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.asw.2023.100761" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.asw.2023.100761" target="_blank">Are self-compassionate writers more feedback literate? Exploring undergraduates’ perceptions of feedback constructiveness</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Fong, C. J., Schallert, D. L., Williamson, Z. H., Lin, S., Williams, K. M., & Kim, Y. W. (2023). Are self-compassionate writers more feedback literate? Exploring undergraduates’ perceptions of feedback constructiveness. Assessing Writing, 57, 100761. https://doi.org/10.1016/j.asw.2023.100761</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.17583/ijep.10970" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.17583/ijep.10970" target="_blank">Preventative initiatives to promote psychological adjustment among primary students: Findings of RULER Approach in Spanish public schools. </a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Castillo-Gualda, R., Moraleda, A., & Brackett, M. A. (2023). Preventative initiatives to promote psychological adjustment among primary students: Findings of RULER Approach in Spanish public schools. International Journal of Educational Psychology, 12(2), 206–232. https://doi.org/10.17583/ijep.10970</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/978-3-031-26772-7_12" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/978-3-031-26772-7_12" target="_blank">Integrating intelligence, creativity, wisdom: The role of emotions</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., & Green, G. (2023). Integrating intelligence, creativity, wisdom: The role of emotions. In R. J. Sternberg, J. C. Kaufman, & S. Karami (Eds.) Intelligence, creativity, and wisdom: Are they really distinct? (pp. 287-314). Palgrave-Macmillan, Cham. https://doi.org/10.1007/978-3-031-26772-7_12</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/10400419.2023.2226494" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/10400419.2023.2226494" target="_blank">Self-regulation of creativity: Toward measuring strategies of creative action</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., Grossman, E. R., Cotter, K. N., & Nusbaum, E. (2023). Self-regulation of creativity: Toward measuring strategies of creative action. Creativity Research Journal, 36(3), 491–507. https://doi.org/10.1080/10400419.2023.2226494</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s10648-023-09748-y" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s10648-023-09748-y" target="_blank">A systematic review of secondary school climate assessments</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Baumsteiger, R., Hoffmann, J. D., Seibyl, J., Rose, B., & Brackett, M. A. (2023). A systematic review of secondary school climate assessments. Educational Psychology Review, 35(2), 47. https://doi.org/10.1007/s10648-023-09748-y</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/01443410.2022.2146055" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/01443410.2022.2146055" target="_blank">Disparities in mentoring and mental health problems of U.S. college students in science and engineering during the COVID-19 pandemic</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Saw, G. K., Chang, C.-N., Lin, S., Hernandez, P. R., & Culbertson, R. (2023). Disparities in mentoring and mental health problems of U.S. college students in science and engineering during the COVID-19 pandemic. Educational Psychology, 43(5), 509–530. https://doi.org/10.1080/01443410.2022.2146055</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/10400419.2023.2217028" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/10400419.2023.2217028" target="_blank">Individualism and collectivism as predictors of creative potentials and real-life creativity in China and US</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Guo, J., Jiang, Y., Lin, S., & Pang, W. (2023). Individualism and collectivism as predictors of creative potentials and real-life creativity in China and US. Creativity Research Journal, 1-12. https://doi.org/10.1080/10400419.2023.2217028 </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2023.1015635/full#h9" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2023.1015635/full#h9" target="_blank">Taking a nuanced look at adolescent technology use and negative affect: The protective role of preparedness</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>McFarland, S., Tan, T. Y., De France, K., & Hoffmann, J. D. (2023). Taking a nuanced look at adolescent technology use and negative affect: The protective role of preparedness. Frontiers in Psychiatry, 14, 855. https://doi.org/10.3389/fpsyt.2023.1015635</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1002/pits.22842" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1002/pits.22842" target="_blank">Unpacking the social-emotional health of education support professionals during the COVID-19 pandemic</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Naples, L. H., Cipriano, C., Eveleigh, A., Stoffers, M., & Barnes, T. N. (2022). Unpacking the social-emotional health of education support professionals during the COVID-19 pandemic, Psychology in the Schools, 60(5), 1415-1441. https://doi.org/10.1002/pits.22842</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.appdev.2023.101532" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.appdev.2023.101532" target="_blank">The role of peers’ executive function and classroom quality in preschoolers’ school readiness</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Korucu, I., Paes, T. M., Costello, L. A., Duncan, R. J., Purpura, D. J., & Schmitt, S. A. (2023). The role of peers’ executive function and classroom quality in preschoolers’ school readiness. Journal of Applied Developmental Psychology, 86, 101532. https://doi.org/10.1016/j.appdev.2023.101532</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.guilford.com/books/Social-and-Emotional-Learning-in-Action/Rimm-Kaufman-Strambler-Schonert-Reichl/9781462552047" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.guilford.com/books/Social-and-Emotional-Learning-in-Action/Rimm-Kaufman-Strambler-Schonert-Reichl/9781462552047" target="_blank">Supporting transformative SEL implementation through a collaboratory for inclusion</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Cipriano, C., Rappolt-Schlichtmann, G., Riley, J., Naples, L. H., & Eveleigh, A. (2023). Supporting transformative SEL implementation through a collaboratory for inclusion. In K. A. Schonert-Reichal, M. J. Strambler, and S. E. Rimm-Kaufman (Eds.), Social and emotional learning in action: Creating systemic change in schools (pp. 235-258). Guilford Press.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.mdpi.com/2227-7102/13/4/397" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.mdpi.com/2227-7102/13/4/397" target="_blank">Social and emotional learning and early literacy skills: A quasi-experimental study of RULER</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Bailey, C. S., Martinez, O., & DiDomizio, E. (2023). Social and emotional learning and early literacy skills: A quasi-experimental study of RULER. Education Sciences, 13(4), 397. https://doi.org/10.3390/educsci13040397</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1037/aca0000577" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1037/aca0000577" target="_blank">Mood and creativity in children: Differential impacts on convergent and divergent thinking</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Celume, M.-P., Ivcevic, Z., & Zenasni, F. (2023). Mood and creativity in children: Differential impacts on convergent and divergent thinking. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000577 </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1177/21676968221121166" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1177/21676968221121166" target="_blank">Moderators of the association between co-rumination and depressive symptoms in emerging adult friendships</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hazel, L., Barker, E. T., De France, K., & Stack, D. M. (2023). Moderators of the association between co-rumination and depressive symptoms in emerging adult friendships. Emerging Adulthood, 11(2), 456-466. https://doi.org/10.1177/21676968221121166</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://kappanonline.org/sel-questions-bergin-cipriano-wanless-barnes/" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://kappanonline.org/sel-questions-bergin-cipriano-wanless-barnes/" target="_blank">Five key questions educators ask about SEL</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Bergin, C., Cipriano, C., Wanless, S. B., & Barnes, T. N. (2023). Five key questions educators ask about SEL. Phi Delta Kappan, 104(7), 47-53. https://doi.org/10.1177/00317217231168263</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.ecresq.2022.12.013" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.ecresq.2022.12.013" target="_blank">Teacher-child racial congruence and young children’s preschool adjustment</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Knox-Lane, T., Ponnock, A., Bailey, C. S., & Denham, S. A. (2023). Teacher-child racial congruence and young children’s preschool adjustment. Early Childhood Research Quarterly, 63, 249–263. https://doi.org/10.1016/j.ecresq.2022.12.013</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.3389/fpsyg.2023.1014803" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.3389/fpsyg.2023.1014803" target="_blank">The effects of perspective taking primes on the social tuning of explicit and implicit views toward gender and race</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Skorinko, J. L. M., DiGiovanni, C., Rondina, K., Tavares, A., Spinney, J., Kobeissi, M., Lacera, L. P., Vega, D., Beatty, P., John, M. S. & Doyle, A. (2023). The effects of perspective taking primes on the social tuning of explicit and implicit views toward gender and race. Frontiers in Psychology, 14, 1014803.  https://doi.org/10.3389/fpsyg.2023.1014803</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/10888691.2023.2177163" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/10888691.2023.2177163" target="_blank">Family context of mindset matters: Students’ perceptions of parent and sibling math mindsets predict their math motivation, behavior, and affect</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Lin, S., & Muenks, K. (2023). Family context of mindset matters: Students’ perceptions of parent and sibling math mindsets predict their math motivation, behavior, and affect. Applied Developmental Science, 1–28. https://doi.org/10.1080/10888691.2023.2177163</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s10862-022-10010-y" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s10862-022-10010-y" target="_blank">Digital and in-person interpersonal emotion regulation: The role of anxiety, depression, and stress</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>McFarland, S. & Hay, A. (2023). Digital and in-person interpersonal emotion regulation: The role of anxiety, depression, and stress. Journal of Psychopathology and Behavioral Assessment, 45(1), 256-263. https://doi.org/10.1007/s10862-022-10010-y</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1037/emo0001074" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1037/emo0001074" target="_blank">Momentary emotion regulation strategy use and success: Testing the influences of emotion intensity and habitual strategy use.</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Wylie, M. S., Colasante, T., De France, K., Lin, L., & Hollenstein, T. (2023). Momentary emotion regulation strategy use and success: Testing the influences of emotion intensity and habitual strategy use. Emotion, 23(2), 375-386. https://doi.org/10.1037/emo0001074</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s10826-022-02519-3" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s10826-022-02519-3" target="_blank">Relationship quality and mental health implications for adolescents during the COVID-19 pandemic: A longitudinal study</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Afriat, M., De France, K., Stack, D. M. Serbin, L. A., & Hollenstein, T. (2023). Relationship quality and mental health implications for adolescents during the COVID-19 pandemic: A longitudinal study. Journal of Child and Family Studies, 32(2), 544-554. https://doi.org/10.1007/s10826-022-02519-3</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.paid.2022.111945" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.paid.2022.111945" target="_blank">The role of avoidance in understanding emotional dysfunction associated with a fixed emotion mindset</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Schell, V., De France, K., Lin, L., & Hollenstein, T. (2023). The role of avoidance in understanding emotional dysfunction associated with a fixed emotion mindset. Personality and Individual Differences, 201, 111945. https://doi.org/10.1016/j.paid.2022.111945</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1017/9781009031240" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1017/9781009031240" target="_blank">The Cambridge handbook of creativity and emotions</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., Hoffmann, J. D., & Kaufman, J. C. (Eds.). (2023). The Cambridge handbook of creativity and emotions. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781009031240</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book, Edited</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.cambridge.org/core/books/abs/cambridge-handbook-of-creativity-and-emotions/creativity-and-emotional-intelligence/81E95B89D403B5C7D3CB225ECB8A76B5" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.cambridge.org/core/books/abs/cambridge-handbook-of-creativity-and-emotions/creativity-and-emotional-intelligence/81E95B89D403B5C7D3CB225ECB8A76B5" target="_blank">Creativity and emotional intelligence: A complementary pairing</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D., & McFarland, S. (2023). Creativity and emotional intelligence: a complementary pairing. In Z. Ivcevic, J. D. Hoffmann, & J. C. Kaufman (Eds.), The Cambridge handbook of creativity and emotions (pp. 186-204). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781009031240.013</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.cambridge.org/core/books/abs/cambridge-handbook-of-creativity-and-emotions/emotion-traits-and-creativity/2342C48552C1CFBDEF92BC6E661F0AF6" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.cambridge.org/core/books/abs/cambridge-handbook-of-creativity-and-emotions/emotion-traits-and-creativity/2342C48552C1CFBDEF92BC6E661F0AF6" target="_blank">Emotion traits and creativity</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z. (2023). Emotion traits and creativity. In Z. Ivcevic, J. D. Hoffmann, & J. C. Kaufman (Eds.), The Cambridge handbook of creativity and emotions (pp. 223-242). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781009031240.016</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://rowman.com/ISBN/9781538169001/The-Economics-of-Equity-in-K-12-Education-Connecting-Financial-Investments-with-Effective-Programming" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://rowman.com/ISBN/9781538169001/The-Economics-of-Equity-in-K-12-Education-Connecting-Financial-Investments-with-Effective-Programming" target="_blank">Ensuring all children succeed with social-emotional learning.</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Elbertson, N. A., Brackett, M. A., Irby, T. A., & Smith, K. L. (2023). Ensuring all children succeed with social-emotional learning. In G. Brown & C. A. Makridis, (Eds.), The economics of equity in K-12 education. Rowan & Littlefield.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.cambridge.org/core/books/abs/cambridge-handbook-of-creativity-and-emotions/creativity-and-emotion/CE5A18373796C64117E8C52A6E933ABE" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.cambridge.org/core/books/abs/cambridge-handbook-of-creativity-and-emotions/creativity-and-emotion/CE5A18373796C64117E8C52A6E933ABE" target="_blank">Creativity and emotion: Connecting the dots</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., Lin, S., Kaufman, J. C., & Hoffmann, J. D. (2023). Creativity and emotion: Connecting the dots. In Z. Ivcevic, J. D. Hoffmann, & J. C. Kaufman (Eds.), The Cambridge handbook of creativity and emotions (pp. 620-640). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781009031240.038 </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.cambridge.org/core/books/abs/cambridge-handbook-of-creativity-and-emotions/creativity-and-emotions/B6BABEBA94F2A721D2820AB22AB5B9C5" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.cambridge.org/core/books/abs/cambridge-handbook-of-creativity-and-emotions/creativity-and-emotions/B6BABEBA94F2A721D2820AB22AB5B9C5" target="_blank">Creativity and emotions: Introduction</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., Kaufman, J. C., Hoffmann, J. D., & Lin, S. (2023). Creativity and emotions: Introduction. In Z. Ivcevic Pringle, J. D. Hoffmann, & J. C. Kaufman (Eds.), The Cambridge handbook of creativity and emotions (pp. 1-8). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781009031240.001</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Introduction</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.3102/00346543221094079" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.3102/00346543221094079" target="_blank">A systematic review of student disability and race representation in universal school-based social and emotional learning interventions for elementary school students</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Cipriano, C., Naples, L. H., Eveleigh, A., Cook, A., Funaro, M., Cassidy, C., McCarthy, M. F., & Rappolt-Schlichtmann, G. (2023). A systematic review of student disability and race representation in universal school-based social and emotional learning interventions for elementary school students. Review of Educational Research, 93(1), 73-102. https://doi.org/10.3102/00346543221094079</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/20590776.2022.2108697" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/20590776.2022.2108697" target="_blank">Gender disparities in remote teaching readiness and mental health problems among university faculty during the COVID-19 pandemic</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Saw, G. K., Chang, C.-N., & Lin, S. (2023). Gender disparities in remote teaching readiness and mental health problems among university faculty during the COVID-19 pandemic. Educational and Developmental Psychologist, 40(1), 131-140. https://doi.org/10.1080/20590776.2022.2108697</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/publication/366546939_Emotion_regulation_strategies_and_mental_health_symptoms_during_COVID-19_the_mediating_role_of_insomnia" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/publication/366546939_Emotion_regulation_strategies_and_mental_health_symptoms_during_COVID-19_the_mediating_role_of_insomnia" target="_blank">Emotion regulation strategies and mental health symptoms during COVID-19: The mediating role of insomnia</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Mojsa-Kaja, J., & Ivcevic, Z. (2023). Emotion regulation strategies and mental health symptoms during COVID-19: the mediating role of insomnia. International Journal of Occupational Medicine and Environmental Health, 36(1), 151-159. https://doi.org/10.13075/ijomeh.1896.01977</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.mdpi.com/2079-3200/11/1/8" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.mdpi.com/2079-3200/11/1/8" target="_blank">Creativity and connection: The impact of inspirED with secondary school students</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D., De France, K., & McGarry, J. A. (2023). Creativity and connection: The impact of inspirED with secondary school students. Journal of Intelligence, 11(1), 8. https://doi.org/10.3390/jintelligence11010008</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2023</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1177/01650254221132777" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1177/01650254221132777" target="_blank">Adolescents suppress emotional expression more with peers compared to parents and less when they feel close to others</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Wylie, M. S., De France, K., & Hollenstein, T. (2023). Adolescents suppress emotional expression more with peers compared to parents and less when they feel close to others. International Journal of Behavioral Development, 47(1), 1-8. https://doi.org/10.1177/01650254221132777</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.tsc.2022.101186" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.tsc.2022.101186" target="_blank">Gender and creative ability: Mean differences and performance variability</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., Zyga, O., Hoffmann, J. D., & Palomera, R. (2022). Gender and creative ability: Mean differences and performance variability. Thinking Skills and Creativity, 46, 101186. https://doi.org/10.1016/j.tsc.2022.101186</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1177/26320770221097973" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1177/26320770221097973" target="_blank">Promoting well-being and responsiveness in pre-service teachers using dialectical behavior therapy skills: A mixed methods study</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Zieher, A. K., & Armstrong, J. K. (2022). Promoting well-being and responsiveness in pre-service teachers using dialectical behavior therapy skills: A mixed methods study. Journal of Prevention and Health Promotion, 3(4), 508-538. https://doi.org/10.1177/26320770221097973</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.centrobotin.org/wp-content/uploads/2022/11/ARTES_EMOCIONES_Y_CREATIVIDAD_INVESTIGACION_APLICACION_Y_RESULTADOS_INFORME_FUNDACION_BOTIN_2022_EN.pdf" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.centrobotin.org/wp-content/uploads/2022/11/ARTES_EMOCIONES_Y_CREATIVIDAD_INVESTIGACION_APLICACION_Y_RESULTADOS_INFORME_FUNDACION_BOTIN_2022_EN.pdf" target="_blank">Creativity, emotions, and the arts courses: An art center at the center</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D., & Ivcevic Pringle, Z. (2022). Creativity, emotions, and the arts courses: An art center at the center. In Z. Ivcevic Pringle (Ed.), Creativity, emotion, and the arts: Research, application, and impact (pp. 44-57). Santander, Spain: Fundación Botín. </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1177/01650254221116870" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1177/01650254221116870" target="_blank">Persistence on challenging tasks mediates the relationship between childhood poverty and mental health problems</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hao, Yu, De France, K., & Evans, G. W. (2022). Persistence on challenging tasks mediates the relationship between childhood poverty and mental health problems. International Journal of Behavioral Development, 46(6), 562-567. https://doi.org/10.1177/01650254221116870</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.centrobotin.org/wp-content/uploads/2022/11/ARTES_EMOCIONES_Y_CREATIVIDAD_INVESTIGACION_APLICACION_Y_RESULTADOS_INFORME_FUNDACION_BOTIN_2022_EN.pdf" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.centrobotin.org/wp-content/uploads/2022/11/ARTES_EMOCIONES_Y_CREATIVIDAD_INVESTIGACION_APLICACION_Y_RESULTADOS_INFORME_FUNDACION_BOTIN_2022_EN.pdf" target="_blank">Emotions ignite and fuel creativity</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic Pringle, Z. (2022). Emotions ignite and fuel creativity. In Z. Ivcevic Pringle (Ed.), Creativity, emotion, and the arts: Research, application, and impact (pp. 34-42). Santander, Spain: Fundación Botín.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Report/Brief</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.21203/rs.3.rs-2062106/v1" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.21203/rs.3.rs-2062106/v1" target="_blank">Disparities in school experience for minoritized students during the COVID-19 pandemic</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>De France, K., & Hoffmann, J. D. (2022). Disparities in school experience for minoritized students during the COVID-19 pandemic. In Research Square. https://doi.org/10.21203/rs.3.rs-2062106/v1</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Other</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.cedpsych.2022.102110" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.cedpsych.2022.102110" target="_blank">Perfectionism profiles among college students: A person-centered approach to motivation, behavior, and emotion</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Lin, S., & Muenks, K. (2022). Perfectionism profiles among college students: A person-centered approach to motivation, behavior, and emotion. Contemporary Educational Psychology, 71, 102110. https://doi.org/10.1016/j.cedpsych.2022.102110</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.psyneuen.2022.105872" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.psyneuen.2022.105872" target="_blank">Cost of resilience: Childhood poverty, mental health, and chronic physiological stress</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>De France, K., Evans, G. W., Brody, G. H., & Doan, S. N. (2022). Cost of resilience: Childhood poverty, mental health, and chronic physiological stress. Psychoneuroendocrinology, 144, 105872. https://doi.org/10.1016/j.psyneuen.2022.105872</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/03055698.2022.2125288" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/03055698.2022.2125288" target="_blank">The satisfaction of basic psychological needs and children’s reading growth in culturally relevant summer reading contexts</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ha, C., & Roehrig, A. D. (2022). The satisfaction of basic psychological needs and children’s reading growth in culturally relevant summer reading contexts. Educational Studies. https://doi.org/10.1080/03055698.2022.2125288</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.3389/fpsyg.2022.980339" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.3389/fpsyg.2022.980339" target="_blank">A world of opportunity: A top-down influence of emotional intelligence-related contextual factors on employee engagement and exhaustion</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Levitats, Z., Ivcevic, Z., & Brackett, M. A. (2022). A world of opportunity: A top-down influence of emotional intelligence-related contextual factors on employee engagement and exhaustion. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.980339</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/978-3-031-10936-2_10" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/978-3-031-10936-2_10" target="_blank">Sibling effects on the development of obesity</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Falbo, T., & Lin, S. (2022). Sibling effects on the development of obesity. In G. Garcia-Alexander & D. L. Poston Jr. (Eds.), International handbook of the demography of obesity (Vol. 12, pp. 173-183). Springer. https://doi.org/10.1007/978-3-031-10936-2_10</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/10400419.2022.2122373" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/10400419.2022.2122373" target="_blank">Conceptual and measurement specificity are key: The case of creativity and emotions</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z. (2022). Conceptual and measurement specificity are key: The case of creativity and emotions. Creativity Research Journal, 34(4), 391-400. https://doi.org/10.1080/10400419.2022.2122373</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1002/jocb.539" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1002/jocb.539" target="_blank">Divergent thinking and evaluative skill: A meta-analysis</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Guo, Y., Lin, S., Acar, S., Jin, S., Xu, X., Feng, Y., & Zeng, Y. (2022). Divergent thinking and evaluative skill: A meta-analysis. Journal of Creative Behavior, 56(3), 432-448. https://doi.org/10.1002/jocb.539</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.child-encyclopedia.com/emotions/according-experts/emotional-intelligence-first-five-years-life" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.child-encyclopedia.com/emotions/according-experts/emotional-intelligence-first-five-years-life" target="_blank">Emotional intelligence in the first five years of life</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Denham, S. A., Zinsser K., Bailey, C. S. (2022). Emotional intelligence in the first five years of life. In R. E. Tremblay, M. Boivin, R. D. Peters (Eds.), M. Lewis (Topic Ed.), Encyclopedia on early childhood development (2nd ed.). Centre of Excellence for Early Childhood Development, Université Laval and Université de Montréal, Quebec, Canada. https://www.child-encyclopedia.com/emotions/according-experts/emotional-intelligence-first-five-years-life</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Other</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/978-3-030-98729-9_5" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/978-3-030-98729-9_5" target="_blank">Beyond tolerating ambiguity: How emotionally intelligent people can channel uncertainty into creativity</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D., McGarry, J. A., & Seibyl, J. (2022). Beyond tolerating ambiguity: How emotionally intelligent people can channel uncertainty into creativity. In R. Beghetto & G. Jaeger (Eds.), Uncertainty: A catalyst for creativity, learning and development (Vol. 6, pp. 59–79). Springer. https://doi.org/10.1007/978-3-030-98729-9_5</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.lindif.2022.102163" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.lindif.2022.102163" target="_blank">Contribution of children’s reading motivation and prosocial efficacy to reading growth</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ha, C., & Roehrig, A. D. (2022). Contribution of children’s reading motivation and prosocial efficacy to reading growth. Learning and Individual Differences, 97, 102163. https://doi.org/10.1016/j.lindif.2022.102163</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s10984-021-09374-x" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s10984-021-09374-x" target="_blank">Enhancing school climate through social and emotional learning: Effects of RULER in Mexican secondary schools</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Baumsteiger, R., Hoffmann, J. D., Castillo-Gualda, R., & Brackett, M. A. (2022). Enhancing school climate through social and emotional learning: Effects of RULER in Mexican secondary schools. Learning Environments Research, 25(2), 465-483. https://doi.org/10.1007/s10984-021-09374-x</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1111/ijpo.12899" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1111/ijpo.12899" target="_blank">Sibling absence and body mass index: From adolescence to adulthood</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Lin, S., & Falbo, T. (2022). Sibling absence and body mass index: From adolescence to adulthood. Pediatric Obesity, 17(7), e12899. https://doi.org/10.1111/ijpo.12899</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/00207411.2021.1959807" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/00207411.2021.1959807" target="_blank">Effectiveness of online cognitive behavioral interventions that include mindfulness for clinically-diagnosed anxiety and depressive disorders: A systematic review and meta-analysis</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Kirk, M. A., Pirbaglou, M., Weerasekera, R., & Ritvo, P. (2022). Effectiveness of online cognitive behavioral interventions that include mindfulness for clinically-diagnosed anxiety and depressive disorders: A systematic review and meta-analysis. International Journal of Mental Health, 51(3), 235-266. https://doi.org/10.1080/00207411.2021.1959807</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s10648-022-09691-4" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s10648-022-09691-4" target="_blank">A systematic review of emotion regulation assessments in US Schools: Bridging the gap between researchers and educators</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ng, Z. J., Willner, C. J., Mannweiler, M. D., Hoffmann, J. D., Bailey, C. S., & Cipriano, C. (2022). A systematic review of emotion regulation assessments in US Schools: Bridging the gap between researchers and educators. Educational Psychology Review, 34(4), 2825-2865. https://doi.org/10.1007/s10648-022-09691-4</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.838575/full" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.838575/full" target="_blank">Imposter syndrome among pre-service educators and the importance of emotion regulation</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>LaPalme, M. L., Luo, P., Cipriano, C., & Brackett, M. A. (2022). Imposter syndrome among pre-service educators and the importance of emotion regulation. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.838575</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.875964/full" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.875964/full" target="_blank">The development of cognitive reappraisal from early childhood through adolescence: A systematic review and methodological recommendations</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Willner, C. J., Hoffmann, J. D., Bailey, C. S., Harrison, A. P., Garcia, B., Ng, Z. J., Cipriano, C., & Brackett, M. A. (2022). The development of cognitive reappraisal from early childhood through adolescence: A systematic review and methodological recommendations. Frontiers in Psychology, 13, 875964. https://doi.org/10.3389/fpsyg.2022.875964</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://osf.io/2qdfz" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://osf.io/2qdfz" target="_blank">Building the contemporary social and emotional learning (SEL) data set. A supplement to the manuscript, “The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Cipriano, C., Wood, M., Sehgal, K., Kilgallon, E., Levine, R. S., Ha, C., Brockmeier, L., & Zieher, A. K. (2022, June). Building the contemporary social and emotional learning (SEL) data set. A supplement to the manuscript, “The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions,” Available on Open Science Framework, https://osf.io/6pqx2/</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Other</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1111/jora.12672" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1111/jora.12672" target="_blank">Emotion regulation strategy use and success during adolescence: Assessing the role of context</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>De France, K., & Hollenstein, T. (2022). Emotion regulation strategy use and success during adolescence: Assessing the role of context. Journal of Research on Adolescence, 32(2), 720–736. https://doi.org/10.1111/jora.12672</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1002/pits.22659" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1002/pits.22659" target="_blank">Teachers’ consistency of emotional support moderates the association between young children’s regulation capacities and their preschool adjustment</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Bailey, C. S., Ondrusek, A. R., Curby, T. W., & Denham, S. A. (2022). Teachers’ consistency of emotional support moderates the association between young children’s regulation capacities and their preschool adjustment. Psychology in the Schools, 59(6), 1051-1074. https://doi.org/10.1002/pits.22659</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1002/jocb.527" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1002/jocb.527" target="_blank">The creativity dare: Attitudes toward creativity and prediction of creative behavior in school</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., & Hoffmann, J. D. (2022). The creativity dare: Attitudes toward creativity and prediction of creative behavior in school. Journal of Creative Behavior, 56(2), 239-257. https://doi.org/10.1002/jocb.527</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/02699931.2022.2043245" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/02699931.2022.2043245" target="_blank">Understanding the association between reappraisal use and depressive symptoms during adolescence: The moderating influence of reappraisal success</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>De France, K., Hicks, O., & Hollenstein, T. (2022). Understanding the association between reappraisal use and depressive symptoms during adolescence: The moderating influence of reappraisal success. Cognition and Emotion, 36(4), 758-766. https://doi.org/10.1080/02699931.2022.2043245</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1037/aca0000425" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1037/aca0000425" target="_blank">Developmental trends in creative ability: A cross-sectional examination of figural and verbal domains across the school-age years</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Zyga, O., Ivcevic, Z., Hoffmann, J. D., & Palomera, R. (2022). Developmental trends in creative ability: A cross-sectional examination of figural and verbal domains across the school-age years. Psychology of Aesthetics, Creativity, and the Arts, 16(2), 196-208. https://doi.org/10.1037/aca0000425</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s10984-021-09359-w" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s10984-021-09359-w" target="_blank">The observation of special education classrooms by school personnel</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Cipriano, C., & Barnes, T. N. (2022). The observation of special education classrooms by school personnel. Learning Environment Research, 25(1), 235-253. https://doi.org/10.1007/s10984-021-09359-w</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/publication/359510847_Scaffolding_Positive_Creativity_in_Secondary_School_Students" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/publication/359510847_Scaffolding_Positive_Creativity_in_Secondary_School_Students" target="_blank">Scaffolding positive creativity in secondary school students</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., Hoffmann, J. D., & McGarry, J. A. (2022). Scaffolding positive creativity in secondary school students. Education Sciences, 12(4), 239. https://doi.org/10.3390/educsci12040239</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.858907/full" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.858907/full" target="_blank">Editorial: Creativity and innovation in times of crisis (COVID-19)</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Tang, M., Reiter-Palmon, R., & Ivcevic, Z. (2022). Editorial: Creativity and innovation in times of crisis (COVID-19). Frontiers in Psychology, 13, 858907. https://doi.org/10.3389/fpsyg.2022.858907</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Other</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1177/2156759X221086749" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1177/2156759X221086749" target="_blank">School Counselor Consultation Effects on Teachers’ Mindfulness, Stress, and Relationships</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Molina, C. E., Lemberger-Truelove, M. E., & Zieher, A. K. (2022). School counselor consultation effects on teachers’ mindfulness, stress, and relationships. Professional School Counseling, 26(1a). https://doi.org/10.1177/2156759X221086749</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.tsc.2022.100998" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.tsc.2022.100998" target="_blank">How adolescents develop and implement their ideas? On self-regulation of creative action</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Zielińska, A., Lebuda, I., Ivcevic, Z., & Karwoski, M. (2022). How adolescents develop and implement their ideas? On self-regulation of creative action. Thinking Skills and Creativity, 43, 100998. https://doi.org/10.1016/j.tsc.2022.100998</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://mental.jmir.org/2022/2/e26479" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://mental.jmir.org/2022/2/e26479" target="_blank">A Web-Based Cognitive Behavioral Therapy, Mindfulness Meditation, and Yoga Intervention for Posttraumatic Stress Disorder: Single-Arm Experimental Clinical Trial</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Kirk, M. A., Taha, B., Dang, K., McCague, H., Hatzinakos, D., Katz, J., & Ritvo, P. (2022). A Web-Based Cognitive Behavioral Therapy, Mindfulness Meditation, and Yoga Intervention for Posttraumatic Stress Disorder: Single-Arm Experimental Clinical Trial. JMIR Mental Health, 9(2), e26479. https://doi.org/10.2196/26479</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.828076/full" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.828076/full" target="_blank">The association between sociability and COVID-19 pandemic stress</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Luo, P., LaPalme, M. L., Cipriano, C., & Brackett, M. A. (2022). The association between sociability and COVID-19 pandemic stress. Frontiers in Psychology, 13, 828076. https://doi.org/10.3389/fpsyg.2022.828076</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/publication/340612764_Patterns_of_psychological_vulnerabilities_and_resources_in_artists_and_nonartists" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/publication/340612764_Patterns_of_psychological_vulnerabilities_and_resources_in_artists_and_nonartists" target="_blank">Patterns of psychological vulnerabilities and resources in artists and nonartists</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic Pringle, Z., Grossman, E., & Ranjan, A. (2022). Patterns of psychological vulnerabilities and resources in artists and nonartists. Psychology of Aesthetics, Creativity, and the Arts, 16(1), 3–15. https://doi.org/10.1037/aca0000309</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.paid.2021.111255" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.paid.2021.111255" target="_blank">Examining the interplay of emotion regulation strategies, social stress, and gender in predicting life satisfaction of emerging adults</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Jiang, X., Moreno, J., & Ng, Z. (2022). Examining the interplay of emotion regulation strategies, social stress, and gender in predicting life satisfaction of emerging adults. Personality and Individual Differences, 185, 111255. https://doi.org/10.1016/j.paid.2021.111255</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1093/oxfordhb/9780198855903.013.5" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1093/oxfordhb/9780198855903.013.5" target="_blank">The development of cognitive reappraisal for regulating emotions: Infancy to adolescence</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>De France, K., & Hollenstein, T. (2022). The development of cognitive reappraisal for regulating emotions: Infancy to adolescence. In D. Dukes, E. Walle, & A. Samson (Eds.), The Oxford handbook of emotional development (pp. 110-125). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198855903.013.5</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/0969594X.2022.2056576" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/0969594X.2022.2056576" target="_blank">Building useful, web-based educational assessment tools for students, with students: A demonstration with the school climate walkthrough</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D., Baumsteiger, R., Seibyl, J., Hills, E., Bradley, C., Cipriano, C., & Brackett, M. A. (2022). Building useful, web-based educational assessment tools for students, with students: A demonstration with the school climate walkthrough. Assessment in Education: Principles, Policy & Practice, 29(1), 95–120. https://doi.org/10.1080/0969594X.2022.2056576</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s11199-021-01256-z" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s11199-021-01256-z" target="_blank">Gender and emotions at work: Organizational rank has greater emotional benefits for men than women</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Taylor, C. L., Ivcevic, Z., Moeller, J., Menges, J. I., Retier-Palmon, R., & Brackett, M. A. (2022). Gender and emotions at work: Organizational rank has greater emotional benefits for men than women. Sex Roles, 86(1), 127-142. https://doi.org/10.1007/s11199-021-01256-z</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1093/cs/cdab030" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1093/cs/cdab030" target="_blank">How did educators of students with learning differences use social-emotional learning to support their students and themselves early in the COVID-19 pandemic?</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Eveleigh, A., Cook, A., Naples, L. H., & Cipriano, C. (2022). How did educators of students with learning differences use social-emotional learning to support their students and themselves early in the COVID-19 pandemic? Children and Schools, 44(1), 27-38. https://doi.org/10.1093/cs/cdab030</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2022</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.717317/full" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.717317/full" target="_blank">Self-regulation in preschool: Examining its factor structure and associations with pre-academic skills and social-emotional competence</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Korucu, I., Ayturk, E., Finders, J. K., Schnur, G., Bailey, C. S., Tominey, S. L., & Schmitt, S. A. (2022). Self-regulation in preschool: Examining its factor structure and associations with pre-academic skills and social-emotional competence. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.717317</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://osf.io/7eqzf" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://osf.io/7eqzf" target="_blank">What is social and emotional learning (SEL)? A supplement to the manuscript, “The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions"</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Cipriano, C., Naples, L. H., Wood, M., Sehgal, K., Kilgallon, E., & Zieher, A. K. (2021, December 21). What is social and emotional learning (SEL)? A supplement to the manuscript, “The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions,” Open Science Framework, https://osf.io/6pqx2/</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Other</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1017/9781108678971.031" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1017/9781108678971.031" target="_blank">Mental health on college campuses</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Tugade, M. M., Tan, T. Y., Wachsmuth, L. S., & Bradley, E. H. (2021). Mental health on college campuses. In C. Clauss-Ehlers (Ed.), The Cambridge handbook of community psychology: Interdisciplinary and contextual perspectives (pp. 562-589). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108678971.031</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://kiecon.org/wp-content/uploads/2022/02/2021-Creativity-Book-1.pdf" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://kiecon.org/wp-content/uploads/2022/02/2021-Creativity-Book-1.pdf" target="_blank">Affect and creativity in children’s play: Sandra Russ’ blueprint for the field</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D., & Ivcevic Pringle, Z. (2021). Affect and creativity in children’s play: Sandra Russ’ blueprint for the field. In F. K. Reisman (Ed.), Celebrating giants and trailblazers: A-Z of who’s who in creativity research and related fields (pp. 607-628). London, UK: KIE Publications. Available online: https://kiecon.org/wp-content/uploads/2022/02/2021-Creativity-Book-1.pdf</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.yjoc.2021.100008" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.yjoc.2021.100008" target="_blank">Feasibility of a group play intervention in early childhood</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Fehr, K. K., Hoffmann, J. D., Chambers, D. E., & Ramasami, J. (2021). Feasibility of a group play intervention in early childhood. Journal of Creativity, 31, 100008. https://doi.org/10.1016/j.yjoc.2021.100008</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://files-profile.medicine.yale.edu/documents/1f423c01-31b6-42b2-a31d-5ea9d9945b90" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://files-profile.medicine.yale.edu/documents/1f423c01-31b6-42b2-a31d-5ea9d9945b90" target="_blank">Supporting Rhode Island educators with SEL during times of uncertainty and stress: Findings from 2020-2021</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Yale Center for Emotional Intelligence. (2021). Supporting Rhode Island educators with SEL during times of uncertainty and stress: Findings from 2020-2021. New Haven, CT: Yale University. </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Report/Brief</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1017/9781108755726" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1017/9781108755726" target="_blank">The Cambridge handbook of lifespan development of creativity</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Russ, S. W., Hoffmann, J. D., & Kaufman, J. C. (Eds.). (2021). The Cambridge handbook of lifespan development of creativity. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108755726</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1017/9781108755726.007" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1017/9781108755726.007" target="_blank">The development and enhancement of adolescent creativity</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D. & Hills, E. (2021). The development and enhancement of adolescent creativity. In S. W. Russ, J. D. Hoffmann, & J. C. Kaufman (Eds.), The Cambridge handbook of lifespan development of creativity (pp. 139-158). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108755726.007</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.edurev.2021.100407" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.edurev.2021.100407" target="_blank">LASSI’s great adventure: A meta-analysis of the Learning and Study Strategies Inventory and academic outcomes</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Fong, C. J., Krou, M. R., Johnston-Ashton, K., Hoff, M. A., Lin, S., & Gonzales, C. (2021). LASSI’s great adventure: A meta-analysis of the Learning and Study Strategies Inventory and academic outcomes. Educational Research Review, 34, 100407. https://doi.org/10.1016/j.edurev.2021.100407</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.dcn.2021.101004" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.dcn.2021.101004" target="_blank">As they wait: Anticipatory neural response to evaluative peer feedback varies by pubertal status and social anxiety</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Topel, S., van Noordt, S. J. R., Willner, C. J., Banz, B. C., Wu, J., Castagna, P., Kortink, E. D., van der Molen, M. J. W., & Crowley, M. J. (2021). As they wait: Anticipatory neural response to evaluative peer feedback varies by pubertal status and social anxiety. Developmental Cognitive Neuroscience, 51, 101004. https://doi.org/10.1016/j.dcn.2021.101004</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1177/1534508419900546" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1177/1534508419900546" target="_blank">Associations Between Teacher Ratings and Direct Assessment of Elementary Students’ Speech and Language Skills</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Chow, J. C., Frey, J. R., & Naples, L. H. (2021). Associations Between Teacher Ratings and Direct Assessment of Elementary Students’ Speech and Language Skills. Assessment for Effective Intervention, 46(4), 310-315. https://doi.org/10.1177/1534508419900546</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1037/spq0000461" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1037/spq0000461" target="_blank">Educators’ implementation and use of social and emotional learning early in the COVID-19 pandemic</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Zieher, A. K., Cipriano, C., Meyer, J. L., & Strambler, M. J. (2021). Educators’ implementation and use of social and emotional learning early in the COVID-19 pandemic. School Psychology, 36(5), 388-397. https://doi.org/10.1037/spq0000461</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.tsc.2021.100852" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.tsc.2021.100852" target="_blank">Cross-cultural measurement invariance of divergent thinking measures</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Guo, Y., Lin, S., Guo, J., Lu, Z., & Shangguan, C. (2021). Cross-cultural measurement invariance of divergent thinking measures. Thinking Skills and Creativity, 41, 100852. https://doi.org/10.1016/j.tsc.2021.100852</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.742186/full" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.742186/full" target="_blank">Editorial: Chinese only children: Advantaged or disadvantaged?</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Lin, S., Chen, B. B., Falbo, T., Fong, C. J., & Guo, J. (2021). Editorial: Chinese only children: Advantaged or disadvantaged?. Frontiers in Psychology, 12, 742186. https://doi.org/10.3389/fpsyg.2021.742186</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Other</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1177/10742956211021858" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1177/10742956211021858" target="_blank">Cultivating effective teacher–paraprofessional collaboration in the self-contained classroom</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Barnes, T. N., Cipriano, C., & Xia, Y. (2021). Cultivating effective teacher–paraprofessional collaboration in the self-contained classroom. Beyond Behavior, 30(2), 107-115. https://doi.org/10.1177/10742956211021858</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1001/jamanetworkopen.2021.16671" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1001/jamanetworkopen.2021.16671" target="_blank">Integrated physical activity campaign with wearable devices and practitioner consultation</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ritvo, P., Kirk, M., & Pirbaglou, M. (2021). Integrated physical activity campaign with wearable devices and practitioner consultation. JAMA Network Open, 4(7), e2116671. https://doi.org/10.1001/jamanetworkopen.2021.16671</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/01443410.2021.1951671" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/01443410.2021.1951671" target="_blank">Making feedback constructive: The interplay of undergraduates’ motivation with perceptions of feedback specificity and friendliness.</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Fong, C. J., Schallert, D. L., Williams, K. M., Williamson, Z. H., Lin, S., Kim, Y. W., Chen, L.-H. (2021). Making feedback constructive: The interplay of undergraduates’ motivation with perceptions of feedback specificity and friendliness. Educational Psychology, 41(10), 1241–1259. https://doi.org/10.1080/01443410.2021.1951671</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1177/0276237420907864" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1177/0276237420907864" target="_blank">Emotions, creativity, and the arts: Evaluating a course for children</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D., Ivcevic, Z., & Maliakkal, N. (2021). Emotions, creativity, and the arts: Evaluating a course for children. Empirical Studies of the Arts, 39(2), 123–148. https://doi.org/10.1177/0276237420907864</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.mdpi.com/1660-4601/18/13/6947" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.mdpi.com/1660-4601/18/13/6947" target="_blank">Taking students on a strengths safari: A multidimensional pilot study of school-based wellbeing for young neurodiverse children</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Naples, L. H. & Tuckwiller, E. D. (2021). Taking students on a strengths safari: A multidimensional pilot study of school-based wellbeing for young neurodiverse children. International Journal of Environmental Research and Public Health, 18(13), 6947. https://doi.org/10.3390/ijerph18136947</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1037/ort0000554" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1037/ort0000554" target="_blank">Chinese only children and loneliness: Stereotypes and realities</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Lin, S., Falbo, T., Qu, W., Wang, Y., & Feng, X. (2021). Chinese only children and loneliness: Stereotypes and realities. American Journal of Orthopsychiatry. 91(4), 531-544. https://doi.org/10.1037/ort0000554</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://psycnet.apa.org/record/2020-19845-001" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://psycnet.apa.org/record/2020-19845-001" target="_blank">Expanding context in the role of emotion regulation in mental health: How socioeconomic status (SES) and developmental stage matter.</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>De France, K., & Evans, G. W. (2021). Expanding context in the role of emotion regulation in mental health: How socioeconomic status (SES) and developmental stage matter. Emotion, 21(4), 772–782. https://doi.org/10.1037/emo0000743</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1017/S0954579420000681" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1017/S0954579420000681" target="_blank">Pathways to a more peaceful and sustainable world: The transformative power of children in families</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Britto, P. R., Hanöz-Penney, S., Ponguta, L. A., Sunar, D., Issa, G., Hein, S. D., do Rosário, M. C., Almuneef, M. A., Korucu, I., Togo, Y., Kurbonov, J., Choibekov, N., Phan, H. T. T., Fallon, N. S., Artukoğlu, B. B., Hartl, F. J., Salah, R., Fitzpatrick, S., Connolly, P., Dunne, L., … Leckman, J. F. (2021). Pathways to a more peaceful and sustainable world: The transformative power of children in families. Development and Psychopathology, 33(2), 409–420. https://doi.org/10.1017/S0954579420000681</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2021.639736/full" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2021.639736/full" target="_blank">Considerations about how emotional intelligence can be enhanced in children with Autism Spectrum Disorder</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Trevisan, D. A., Abel, E. A., Brackett, M. A., & McPartland, J. C. (2021). Considerations about how emotional intelligence can be enhanced in children with Autism Spectrum Disorder. Frontiers in Education ( 6), 639736. https://doi.org/10.3389/feduc.2021.639736</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1017/9781108776721.010" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1017/9781108776721.010" target="_blank">Personality, emotions, and creativity</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D., Ivcevic, Z., & Feist, G. (2021). Personality, emotions, and creativity. In J. C. Kaufman & R. J. Sternberg (Eds.), Creativity: An Introduction (pp. 152–175). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108776721.010</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/publication/350208840_Emotion_Regulation_Ability_Test_Performance_and_Observer_Reports_in_Predicting_Relationship_Achievement_and_Well-Being_Outcomes_in_Adolescents" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/publication/350208840_Emotion_Regulation_Ability_Test_Performance_and_Observer_Reports_in_Predicting_Relationship_Achievement_and_Well-Being_Outcomes_in_Adolescents" target="_blank">Emotion regulation ability: Test performance and observer reports in predicting relationship, achievement, and well-being outcomes in adolescents</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., & Eggers, C. (2021). Emotion regulation ability: Test performance and observer reports in predicting relationship, achievement, and well-being outcomes in adolescents. International Journal of Environmental Research and Public Health, 18(6), 3204. https://doi.org/10.3390/ijerph18063204</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.jad.2020.12.068" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.jad.2020.12.068" target="_blank">Emotion regulation in pediatric sickle cell patients: Associations with mental health outcomes and pain interference</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Miller, M. L., Balsamo, L., Pashankar, F. D., & Bailey, C. S. (2021). Emotion regulation, pain interference and affective symptoms in children and adolescents with sickle cell disease. Journal Affective Disorders, 282, 829–835. https://doi.org/10.1016/j.jad.2020.12.068</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1002/jocb.436" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1002/jocb.436" target="_blank">Supervisor emotionally intelligent behavior and employee creativity</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., Moeller, J., Menges, J., & Brackett, M. A. (2021). Supervisor emotionally intelligent behavior and employee creativity. Journal of Creative Behavior, 55(1), 79-91. https://doi.org/10.1002/jocb.436</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/publication/332217740_Task_Instructions_Influence_the_Effects_of_Impaired_Self-_Control_on_Creative_Cognition" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/publication/332217740_Task_Instructions_Influence_the_Effects_of_Impaired_Self-_Control_on_Creative_Cognition" target="_blank">Task instructions influence the effects of impaired self-control on creative cognition</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Taylor, C. L. (2021). Task instructions influence the effects of impaired self-control on creative cognition. Psychology of Aesthetics, Creativity, and the Arts, 15(1), 165-175. https://doi.org/10.1037/aca0000249</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2021</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://files-profile.medicine.yale.edu/documents/f1608a83-95f3-44c8-b8f3-2712d5feb4a4" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://files-profile.medicine.yale.edu/documents/f1608a83-95f3-44c8-b8f3-2712d5feb4a4" target="_blank">Supporting Connecticut educators with SEL during times of uncertainty and stress: Fall 2020 findings. </a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Yale Center for Emotional Intelligence. (2020). Supporting Connecticut educators with SEL during times of uncertainty and stress: Fall 2020 findings. New Haven, CT: Yale University. </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Report/Brief</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.jneb.2020.08.008" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.jneb.2020.08.008" target="_blank">Pilot intervention enhances preschoolers’ self-regulation and food liking</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Schmitt, S. A., Snyder, F., Korucu, I., Bryant, L. M., & Finders, J. K. (2020). Pilot intervention enhances preschoolers’ self-regulation and food liking. Journal of Nutrition Education and Behavior, 52(11), 1035-1042. https://doi.org/10.1016/j.jneb.2020.08.008</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/03004430.2019.1570504" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/03004430.2019.1570504" target="_blank">Language skills, behaviour problems, and classroom emotional support among preschool children from low-income families</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Qi, C. H., Zieher, A., Lee Van Horn, M., Bulotsky-Shearer, R., & Carta, J. (2020). Language skills, behaviour problems, and classroom emotional support among preschool children from low-income families. Early Child Development and Care, 190(14), 2278-2290. https://doi.org/10.1080/03004430.2019.1570504</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.ecresq.2020.03.002" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.ecresq.2020.03.002" target="_blank">Continuity and change in the home environment: Associations with school readiness</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Korucu, I., & Schmitt, S. A. (2020). Continuity and change in the home environment: Associations with school readiness. Early Childhood Research Quarterly, 53, 97–107. https://doi.org/10.1016/j.ecresq.2020.03.002</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://prevention.psu.edu/publication/supporting-school-community-wellness-with-social-and-emotional-learning-sel-during-and-after-a-pandemic/" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://prevention.psu.edu/publication/supporting-school-community-wellness-with-social-and-emotional-learning-sel-during-and-after-a-pandemic/" target="_blank">Supporting school community wellness with social and emotional learning (SEL) during and after a pandemic</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Cipriano, C., Rappolt-Schlichtmann, G., & Brackett, M.A. (2020). Supporting school community wellness with social and emotional learning (SEL) during and after a pandemic. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Report/Brief</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.3389/fpsyt.2020.00590" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.3389/fpsyt.2020.00590" target="_blank">Promoting Mental Health and Psychological Thriving in University Students: A Randomized Controlled Trial of Three Well-Being Interventions</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Seppälä, E. M., Bradley, C., Moeller, J., Harouni, L., Nandamudi, D., & Brackett, M. A. (2020). Promoting mental health and psychological thriving in university students: a randomized controlled trial of three well-being interventions. Frontiers in Psychiatry, 11, 590. https://doi.org/10.3389/fpsyt.2020.00590</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://pmc.ncbi.nlm.nih.gov/articles/PMC7409775/" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://pmc.ncbi.nlm.nih.gov/articles/PMC7409775/" target="_blank">Emotional intelligence comes of age</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M., & Cipriano, C. (2020). Emotional intelligence comes of age. Cerebrum: The Dana Forum on Brain Science, 28-31.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1111/caim.12397" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1111/caim.12397" target="_blank">Gender and support for creativity at work</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Taylor, C., Ivcevic, Z., & Brackett, M. A. (2020). Gender and support for creativity at work. Creativity and Innovation Management, 29, 453-464. https://doi.org/10.1111/caim.12397</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s42380-019-00019-5" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s42380-019-00019-5" target="_blank">Rethinking school-based bullying prevention through the lens of social and emotional learning: A bioecological perspective</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Divecha, D., & Brackett, M. (2020). Rethinking school-based bullying prevention through the lens of social and emotional learning: A bioecological perspective. International journal of bullying prevention, 2(2), 93-113. https://doi.org/10.1007/s42380-019-00019-5</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1002/jocb.370" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1002/jocb.370" target="_blank">Characteristics of ADHD related to executive function: Differential predictions for creativity-related traits</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Taylor, C. L., Zaghi, A. E., Kaufman, J. C., Reis, S. M., & Renzulli, J. S. (2020). Characteristics of ADHD related to executive function: Differential predictions for creativity-related traits. Journal of Creative Behavior, 54(2), 350-362. https://doi.org/10.1002/jocb.370</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1002/jocb.366" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1002/jocb.366" target="_blank">Creative thinking strategies for life: A course for professional adults using art</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D., Ivcevic, Z., & Maliakkal, N. (2018). Creative thinking strategies for life: A course for professional adults using art. Journal of Creative Behavior, 54(2), 293-310. https://doi.org/10.1002/jocb.366</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.jrp.2020.103941" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.jrp.2020.103941" target="_blank">Person-oriented profiles of originality and fluency in divergent thinking responses</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Cotter, K. N., Ivcevic, Z., & Moeller, J. (2020). Person-oriented profiles of originality and fluency in divergent thinking responses. Journal of Research in Personality, 86, 103941. https://doi.org/10.1016/j.jrp.2020.103941</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/publication/282816472_Child_well-being_and_children's_rights_Balancing_positive_and_negative_indicators_in_assessments" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/publication/282816472_Child_well-being_and_children's_rights_Balancing_positive_and_negative_indicators_in_assessments" target="_blank">Child well-being and children’s rights: Balancing positive and negative Indicators in assessments</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Kim, E. K., Furlong, M. J., Ng, Z. J., & Huebner, E. S. (2020). Child well-being and children’s rights: Balancing positive and negative indicators in assessments. In B. K. Nastasi, S. N. Hart, & S. C. Naser (Eds.), International handbook on child rights and school psychology (pp. 157-173). Springer, Cham. http://doi.org/10.1007/978-3-030-37119-7_11</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.learninstruc.2019.101301" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.learninstruc.2019.101301" target="_blank">High school students’ feelings: Discoveries from a large national survey and an experience sampling study</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Moeller, J., Brackett, M. A., Ivcevic, Z., & White, A. E. (2019). High school students’ feelings: Discoveries from a large national survey and an experience sampling study. Learning and Instruction, 66,, 101301. https://doi.org/10.1016/j.learninstruc.2019.101301</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.ecresq.2019.07.002" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.ecresq.2019.07.002" target="_blank">Computerized social-emotional assessment measures for early childhood settings</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Denham, S. A., Bassett, H. H., Zinsser, K. M., Bradburn, I. S., Bailey, C. S., Shewark, E. S. Ferrier, D. E., Liverette, K. H., Steed, J., Karalus, S. P., & Kianpour, S. (2020). Computerized social-emotional assessment measures for early childhood settings. Early Childhood Research Quarterly, 51, 55–66. https://doi.org/10.1016/j.ecresq.2019.07.002</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/10409289.2020.1716287" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/10409289.2020.1716287" target="_blank">Examining associations between the home literacy environment, executive function, and school readiness</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Korucu, I., Litkowski, E., & Schmitt, S. A. (2020). Examining associations between the home literacy environment, executive function, and school readiness. Early Education and Development, 31(3), 455-473. https://doi.org/10.1080/10409289.2020.1716287</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://files.eric.ed.gov/fulltext/ED607095.pdf" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://files.eric.ed.gov/fulltext/ED607095.pdf" target="_blank">Catalyzing future directions of SEL assessment</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Cipriano, C., Taylor, J. J., Weissberg, R., Blyth, D., & McKown, C. (2020). Catalyzing Future Directions of SEL Assessment. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Report/Brief</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/publication/337479859_The_glass_is_half_empty_Negative_self-appraisal_bias_and_attenuated_neural_response_to_positive_self-judgment_in_adolescence" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/publication/337479859_The_glass_is_half_empty_Negative_self-appraisal_bias_and_attenuated_neural_response_to_positive_self-judgment_in_adolescence" target="_blank">The glass is half empty: Negative self-appraisal bias and attenuated neural response to positive self-judgement in adolescence</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ke, T., Wu, J., Willner, C. J., Brown, Z., Banz, B., van Noordt, S., Waters, A. C., & Crowley, M. J. (2020). The glass is half empty: Negative self-appraisal bias and attenuated neural response to positive self-judgement in adolescence. Social Neuroscience, 15(2), 140–157. https://doi.org/10.1080/17470919.2019.1697744</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.biopsycho.2019.107829" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.biopsycho.2019.107829" target="_blank">Neurophysiological evidence for distinct biases in emotional face processing associated with internalizing and externalizing symptoms in children</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Willner, C. J., Jetha, M. K., Segalowitz, S. J., & Gatzke-Kopp, L. M. (2020). Neurophysiological evidence for distinct biases in emotional face processing associated with internalizing and externalizing symptoms in children. Biological Psychology, 150, 107829. https://doi.org/10.1016/j.biopsycho.2019.107829</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1037/emo0000649" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1037/emo0000649" target="_blank">Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D., Brackett, M. A., Bailey, C. S., & Willner, C. J. (2020). Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning. Emotion, 20(1), 105–109. https://doi.org/10.1037/emo0000649</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2020</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1002/icd.2152" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1002/icd.2152" target="_blank">Parental executive function as a predictor of parenting practices and children’s executive function</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Korucu, I., Litkowski, E., Purpura, D. J., & Schmitt, S. A. (2020). Parental executive function as a predictor of parenting practices and children’s executive function. Infant and Child Development, 29(1), e2152. https://doi.org/10.1002/icd.2152</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s10862-019-09723-4" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s10862-019-09723-4" target="_blank">One-month stability of Cyberball post-exclusion ostracism distress in adolescents</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Davidson, C. A., Willner, C. J., van Noordt, S. J. R., Banz, B. C., Wu, J., Kenney, J. G., Johannsen, J. K., & Crowley, M. J. (2019). One-month stability of Cyberball post-exclusion ostracism distress in adolescents. Journal of Psychopathology and Behavioral Assessment, 41(3), 400-408. https://doi.org/10.1007/s10862-019-09723-4</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://books.google.com/books?hl=en&lr=&id=cbqFDwAAQBAJ&oi=fnd&pg=PT244&dq=info:ifTUDX1Kb38J:scholar.google.com&ots=FB0mhboydL&sig=dGgu-Hyb5GbzpOQdsxmCuvQ5P2o#v=onepage&q&f=false" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://books.google.com/books?hl=en&lr=&id=cbqFDwAAQBAJ&oi=fnd&pg=PT244&dq=info:ifTUDX1Kb38J:scholar.google.com&ots=FB0mhboydL&sig=dGgu-Hyb5GbzpOQdsxmCuvQ5P2o#v=onepage&q&f=false" target="_blank">Permission to feel: Unlocking the power of emotions to help our kids, ourselves, and our society thrive</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. (2019). Permission to feel: Unlocking the power of emotions to help our kids, ourselves, and our society thrive. Celadon Books.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.31219/osf.io/xhbu7" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.31219/osf.io/xhbu7" target="_blank">Passion for work: What is it, who has it, and does it matter?</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Moeller, J., Ivcevic, Z., White, A. E., Taylor, C., Menges, J. I., Caruso, D., & Brackett, M. A. (2019, August 7). Passion for work: What is it, who has it, and does it matter? [Preprint]. Available on Open Science Framework, https://doi.org/10.31219/osf.io/xhbu7</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Other</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.4135/9781526470393.n7" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.4135/9781526470393.n7" target="_blank">Social and emotional skill development in early childhood</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Tominey, S. L., Olsen, S. G., & Bailey, C. S. (2019). Social and emotional skill development in early childhood. In D. Whitebread (Ed.), The Sage handbook of developmental psychology and early childhood education (pp. 115-132). SAGE Publications. https://doi.org/10.4135/9781526470393.n7</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s10984-018-9274-0" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s10984-018-9274-0" target="_blank">A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Cipriano, C., Barnes, T. N, Pieloch, K. A , Rivers, S. E., & Brackett, M. A. (2019). A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence. Learning Environments Research, 22(2), 209–228. https://doi.org/10.1007/s10984-018-9274-0</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/00220973.2018.1465383" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/00220973.2018.1465383" target="_blank">Validating the Recognizing Excellence in Learning and Teaching (RELATE) tool for special education classrooms</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Barnes, T. N., Cipriano, C., Flynn, L., Rivers, S. E., & Xu, W. (2019). Validating the Recognizing Excellence in Learning and Teaching (RELATE) tool for special education classrooms. Journal of Experimental Education, 87(3), 415–429. https://doi.org/10.1080/00220973.2018.1465383</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/00461520.2019.1614447" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/00461520.2019.1614447" target="_blank">RULER: A theory-driven, systemic approach to social, emotional, and academic learning</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Bailey, C. S., Hoffmann, J. D., & Simmons, D. N. (2019). RULER: A theory-driven, systemic approach to social, emotional, and academic learning. Educational Psychologist, 54(3), 144–161. https://doi.org/10.1080/00461520.2019.1614447</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://psycnet.apa.org/record/2019-28507-015" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://psycnet.apa.org/record/2019-28507-015" target="_blank">The meaning of play: Erik H. Erikson</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D., & Miller, R. H. (2019). The meaning of play: Erik H. Erikson. In V. P. Glăveanu (Ed.), The creativity reader (pp. 253–268). Oxford University Press.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1177/0276236618765403" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1177/0276236618765403" target="_blank">Breadth of emotion vocabulary in early adolescence</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Bazhydai, M., Ivcevic, Z., Brackett, M. A., Widen, S. C. (2018). Breadth of emotion vocabulary in early adolescence. Imagination, Cognition, and Personality, 38(4), 378-404. https://doi.org/10.1177/0276236618765403</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article </span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://rowman.com/ISBN/9781538118283/Designing-for-Empathy-Perspectives-on-the-Museum-Experience" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://rowman.com/ISBN/9781538118283/Designing-for-Empathy-Perspectives-on-the-Museum-Experience" target="_blank">Introduction to Designing for empathy: Perspectives on the museum experience</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., & Fundación Botín (2019). Introduction. In E. Gokcigdem (Ed.), Designing for empathy: Perspectives on the museum experience (pp. 1-15). Washington, DC: Rowman & Littlefield. </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Introduction</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1037/str0000098" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1037/str0000098" target="_blank">The role of emotional regulation ability, personality, and burnout among Spanish teachers</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Castillo-Gualda, R., Herrero, M., Rodríguez-Carvajal, R., Brackett, M. A., & Fernández-Berrocal, P. (2018). The role of emotional regulation ability, personality, and burnout among Spanish teachers. International Journal of Stress Management, 26(2), 146-158. https://doi.org/10.1037/str0000098</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1017/9781316979839.015" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1017/9781316979839.015" target="_blank">Emotions and creativity: From process to person and product</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., & Hoffmann, J. D. (2019). Emotions and creativity: From process to person and product. In J. C. Kaufman & R. S. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 273-295). New York: Cambridge University Press. https://doi.org/10.1017/9781316979839.015</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.ecresq.2018.09.001" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.ecresq.2018.09.001" target="_blank">Development of the Home Executive Function Environment (HEFE) Scale: Assessing its relation to preschoolers’ executive function</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Korucu, I., Rolan, E., Napoli, A. R., Purpura, D. J., & Schmitt, S. A. (2019). Development of the Home Executive Function Environment (HEFE) Scale: Assessing its relation to preschoolers’ executive function. Early Childhood Research Quarterly, 47, 9-19. https://doi.org/10.1016/j.ecresq.2018.09.001</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.14307/jfcs111.2.7" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.14307/jfcs111.2.7" target="_blank">You can’t be emotionally intelligent without being culturally responsive: Why FCS must employ both to meet the needs of our nations</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Simmons, D. N. (2019). You can’t be emotionally intelligent without being culturally responsive: Why FCS must employ both to meet the needs of our nations. Journal of Family and Consumer Sciences, 111(2), 7-16. https://doi.org/10.14307/jfcs111.2.7</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s10984-018-9264-2" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s10984-018-9264-2" target="_blank">Validating the Emotion-Focused Interactions Scale for teacher-student interactions</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Cipriano, C., Barnes, T. N., Kolev, L., Rivers, S., & Brackett, M. (2019). Validating the Emotion-Focused Interactions Scale for teacher-student interactions. Learning Environments Research, 22(1), 1–12. https://doi.org/10.1007/s10984-018-9264-2</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/03004430.2018.1445732" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/03004430.2018.1445732" target="_blank">Using integrated arts programming to facilitate social and emotional learning in young children with social cognition challenges</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Müller, E., Naples, L. H., Cannon, L., Haffner, B., & Mullins, A. (2019). Using integrated arts programming to facilitate social and emotional learning in young children with social cognition challenges. Early Child Development and Care, 189(14), 2219–2232. https://doi.org/10.1080/03004430.2018.1445732</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://eric.ed.gov/?id=ED602377" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://eric.ed.gov/?id=ED602377" target="_blank">Students with disabilities and post-college employment: How much do we know? NCCSD Research Brief</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Kutscher, E., Naples, L., & Freund, M. (2019, March). Students with disabilities and post-college employment: How much do we know? Huntersville, NC: National Center for College Students with Disabilities, Association on Higher Education And Disability (AHEAD). Available at http://www.NCCSDonline.org</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Report/Brief</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/00223891.2017.1411918" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/00223891.2017.1411918" target="_blank">Measuring Prosociality: The Development of a Prosocial Behavioral Intentions Scale</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Baumsteiger, R., & Siegel, J. T. (2019). Measuring prosociality: The development of a prosocial behavioral intentions scale. Journal of Personality Assessment, 101(3), 305-314. https://doi.org/10.1080/00223891.2017.1411918</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/10824669.2018.1524767" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/10824669.2018.1524767" target="_blank">Exploring changes in student engagement through the RULER approach: An examination of students at risk of academic failure.</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Cipriano, C., Barnes, T. N., Rivers, S. E., & Brackett, M. A. (2019). Exploring changes in student engagement through the RULER approach: An examination of students at risk of academic failure. Journal of Education for Students Placed at Risk (JESPAR), 24(1), 1-19. https://doi.org/10.1080/10824669.2018.1524767</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s12671-019-1094-5" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s12671-019-1094-5" target="_blank">Support for the Development and Use of the Child Observation of Mindfulness Measure (C-OMM)</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Lemberger-Truelove, M. E., Carbonneau, K. J., Zieher, A. K., & Atencio, D. J. (2019). Support for the development and use of the Child Observation of Mindfulness Measure (C-OMM). Mindfulness, 10(7), 1406–1416. https://doi.org/10.1007/s12671-019-1094-5</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/publication/332864386_Developing_social_and_emotional_skills_and_attitudes_and_ecological_assets" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/publication/332864386_Developing_social_and_emotional_skills_and_attitudes_and_ecological_assets" target="_blank">Developing social and emotional skills and attitudes and ecological assets</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Elias, M. J., Brackett, M. A., Miller, R., Jones, S., Kahn, J., Mahoney, J. L., Weissberg, R. P., & Chung, S. Y. (2019). Developing social and emotional skills and attitudes and ecological assets. In D. Osher, M. J. Mayer, R. J. Jagers, K. Kendziora, & L. Wood (Eds.), (Eds.), Keeping students safe and helping them thrive: A collaborative handbook on school safety, mental health, and wellness (pp. 185-209). Santa Barbara, CA: Praeger/ABC-CLIO.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2019</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://nprinc.com/implementing-social-and-emotional-learning-sel-in-classrooms-and-schools/" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://nprinc.com/implementing-social-and-emotional-learning-sel-in-classrooms-and-schools/" target="_blank">Implementing social and emotional learning (SEL) in classrooms and schools</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Elbertson, N. A., Simmons, D. N., & Stern, R. S. (2019). Implementing social and emotional learning (SEL) in Ccassrooms and schools. National Professional Resources, Inc. https://nprinc.com/implementing-social-and-emotional-learning-sel-in-classrooms-and-schools/</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Other</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2018</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.2989/17280583.2018.1552590" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.2989/17280583.2018.1552590" target="_blank">Adolescent positive self, negative self: Associated but dissociable?</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ke, T., Wu, J., Willner, C. J., Brown, Z., & Crowley, M. J. (2018). Adolescent positive self, negative self: Associated but dissociable? Journal of Child and Adolescent Mental Health, 30(3), 203-211. https://doi.org/10.2989/17280583.2018.1552590</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2018</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1037/emo0000419" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1037/emo0000419" target="_blank">Mixed emotions: Network analyses of intra-individual co-occurrences within and across situations</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Moeller, J., Ivcevic, Z., & Brackett, M. A., & White, A. E. (2018). Mixed emotions: Network analyses of intra-individual co-occurrences within and across situations. Emotion, 18(8), 1106-1121. https://doi.org/10.1037/emo0000419</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2018</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s11218-018-9456-8" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s11218-018-9456-8" target="_blank">Personality, coping, and school wellbeing: An investigation of high school students</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Evans, P., Martin, A. J., & Ivcevic, Z. (2018). Personality, coping, and school wel-being: An investigation of high school students. Social Psychology of Education, 21(5), 1061–1080. https://doi.org/10.1007/s11218-018-9456-8</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2018</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s11199-017-0885-1" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s11199-017-0885-1" target="_blank">LGBTQ adolescents’ positive and negative emotions and experiences in U.S. high schools</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>White, A. E., Moeller, J., Ivcevic, Z., Brackett, M. A., & Stern, R. (2018). LGBTQ adolescents’ positive and negative emotions and experiences in U.S. high schools. Sex Roles, 79(9-10), 594-608. https://doi.org/10.1007/s11199-017-0885-1</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2018</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/13632752.2018.1461454" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/13632752.2018.1461454" target="_blank">Applying the classroom assessment scoring system in special education classrooms serving students with emotional behavioral disorders</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Cipriano, C., Barnes, T. N., Bertoli, M. C., & Rivers, S. E. (2018). Applying the classroom assessment scoring system in classrooms serving students with emotional and behavioural disorders. Emotional and Behavioural Difficulties, 23(4), 343-360. https://doi.org/10.1080/13632752.2018.1461454</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2018</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://eric.ed.gov/?id=EJ1193586" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://eric.ed.gov/?id=EJ1193586" target="_blank">The emotional intelligence we owe students and educators</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A. (2018). The emotional intelligence we owe students and educators. Educational Leadership, 76(2), 12-18. </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2018</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/publication/327563612_Supporting_improvements_in_classroom_climate_for_students_and_teachers_with_the_four_pillars_of_wellbeing_curriculum" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/publication/327563612_Supporting_improvements_in_classroom_climate_for_students_and_teachers_with_the_four_pillars_of_wellbeing_curriculum" target="_blank">Supporting improvements in classroom climate for students and teachers with the four pillars of wellbeing curriculum</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Bradley, C., Cordaro, D. T., Zhu, F., Vildostegui, M., Han, R. J., Brackett, M., & Jones, J. (2018). Supporting improvements in classroom climate for students and teachers with the four pillars of wellbeing curriculum. Translational Issues in Psychological Science, 4(3), 245-264. https://doi.org/10.1037/tps0000162</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2018</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/978-3-319-90633-1_7" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/978-3-319-90633-1_7" target="_blank">Building emotionally intelligent schools: From preschool to high school and beyond</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D., Ivcevic, Z., & Brackett, M. A. (2018). Building emotionally intelligent schools: From preschool to high school and beyond. In K. Keefer, J. Parker, & D. Saklofske (Eds.), Emotional Intelligence in Education (pp. 173-198). New York: Springer. https://doi.org/10.1007/978-3-319-90633-1_7</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2018</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://ascd.org/el/articles/leading-with-emotional-intelligence" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://ascd.org/el/articles/leading-with-emotional-intelligence" target="_blank">Leading with emotional intelligence</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Patti, J., Holzer, A., Stern, R. S., Floman, J., & Brackett, M. A. (2018). Leading with emotional intelligence. Educational Leadership, 75(9), 46-51. </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2018</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1037/sgd0000266" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1037/sgd0000266" target="_blank">Gender identity and sexual identity labels used by US high school students: A co-occurrence network analysis</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>White, A. E., Moeller, J., Ivcevic, Z., & Brackett, M. A. (2018). Gender identity and sexual identity labels used by U.S. high school students: A co-occurrence network analysis. Psychology of Sexual Orientation and Gender Diversity, 5(2), 243-252. https://doi.org/10.1037/sgd0000266</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2018</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.rwjf.org/en/insights/our-research/2018/06/applying-an-equity-lens-to-social-emotional-and-academic-development.html" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.rwjf.org/en/insights/our-research/2018/06/applying-an-equity-lens-to-social-emotional-and-academic-development.html" target="_blank">Applying an equity lens to social, emotional, and academic development</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Simmons, D. N., Brackett, M. A., & Adler, N.(2018) Applying an equity Lens to social, emotional, and academic Development. Edna Bennett Pierce Prevention Research Center, Pennsylvania State University.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Report/Brief</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2018</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.wiley.com/en-us/An+Introduction+to+Emotional+Intelligence-p-9781119114420" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.wiley.com/en-us/An+Introduction+to+Emotional+Intelligence-p-9781119114420" target="_blank">An overview of emotional intelligence in early childhood</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Bailey, C. S. & Rivers, S. E. (2018). An overview of emotional intelligence in early childhood. In L. Dacre-Pool & P. Qualter (Eds.), An introduction to emotional intelligence (pp. 64–80). Hoboken, NJ: Wiley-Blackwell.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2018</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://learningpolicyinstitute.org/media/3962/download?inline&file=Aspen_SEAD_Nation_at_Hope.pdf" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://learningpolicyinstitute.org/media/3962/download?inline&file=Aspen_SEAD_Nation_at_Hope.pdf" target="_blank">From a nation at risk to a nation at hope</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>The Aspen Institute National Commission on Social, Emotional, and Academic Development. (2018). Executive summary. In From a nation at risk to a nation at hope. Retrieved from https://learningpolicyinstitute.org/media/3962/download?inline&file=Aspen_SEAD_Nation_at_Hope.pdf</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Report/Brief</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2018</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1108/CDI-12-2016-0215" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1108/CDI-12-2016-0215" target="_blank">Highly engaged but burned out: Intra-individual profiles in the US workforce</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Moeller, J., Ivcevic, Z., White, A. E., Menges, J. I., & Brackett, M. A. (2018). Highly engaged but burned out: Intra-individual profiles in the US workforce. Career Development International, 23(1), 86-105. https://doi.org/10.1108/CDI-12-2016-0215</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2017</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://repositorio.ual.es/handle/10835/5498" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://repositorio.ual.es/handle/10835/5498" target="_blank">Preliminary findings from RULER Approach in Spanish teachers’ emotional intelligence and work engagement </a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Castillo-Gualda, R., García, V., Pena, M., Galán, A., & Brackett, M. A. (2017). Preliminary findings from RULER Approach in Spanish teachers’ emotional intelligence and work engagement. Electronic Journal of Research in Educational Psychology, 15(3), 641–664. https://doi.org/10.14204/ejrep.43.17068 </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2017</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://ojs.ual.es/ojs/index.php/EJREP/article/view/1292" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://ojs.ual.es/ojs/index.php/EJREP/article/view/1292" target="_blank">La inteligencia emocional como una competencia básica en la formación inicial de los docentes: algunas evidencias</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Palomera, R., Fernández-Berrocal, P., & Brackett, M. A. (2017). La inteligencia emocional como una competencia básica en la formación inicial de los docentes: algunas evidencias. Electronic Journal of Research in Educational Psychology, 6(15), 437-454. https://doi.org/10.25115/ejrep.v6i15.1292</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2017</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1037/aca0000121" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1037/aca0000121" target="_blank">The role of passion and persistence in creativity</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Grohman, M. G., Ivcevic, Z., Silvia, P., & Kaufman, S. B. (2017). The role of passion and persistence in creativity. Psychology of Aesthetics, Creativity and the Arts, 11(4), 376-385. https://doi.org/10.1037/aca0000121</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2017</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1017/9781316274385.029" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1017/9781316274385.029" target="_blank">Creativity in the domain of emotions</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., Ebert, M., Hoffmann, J. D., & Brackett, M. A. (2017). Creativity in the domain of emotions. In J. C. Kaufman, J. Baer, & V. Glaveanu (Eds.), The Cambridge handbook of creativity across different domains (pp. 525-548), New York: Cambridge University Press. https://doi.org/10.1017/9781316274385.029</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2017</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/publication/316751753_From_Having_an_Idea_to_Doing_Something_With_it_Self-Regulation_for_Creativity" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/publication/316751753_From_Having_an_Idea_to_Doing_Something_With_it_Self-Regulation_for_Creativity" target="_blank">From having an idea to doing something with it: Self-regulation for creativity</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., & Nusbaum, E. C. (2017). From having an idea to doing something with it: Self-regulation for creativity. In M. Karwowski & J. C. Kaufman (Eds.), The creative self: How our beliefs, self-efficacy, mindset, and identity impact our creativity (pp. 343-365). San Diego, CA: Academic Press. https://doi.org/10.1016/B978-0-12-809790-8.00020-0</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2016</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1177/0734282916629595" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1177/0734282916629595" target="_blank">Emotional bias in classroom observations: Within-rater positive emotion predicts favorable assessments of classroom quality</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Floman, J. L., Hagelskamp, C., Brackett, M. A., & Rivers, S. E. (2016). Emotional bias in classroom observations: Within-rater positive emotion predicts favorable assessments of classroom quality. Journal of Psychoeducational Assessment, 35(3), 291-301. https://doi.org/10.1177/0734282916629595</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2017</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1017/9781316228036.011" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1017/9781316228036.011" target="_blank">Emotions and creativity: From states to traits and emotion abilities</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z. & Hoffmann, J. D. (2017). Emotions and creativity: From states to traits and emotion abilities. In G. J. Feist, R. Reiter-Palmon, & J. C. Kaufman (Eds.), The Cambridge handbook of creativity and personality research (pp. 187-213). New York: Cambridge University Press. https://doi.org/10.1017/9781316228036.011</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2017</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/profile/Zorana-Ivcevic-Pringle/publication/332778786_An_art-based_workshop_for_families_Learning_emotion_skills_and_choosing_creativity/links/5cc90bf992851c8d22104af8/An-art-based-workshop-for-families-Learning-emotion-skills-and-choosing-creativity.pdf" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/profile/Zorana-Ivcevic-Pringle/publication/332778786_An_art-based_workshop_for_families_Learning_emotion_skills_and_choosing_creativity/links/5cc90bf992851c8d22104af8/An-art-based-workshop-for-families-Learning-emotion-skills-and-choosing-creativity.pdf" target="_blank">An art-based workshop for families: learning emotion skills and choosing creativity</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Maliakkal, N. T., Hoffmann, J. D., Ivcevic, Z., & Brackett, M. A. (2017). An art-based workshop for families: Learning emotion skills and choosing creativity. International Journal of Creativity and Problem Solving, 27(1), 45-60.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2017</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s40894-016-0037-9" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s40894-016-0037-9" target="_blank">Bullying intervention in adolescence: The intersection of legislation, policies, and behavioral change</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Swearer, S. M., Martin, M., Brackett, M. A., & Palacios, R. A. (2017). Bullying intervention in adolescence: The intersection of legislation, policies, and behavioral change. Adolescent research review, 2(1), 23-35. https://doi.org/10.1007/s40894-016-0037-9</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2016</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.3102/0091732x16673595" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.3102/0091732x16673595" target="_blank">Advancing the science and practice of social and emotional learning: Looking back and moving forward</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Osher D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. P. (2016). Advancing the science and practice of social and emotional learning: Looking back and moving forward. Review of Research in Education, 40(1), 644-681. https://doi.org/10.3102/0091732x16673595</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2016</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s11218-016-9362-x" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s11218-016-9362-x" target="_blank">Intended persistence: Comparing academic and creative challenges in high school</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D, Ivcevic, Z., Zamora, G., Bazhydai, M., & Brackett, M. A.(2016). Intended persistence: Comparing academic and creative challenges in high school. Social Psychology of Education, 19(4), 793-814. https://doi.org/10.1007/s11218-016-9362-x</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2016</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.infoagepub.com/products/RACE-Mentoring-Through-Social-Media" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.infoagepub.com/products/RACE-Mentoring-Through-Social-Media" target="_blank">Surviving the academy through mentorship</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Simmons, D. (2016). Surviving the academy through mentorship. In D. Y. Ford, M. T. Scott, R. B. Goings, T. T. Wingfield, & M. S. Henfield (Eds.), R.A.C.E mentoring through social media: Black and Hispanic scholars share their journey in the academy (pp. 275-280). Charlotte, NC: Information Age Publishing.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2016</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1177/1754073916650495" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1177/1754073916650495" target="_blank">Creating emotionally intelligent schools with RULER</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Nathanson, L., Rivers, S. E., Flynn, L. M., & Brackett, M. A. (2016). Creating emotionally intelligent schools with RULER. Emotion Review, 8(4), 305–310. https://doi.org/10.1177/1754073916650495</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2016</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/00221325.2016.1224223" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/00221325.2016.1224223" target="_blank">The adverse influence of permissive parenting on personal growth and the mediating role of emotional intelligence</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Wischerth, G. A., Mulvaney, M. K., Brackett, M. A., & Perkins, D. (2016). The adverse influence of permissive parenting on personal growth and the mediating role of emotional intelligence. The Journal of Genetic Psychology, 177(5), 185-189. https://doi.org/10.1080/00221325.2016.1224223</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2016</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1037/gpr0000082" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1037/gpr0000082" target="_blank">Contentment: Perceived completeness across cultures and traditions</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Cordaro, D. T., Brackett, M., Glass, L., & Anderson, C. L. (2016). Contentment: Perceived completeness across cultures and traditions. Review of General Psychology, 20(3), 221-235. https://doi.org/10.1037/gpr0000082</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2016</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/publication/306511176_Taking_Stock_and_Moving_Forward_25_Years_of_Emotional_Intelligence_Research" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/publication/306511176_Taking_Stock_and_Moving_Forward_25_Years_of_Emotional_Intelligence_Research" target="_blank">Taking stock and moving forward: 25 years of emotional intelligence research</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Barchard, K. A., Brackett, M. A., & Mestre, J. M. (2016). Taking stock and moving forward: 25 years of emotional intelligence research. Emotion Review, 8(4), 289-289. https://doi.org/10.1177/1754073916650562</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2016</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://rowman.com/ISBN/9781442263581/Fostering-Empathy-Through-Museums" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://rowman.com/ISBN/9781442263581/Fostering-Empathy-Through-Museums" target="_blank">Teaching emotion and creativity skills through the arts</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., Maliakkal, N., & Botin Foundation (2016). Teaching emotion and creativity skills through the arts. In E. Gokcigdem (Ed.), Fostering empathy through museums. Washington, DC: Rowman & Littlefield. https://rowman.com/ISBN/9781442263581/Fostering-Empathy-Through-Museums </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2016</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/978-3-319-28606-8_13" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/978-3-319-28606-8_13" target="_blank">Teaching emotional intelligence in schools: an evidence-based approach</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Torrente, C., Rivers, S. E., & Brackett, M. A. (2016). Teaching emotional intelligence in schools: an evidence-based approach. In Psychosocial Skills and School Systems in the 21st Century (pp. 325-346). Springer International Publishing. https://doi.org/10.1007/978-3-319-28606-8_13</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2016</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/publication/302633124_Creativity_in_the_Age_of_Technology_Measuring_the_Digital_Creativity_of_Millennials" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/publication/302633124_Creativity_in_the_Age_of_Technology_Measuring_the_Digital_Creativity_of_Millennials" target="_blank">Creativity in the age of technology: Measuring the digital creativity of millennials</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J., Ivcevic, Z., & Brackett, M. (2016). Creativity in the age of technology: Measuring the digital creativity of millennials. Creativity Research Journal, 28(2), 149-153. https://doi.org/10.1080/10400419.2016.1162515</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2016</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/publication/330888099_Intervening_without_interfering_Supporting_the_imaginative_play_of_elementary_school_girls" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/publication/330888099_Intervening_without_interfering_Supporting_the_imaginative_play_of_elementary_school_girls" target="_blank">Intervening without interfering: Supporting the imaginative play of elementary school girls</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D. (2016). Intervening without interfering: Supporting the imaginative play of elementary school girls. International Journal of Creativity and Problem Solving, 26(1), 85-105.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2016</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/publication/332778847_Teaching_Emotion_and_Creativity_Skills_through_Art_A_Workshop_for_Adolescents?_esc=publicationCoverPdf&el=1_x_3&enrichId=rgreq-8daa7be0c2e47ce68eb5880f72c8531a-XXX&enrichSource=Y292ZXJQYWdlOzMzMjc3ODg0NztBUzo3NTM1ODAyMjcxNzQ0MDBAMTU1NjY3ODkzNTY1Mw%3D%3D" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/publication/332778847_Teaching_Emotion_and_Creativity_Skills_through_Art_A_Workshop_for_Adolescents?_esc=publicationCoverPdf&el=1_x_3&enrichId=rgreq-8daa7be0c2e47ce68eb5880f72c8531a-XXX&enrichSource=Y292ZXJQYWdlOzMzMjc3ODg0NztBUzo3NTM1ODAyMjcxNzQ0MDBAMTU1NjY3ODkzNTY1Mw%3D%3D" target="_blank">Teaching emotion and creativity skills through art: A workshop for adolescents</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Maliakkal, N. T., Hoffmann, J. D., Ivcevic, Z., & Brackett, M. A. (2016). Teaching emotion and creativity skills through art: A workshop for adolescents. International Journal of Creativity and Problem Solving, 26(1), 69-83.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2016</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://psycnet.apa.org/record/2015-47630-001" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://psycnet.apa.org/record/2015-47630-001" target="_blank">Emotional and organizational supports for preschoolers’ emotion regulation: Relations with school adjustment.</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Bailey, C. S., Denham, S. A., Curby, T. W., & Bassett, H. H. (2016). Emotional and organizational supports for preschoolers’ emotion regulation: Relations with school adjustment. Emotion, 16(2), 263-279. https://doi.org/10.1037/a0039772</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2016</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/publication/294275996_Fostering_pretend_play_skills_and_creativity_in_elementary_school_girls_A_group_play_intervention" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/publication/294275996_Fostering_pretend_play_skills_and_creativity_in_elementary_school_girls_A_group_play_intervention" target="_blank">Fostering pretend play skills and creativity in elementary school girls: A group play intervention</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. D., & Russ, S. W. (2016). Fostering pretend play skills and creativity in elementary school girls: A group play intervention. Psychology of Aesthetics, Creativity, and the Arts, 10(1), 114-125. https://doi.org/10.1037/aca0000039</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2015</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/publication/283453733_Predicting_Creativity_Interactive_Effects_of_Openness_to_Experience_and_Emotion_Regulation_Ability" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/publication/283453733_Predicting_Creativity_Interactive_Effects_of_Openness_to_Experience_and_Emotion_Regulation_Ability" target="_blank">Predicting creativity: Interactive effects of openness to experience and emotion regulation ability</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., & Brackett, M. A. (2015). Predicting creativity: Interactive effects of openness to experience and emotion regulation ability. Psychology of Aesthetics, Creativity and the Arts, 9(4), 480-487. https://doi.org/10.1037/a0039826</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2015</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://eric.ed.gov/?id=EJ1220113" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://eric.ed.gov/?id=EJ1220113" target="_blank">Emotions matter</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., & Simmons, D. (2015). Emotions matter. Educational Leadership, 17(2), 22-27. https://ascd.org/el/articles/emotions-matter</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2015</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://psycnet.apa.org/record/2015-55159-002" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://psycnet.apa.org/record/2015-55159-002" target="_blank">Teaching emotion and creativity skills through art: A workshop for children. </a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ebert, M., Hoffmann, J. D., Ivcevic, Z., Phan, C., & Brackett, M. A. (2015). Teaching emotion and creativity skills through art: A workshop for children. International Journal of Creativity & Problem Solving, 25(2), 23–35.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2015</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://shop.elsevier.com/books/animal-creativity-and-innovation/kaufman/978-0-12-800648-1" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://shop.elsevier.com/books/animal-creativity-and-innovation/kaufman/978-0-12-800648-1" target="_blank">Commentary on chapter 2: Creativity in the interaction.</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hoffmann, J. (2015). Commentary on chapter 2: Creativity in the interaction. In A. B. Kaufman, & J. C. Kaufman (Eds.), Animal Creativity and Innovation (pp. 42-44), San Diego, CA: Elsevier Inc.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2015</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/17521882.2015.1061031" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/17521882.2015.1061031" target="_blank">Twenty-first-century professional development for educators: a coaching approach grounded in emotional intelligence</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Patti, J., Holzer, A. A., Brackett, M. A., & Stern, R. (2015). Twenty-first-century professional development for educators: a coaching approach grounded in emotional intelligence. Coaching: An International Journal of Theory, Research and Practice, 8(2), 96-119. https://doi.org/10.1080/17521882.2015.1061031</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2015</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.researchgate.net/publication/325226357_Creativity_emotion_and_art_Development_and_initial_evaluation_of_a_workshop_for_professional_adults?_esc=publicationCoverPdf&el=1_x_3&enrichId=rgreq-8a534ecbe6ac9bef1fc43be02d44e358-XXX&enrichSource=Y292ZXJQYWdlOzMyNTIyNjM1NztBUzo3NTMxMjMzOTYxODYxMTNAMTU1NjU3MDAxODE5Ng%3D%3D" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.researchgate.net/publication/325226357_Creativity_emotion_and_art_Development_and_initial_evaluation_of_a_workshop_for_professional_adults?_esc=publicationCoverPdf&el=1_x_3&enrichId=rgreq-8a534ecbe6ac9bef1fc43be02d44e358-XXX&enrichSource=Y292ZXJQYWdlOzMyNTIyNjM1NztBUzo3NTMxMjMzOTYxODYxMTNAMTU1NjU3MDAxODE5Ng%3D%3D" target="_blank">Creativity, emotion and art: Development and initial evaluation of a workshop for professional adults</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ebert, M., Hoffmann, J. D., Ivcevic, Z., Phan, C., & Brackett, M. A. (2015). Creativity, emotion and art: Development and initial evaluation of a workshop for professional adults. International Journal of Creativity and Problem Solving, 25(2), 47-59.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2015</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1002/9781118996874.ch32" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1002/9781118996874.ch32" target="_blank">The ability model of emotional intelligence</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Caruso, D. R., Salovey, P., Brackett, M., & Mayer, J. D. (2015). The ability model of emotional intelligence. In S. Joseph (Ed.), Positive psychology in practice: Promoting human flourishing in work, health, education, and everyday life (pp. 543-558). https://doi.org/10.1002/9781118996874.ch32</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2015</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://psycnet.apa.org/record/2015-24776-002" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://psycnet.apa.org/record/2015-24776-002" target="_blank">Applying theory to the development of approaches to SEL</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Elbertson, N. A., & Rivers, S. E. (2015). Applying theory to the development of approaches to SEL. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 20–32). The Guilford Press.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2014</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.jrp.2014.06.005" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.jrp.2014.06.005" target="_blank">Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., & Brackett, M. (2014). Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability. Journal of research in personality, 52, 29-36. https://doi.org/10.1016/j.jrp.2014.06.005</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2014</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://fundacionbotin.org/wp-content/uploads/2022/06/2014-Informe-Creatividad-EN-3.pdf" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://fundacionbotin.org/wp-content/uploads/2022/06/2014-Informe-Creatividad-EN-3.pdf" target="_blank">Creativity, emotions, and the arts.</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., Hoffmann, J. D., Brackett, M. A., & Botin Foundation. (2014). Creativity, emotions, and the arts. In B. Heys (Ed.), Arts and Emotions: Nurturing our Creative Potential (pp. 6-23). Santander, Spain: Fundación Botín. https://fundacionbotin.org/wp-content/uploads/2022/06/2014-Informe-Creatividad-EN-3.pdf </span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Report/Brief</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2014</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.taylorfrancis.com/chapters/edit/10.4324/9780203148211-21/transforming-students-lives-social-emotional-learning-marc-brackett-susan-rivers?context=ubx&refId=0792a735-3da3-47a7-af8d-0f919b4a2bac" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.taylorfrancis.com/chapters/edit/10.4324/9780203148211-21/transforming-students-lives-social-emotional-learning-marc-brackett-susan-rivers?context=ubx&refId=0792a735-3da3-47a7-af8d-0f919b4a2bac" target="_blank">Transforming students’ lives with social and emotional learning</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., & Rivers, S. E. (2014). Transforming students’ lives with social and emotional learning. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 368-388). Routledge. https://doi.org/10.4324/9780203148211.ch19</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2014</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s11121-012-0357-3" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s11121-012-0357-3" target="_blank">Improving the power of an efficacy study of a social and emotional learning program: Application of generalizability theory to the measurement of classroom-level outcomes</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Mashburn, A. J., Downer, J. T., Rivers, S. E., Brackett, M. A., & Martinez, A. (2014). Improving the power of an efficacy study of a social and emotional learning program: Application of generalizability theory to the measurement of classroom-level outcomes. Prevention Science, 15(2), 146-155. https://doi.org/10.1007/s11121-012-0357-3</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2013</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/13540602.2013.827453" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/13540602.2013.827453" target="_blank">The influence of teacher emotion on grading practices: A preliminary look at the evaluation of student writing</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Floman, J. L., Ashton-James, C., Cherkasskiy, L., & Salovey, P. (2013). The influence of teacher emotion on grading practices: A preliminary look at the evaluation of student writing. Teachers and Teaching, 19(6), 634-646. https://doi.org/10.1080/13540602.2013.827453</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2013</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.11114/jets.v1i2.203" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.11114/jets.v1i2.203" target="_blank">Enhancing teacher effectiveness in Spain: A pilot study of the RULER approach to social and emotional learning</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Castillo, R., Fernández-Berrocal, P., & Brackett, M. A. (2013). Enhancing teacher effectiveness in Spain: A pilot study of the RULER approach to social and emotional learning. Journal of Education and Training Studies, 1(2), 263-272. https://doi.org/10.11114/jets.v1i2.203</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2013</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.lindif.2013.07.011" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.lindif.2013.07.011" target="_blank">The can and cannot do attitude: How self-estimates of ability vary across ethnic and socioeconomic groups</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., & Kaufman, J. C. (2013). The can and cannot do attitude: How self-estimates of ability vary across ethnic and socioeconomic groups. Learning and Individual Differences, 27, 144-148. https://doi.org/10.1016/j.lindif.2013.07.011</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2013</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.lindif.2013.06.006" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.lindif.2013.06.006" target="_blank">Academic buoyancy and psychological risk: Exploring reciprocal relationships</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Martin, A. J., Ginns, P., Brackett, M. A., Malmberg, L. E., & Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128-133. https://doi.org/10.1016/j.lindif.2013.06.006</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2013</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1080/10409289.2013.825364" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1080/10409289.2013.825364" target="_blank">Introduction to the special issue on social and emotional learning in early education</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Rivers, S. E., Tominey, S. L., O'Bryon, E. C., & Brackett, M. A. (2013). Introduction to the special issue on social and emotional learning in early education. Early Education and Development, 24(7), 953-959. https://doi.org/10.1080/10409289.2013.825364</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Special Issue Introduction</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2013</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.53841/bpsper.2013.37.2.19" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.53841/bpsper.2013.37.2.19" target="_blank">Developing emotional skills in early childhood settings using Preschool RULER</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Rivers, S. E., Tominey, S. L., O’Bryon, E. C., & Brackett, M. A. (2013). Developing emotional skills in early childhood settings using Preschool RULER. The Psychology of Education Review, 37(2), 19-25. https://doi.org/10.53841/bpsper.2013.37.2.19</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2013</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s10464-013-9570-x" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s10464-013-9570-x" target="_blank">Improving classroom quality with the RULER approach to social and emotional learning: Proximal and distal outcomes</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hagelskamp, C., Brackett, M. A., Rivers, S. E., & Salovey, P. (2013). Improving classroom quality with the RULER approach to social and emotional learning: Proximal and distal outcomes. American Journal of Community Psychology, 51(3-4), 530-543. https://doi.org/10.1007/s10464-013-9570-x</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2013</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1086/669616" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1086/669616" target="_blank">Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J. L., Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A., & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461–487. https://doi.org/10.1086/669616</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2013</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://muse.jhu.edu/article/502607" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://muse.jhu.edu/article/502607" target="_blank">Emotion skills as a protective factor for risky behaviors among college students</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Rivers, S. E., Brackett, M. A., Omori, M., Sickler, C., Bertoli, M. C., & Salovey, P. (2013). Emotion skills as a protective factor for risky behaviors among college students. Journal of College Student Development, 54(2), 172-183. https://doi.org/10.1353/csd.2013.0012</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2013</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://repositorio.uam.es/bitstream/handle/10486/680978/emotional_brackett_2013.pdf?sequence=1&isAllowed=y" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://repositorio.uam.es/bitstream/handle/10486/680978/emotional_brackett_2013.pdf?sequence=1&isAllowed=y" target="_blank"> Emotional intelligence: Reconceptualizing the cognition-emotion link</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Bertoli, M., Elbertson, N., Bausseron, E., Castillo, R., & Salovey, P. (2013). Emotional intelligence: Reconceptualizing the cognition-emotion link. In M. D. Robinson, E. Watkins, & E. Harmon-Jones (Eds.), Handbook of cognition and emotion (pp. 365–379). Guilford Press</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2013</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1016/j.paid.2012.09.002" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1016/j.paid.2012.09.002" target="_blank">Mapping the protective pathway of emotional intelligence in youth: From social cognition to smoking intentions</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Duncan, L. R., Bertoli, M. C., Latimer-Cheung, A. E., Rivers, S. E., Brackett, M. A., & Salovey, P. (2013). Mapping the protective pathway of emotional intelligence in youth: From social cognition to smoking intentions. Personality and individual differences, 54(4), 542-544. https://doi.org/10.1016/j.paid.2012.09.002</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2013</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/s11121-012-0305-2" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/s11121-012-0305-2" target="_blank">Improving the social and emotional climate of classrooms: A clustered randomized controlled trial testing the RULER approach</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Rivers, S. E., Brackett, M. A., Reyes, M. R., Elbertson, N. A., & Salovey, P. (2013). Improving the social and emotional climate of classrooms: A clustered randomized controlled trial testing the RULER approach. Prevention science, 14(1), 77-87. https://doi.org/10.1007/s11121-012-0305-2</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2013</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://sk.sagepub.com/reference/hdbk_classroomassessment/n20.xml" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://sk.sagepub.com/reference/hdbk_classroomassessment/n20.xml" target="_blank">Understanding and assessing the social-emotional attributes of classrooms</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Rivers, S. E., Hagelskamp, C., & Brackett, M. A. (2013). Understanding and assessing the social-emotional attributes of classrooms. In Sage Handbook of Research on Classroom Assessment (pp. 347-366). Sage Publications, Inc. https://doi.org/10.4135/9781452218649.n20</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2012</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://journals.sagepub.com/doi/full/10.1177/0734282912449443" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://journals.sagepub.com/doi/full/10.1177/0734282912449443" target="_blank">Measuring emotional intelligence in early adolescence with the MSCEIT-YV: Psychometric properties and relationship with academic performance and psychosocial functioning</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Rivers, S. E., Brackett, M. A., Reyes, M. R., Mayer, J. D., Caruso, D. R., & Salovey, P. (2012). Measuring emotional intelligence in early adolescence with the MSCEIT-YV: Psychometric properties and relationship with academic performance and psychosocial functioning. Journal of Psychoeducational Assessment, 30(4), 344-366. https://doi.org/10.1177/0734282912449443</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2012</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1037/a0027268" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1037/a0027268" target="_blank">Classroom emotional climate, student engagement, and academic achievement.</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700–712. https://doi.org/10.1037/a0027268</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2012</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://journals.sagepub.com/doi/full/10.1177/0734282911424879" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://journals.sagepub.com/doi/full/10.1177/0734282911424879" target="_blank">Assessing teachers’ beliefs about social and emotional learning</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2012). Assessing teachers’ beliefs about social and emotional learning. Journal of Psychoeducational Assessment, 30(3), 219-236. https://doi.org/10.1177/0734282911424879</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article </span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2012</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.sciencedirect.com/science/article/pii/S1041608010001214" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.sciencedirect.com/science/article/pii/S1041608010001214" target="_blank">Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22(2), 218-224. https://doi.org/10.1016/j.lindif.2010.10.002</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2012</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.tandfonline.com/doi/full/10.1080/02796015.2012.12087377" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.tandfonline.com/doi/full/10.1080/02796015.2012.12087377" target="_blank">The interaction effects of program training, dosage, and implementation quality on targeted student outcomes for the RULER approach to social and emotional learning</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Reyes, M. R., Brackett, M. A., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2012). The interaction effects of program training, dosage, and implementation quality on targeted student outcomes for the RULER approach to social and emotional learning. School Psychology Review, 41(1), 82-100. https://doi.org/10.1080/02796015.2012.12087377</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2011</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://books.google.com/books/about/Creating_Emotionally_Literate_Classrooms.html?id=GK3h9zypOi8C" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://books.google.com/books/about/Creating_Emotionally_Literate_Classrooms.html?id=GK3h9zypOi8C" target="_blank">Creating emotionally literate classrooms: An introduction to the RULER approach to social emotional learning</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., & Kremenitzer, J. P. (Eds.). (2011). Creating emotionally literate classrooms: An introduction to the RULER approach to social emotional learning. National Professional Resources Inc./Dude Publishing.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2011</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://books.google.com/books/about/Creating_Emotionally_Literate_Classrooms.html?id=GK3h9zypOi8C" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://books.google.com/books/about/Creating_Emotionally_Literate_Classrooms.html?id=GK3h9zypOi8C" target="_blank">Emotionally literate teaching</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Elbertson, N., Alster, B., Kremenitzer, J. P., & Caruso, D. (2011). Emotionally literate teaching. In M. A. Brackett & J. P. Kremenitzer, with M. Maurer, M. Carpenter, S. E. Rivers, & N. Elbertson (Eds.), Creating emotionally literate classrooms: An introduction to The RULER Approach to social and emotional learning (pp. 49-68). Port Chester, NY: National Professional Resources. https://nprinc.com/creating-emotionally-literate-classrooms/</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2011</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://books.google.com/books?hl=en&lr=&id=GK3h9zypOi8C&oi=fnd&pg=PR3&dq=creating+emotionally+literate+classrooms&ots=YCXYQEye-I&sig=96XXRdU8r7z5kuLsSU-JECOJLRM#v=onepage&q=creating%20emotionally%20literate%20classrooms&f=false" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://books.google.com/books?hl=en&lr=&id=GK3h9zypOi8C&oi=fnd&pg=PR3&dq=creating+emotionally+literate+classrooms&ots=YCXYQEye-I&sig=96XXRdU8r7z5kuLsSU-JECOJLRM#v=onepage&q=creating%20emotionally%20literate%20classrooms&f=false" target="_blank"> The feeling words curriculum</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Maurer, M., Rivers, S. E., Elbertson, N., Kremenitzer, J. P., Alster, B. E., Carpenter, M. D., Stuart-Wonderlie, L., Cassella, P., & Bauer, J. (2011). The feeling words curriculum. In M. A. Brackett & J. P. Kremenitzer, with M. Maurer, M. Carpenter, S. E. Rivers, & N. Elbertson (Eds.), Creating emotionally literate classrooms: An introduction to The RULER Approach to social and emotional learning (pp. 23-48). Port Chester, NY: National Professional Resources. https://nprinc.com/creating-emotionally-literate-classrooms/</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2011</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://books.google.com/books?hl=en&lr=&id=GK3h9zypOi8C&oi=fnd&pg=PR3&dq=creating+emotionally+literate+classrooms&ots=YCXYQEye-I&sig=96XXRdU8r7z5kuLsSU-JECOJLRM#v=onepage&q=creating%20emotionally%20literate%20classrooms&f=false" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://books.google.com/books?hl=en&lr=&id=GK3h9zypOi8C&oi=fnd&pg=PR3&dq=creating+emotionally+literate+classrooms&ots=YCXYQEye-I&sig=96XXRdU8r7z5kuLsSU-JECOJLRM#v=onepage&q=creating%20emotionally%20literate%20classrooms&f=false" target="_blank">Educating the whole child with emotional literacy: Links to social, emotional, and academic outcomes</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Rivers, S. E., Lord, H., Sandoval, R. F., McLaughlin, K., Carpenter, M., & Brackett, M. A. (2011). Educating the whole child with emotional literacy: Links to social, emotional, and academic outcomes. In M. A. Brackett & J. P. Kremenitzer, with M. Maurer, M. Carpenter, S. E. Rivers, & N. Elbertson (Eds.), Creating emotionally literate classrooms: An introduction to The RULER Approach to social and emotional learning (pp. 69-88). Port Chester, NY: National Professional Resources. https://nprinc.com/creating-emotionally-literate-classrooms/</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2011</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://books.google.com/books?hl=en&lr=&id=GK3h9zypOi8C&oi=fnd&pg=PR3&dq=creating+emotionally+literate+classrooms&ots=YCXYQEye-I&sig=96XXRdU8r7z5kuLsSU-JECOJLRM#v=onepage&q=creating%20emotionally%20literate%20classrooms&f=false" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://books.google.com/books?hl=en&lr=&id=GK3h9zypOi8C&oi=fnd&pg=PR3&dq=creating+emotionally+literate+classrooms&ots=YCXYQEye-I&sig=96XXRdU8r7z5kuLsSU-JECOJLRM#v=onepage&q=creating%20emotionally%20literate%20classrooms&f=false" target="_blank">Integrating the RULER Approach into your school: Guidelines for effective implementation of the student programs</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Elbertson, N., Rivers, S. E., Voyce, C. K., & Brackett, M. A. (2011). Integrating the RULER Approach into your school: Guidelines for effective implementation of the student programs. In M. A. Brackett & J. P. Kremenitzer, with M. Maurer, M. Carpenter, S. E. Rivers, & N. Elbertson (Eds.), Creating emotionally literate classrooms: An introduction to The RULER Approach to social and emotional learning (pp. 89-108). Port Chester, NY: National Professional Resources. https://nprinc.com/creating-emotionally-literate-classrooms/</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2011</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1111/j.1751-9004.2010.00334.x" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1111/j.1751-9004.2010.00334.x" target="_blank">Emotional intelligence: Implications for personal, social, academic, and workplace success</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and personality psychology compass, 5(1), 88-103. https://doi.org/10.1111/j.1751-9004.2010.00334.x</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2011</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.jstor.org/stable/23870549" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.jstor.org/stable/23870549" target="_blank">Classroom emotional climate, teacher affiliation, and student conduct</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2011). Classroom emotional climate, teacher affiliation, and student conduct. The Journal of Classroom Interaction, 46(1), 27-36. http://www.jstor.org/stable/23870549</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2010</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.tandfonline.com/doi/full/10.1080/10573569.2011.532715" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.tandfonline.com/doi/full/10.1080/10573569.2011.532715" target="_blank">Achieving standards in the English language arts (and more) using The RULER Approach to social and emotional learning</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Rivers, S. E., & Brackett, M. A. (2010). Achieving standards in the English language arts (and more) using The RULER Approach to social and emotional learning. Reading & Writing Quarterly, 27(1-2), 75-100. https://doi.org/10.1080/10573569.2011.532715</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2010</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://onlinelibrary.wiley.com/doi/full/10.1002/acp.1628" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://onlinelibrary.wiley.com/doi/full/10.1002/acp.1628" target="_blank">Self-esteem memories and school success in early adolescence</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., Pillemer, D. B., & Brackett, M. A. (2010). Self‐esteem memories and school success in early adolescence. Applied Cognitive Psychology, 24(9), 1265-1278. https://doi.org/10.1002/acp.1628</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2010</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://doi.org/10.1007/978-90-481-2660-6_57" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://doi.org/10.1007/978-90-481-2660-6_57" target="_blank">School-based social and emotional learning (SEL) programming: Current perspectives</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Elbertson, N. A., Brackett, M. A., & Weissberg, R. P. (2009). School-based social and emotional learning (SEL) programming: Current perspectives. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (Vol. 23, pp. 1017-1032). Springer. https://doi.org/10.1007/978-90-481-2660-6_57</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2010</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.20478" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.20478" target="_blank">Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Palomera, R., Mojsa‐Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47(4), 406-417. https://doi.org/10.1002/pits.20478</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2009</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://psycnet.apa.org/record/2009-06007-015" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://psycnet.apa.org/record/2009-06007-015" target="_blank">A sustainable, skill-based approach to building emotionally literate schools</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Patti, J., Stern, R., Rivers, S. E., Elbertson, N. A., Chisholm, C., & Salovey, P. (2009). A sustainable, skill-based approach to building emotionally literate schools. In M. Hughes, H. L. Thompson, & J. B. Terrell (Eds.), Handbook for developing emotional and social intelligence: Best practices, case studies, and strategies (pp. 329-3580. Pheiffer/John Wiley & Sons.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2008</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://sk.sagepub.com/reference/hdbk_personalitytheory2/n21.xml" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://sk.sagepub.com/reference/hdbk_personalitytheory2/n21.xml" target="_blank">Measuring emotional intelligence as a mental ability in adults and children</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Rivers, S. E., Brackett, M. A., & Salovey, P. (2008). Measuring emotional intelligence as a mental ability in adults and children. In the Sage handbook of personality theory and assessment (Vol. 2, pp. 440-460). Sage Publications Ltd. https://doi.org/10.4135/9781849200479.n21</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2008</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://books.google.com/books?hl=en&lr=&id=TJF5892APCoC&oi=fnd&pg=PA191&dq=creating+an+emotionally+intelligent+classroom+culture&ots=U3kBkFWSN5&sig=2MrVrTHnGi2uTlKcSAORKR97TMw#v=onepage&q=creating%20an%20emotionally%20intelligent%20classroom%20culture&f=false" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://books.google.com/books?hl=en&lr=&id=TJF5892APCoC&oi=fnd&pg=PA191&dq=creating+an+emotionally+intelligent+classroom+culture&ots=U3kBkFWSN5&sig=2MrVrTHnGi2uTlKcSAORKR97TMw#v=onepage&q=creating%20an%20emotionally%20intelligent%20classroom%20culture&f=false" target="_blank">Creating an emotionally intelligent classroom culture</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Kremenitzer, J. P., Mojsa, J. K., & Brackett, M. A. (2008). Creating an emotionally intelligent classroom culture. In R. J. Emmerling, V. K. Shanwal, & M. K. Mandal (Eds.), Emotional intelligence: Theoretical and cultural perspectives (pp. 191-207).</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2007</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.taylorfrancis.com/chapters/edit/10.4324/9780203937983-7/emotional-intelligence-framework-examining-emotions-sport-exercise-groups-amy-latimer-tara-rench-marc-brackett" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.taylorfrancis.com/chapters/edit/10.4324/9780203937983-7/emotional-intelligence-framework-examining-emotions-sport-exercise-groups-amy-latimer-tara-rench-marc-brackett" target="_blank">Emotional intelligence: A framework for examining emotions in sport and exercise groups</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Latimer, A. E., Rench, T. A., & Brackett, M. A. (2007). Emotional intelligence: A framework for examining emotions in sport and exercise groups. In M. R. Beauchamp (Ed.), Group Dynamics in Exercise and Sport Psychology (pp. 21-42). Routledge.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2007</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://link.springer.com/article/10.1007/s10902-006-9017-2" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://link.springer.com/article/10.1007/s10902-006-9017-2" target="_blank">Regulating anger and sadness: an exploration of discrete emotions in emotion regulation</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Rivers, S. E., Brackett, M. A., Katulak, N. A., & Salovey, P. (2007). Regulating anger and sadness: An exploration of discrete emotions in emotion regulation. Journal of Happiness Studies, 8, 393-427. https://doi.org/10.1007/s10902-006-9017-2</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2007</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://psycnet.apa.org/record/2007-12449-009" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://psycnet.apa.org/record/2007-12449-009" target="_blank">Measuring emotional intelligence as a set of mental abilities.</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Rivers, S. E., Brackett, M. A., Salovey, P., & Mayer, J. D. (2007). Measuring emotional intelligence as a set of mental abilities. In G. Matthews, M. Zeidner, & R. D. Roberts (Eds.), The science of emotional intelligence: Knowns and unknowns (pp. 230–257). Oxford University Press.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2007</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.taylorfrancis.com/chapters/edit/10.4324/9780203809952-20/emotional-intelligence-relationship-quality-partner-selection-james-casey-james-garrett-marc-brackett-susan-rivers" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.taylorfrancis.com/chapters/edit/10.4324/9780203809952-20/emotional-intelligence-relationship-quality-partner-selection-james-casey-james-garrett-marc-brackett-susan-rivers" target="_blank">Emotional intelligence, relationship quality, and partner selection</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Casey, J. J., Garrett, J., Brackett, M. A., & Rivers, S. (2007). Emotional intelligence, relationship quality, and partner selection. In G. Geher & G. Miller (Eds.), Mating Intelligence (pp. 289-308). Psychology Press. https://doi.org/10.4324/9780203809952-20</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2007</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-6494.2007.00437.x" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-6494.2007.00437.x" target="_blank">Emotional intelligence and emotional creativity</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., Brackett, M. A., & Mayer, J. D. (2007). Emotional intelligence and emotional creativity. Journal of personality, 75(2), 199-236. https://doi.org/10.1111/j.1467-6494.2007.00437.x</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2007</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.sciencedirect.com/science/article/pii/S1053811907000043" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.sciencedirect.com/science/article/pii/S1053811907000043" target="_blank">Emotional Intelligence predicts individual differences in social exchange reasoning</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Reis, D. L., Brackett, M. A., Shamosh, N. A., Kiehl, K. A., Salovey, P., & Gray, J. R. (2007). Emotional intelligence predicts individual differences in social exchange reasoning. NeuroImage, 35(3), 1385-1391. https://doi.org/10.1016/j.neuroimage.2006.12.045</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2007</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://cdn-cms.f-static.com/uploads/1259807/normal_5c7f219f7c7f5.pdf" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://cdn-cms.f-static.com/uploads/1259807/normal_5c7f219f7c7f5.pdf" target="_blank">Creating an emotionally intelligent school district: A skill-based approach</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Alster, B., Wolfe, C., Katulak, N., & Fale, E. (2007). Creating an emotionally intelligent school district: A skill-based approach. In R. Bar-On., J. G. Maree, & M. J. Elias (Eds.), Educating people to be emotionally intelligent (pp. 123-137). Praeger. https://doi.org/10.5040/9798400643897.0012</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2007</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.taylorfrancis.com/chapters/edit/10.4324/9781315782935-1/emotional-intelligence-classroom-skill-based-training-teachers-students-marc-brackett-nicole-katulak" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.taylorfrancis.com/chapters/edit/10.4324/9781315782935-1/emotional-intelligence-classroom-skill-based-training-teachers-students-marc-brackett-nicole-katulak" target="_blank">Emotional intelligence in the classroom: Skill-based training for teachers and students</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., & Katulak, N. A. (2007). Emotional Intelligence in the Classroom: Skill-Based Training for Teachers and Students. In J. Ciarrochi & J. D. Mayer (Eds.), Applying emotional intelligence: A practitioner's guide (pp. 1–27). Psychology Press.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2007</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://journals.sagepub.com/doi/10.1177/0146167206294201" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://journals.sagepub.com/doi/10.1177/0146167206294201" target="_blank">On emotionally intelligent time travel: Individual differences in affective forecasting ability</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Dunn, E. W., Brackett, M. A., Ashton-James, C., Schneiderman, E., & Salovey, P. (2007). On emotionally intelligent time travel: Individual differences in affective forecasting ability. Personality and Social Psychology Bulletin, 33(1), 85-93. https://doi.org/10.1177/0146167206294201</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2006</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://psycnet.apa.org/record/2006-12810-014?doi=1" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://psycnet.apa.org/record/2006-12810-014?doi=1" target="_blank">Relating emotional abilities to social functioning: a comparison of self-report and performance measures of emotional intelligence</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Rivers, S. E., Shiffman, S., Lerner, N., & Salovey, P. (2006). Relating emotional abilities to social functioning: a comparison of self-report and performance measures of emotional intelligence. Journal of personality and social psychology, 91(4), 780-795. https://doi.org/10.1037/0022-3514.91.4.780</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2006</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://journals.sagepub.com/doi/abs/10.2190/8380-1676-H338-N217" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://journals.sagepub.com/doi/abs/10.2190/8380-1676-H338-N217" target="_blank">The life space: A framework and method to describe the individual's external traits</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., & Mayer, J. D. (2006). The life space: A framework and method to describe the individual's external traits. Imagination, Cognition and Personality, 26(1), 3-41. https://doi.org/10.2190/8380-1676-H338-N217</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2006</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://rodin.uca.es/handle/10498/30486" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://rodin.uca.es/handle/10498/30486" target="_blank">¿ Se perciben con inteligencia emocional los docentes? Posibles consecuencias sobre la calidad educativa</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Martín, R. P., Márquez, P. G. O., and M. A. Brackett. (2006). ¿Se perciben con inteligencia emocional los docentes? Posibles consecuencias sobre la calidad educativa. Revista de Educación, 341, 687–703. http://hdl.handle.net/10498/30486</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2006</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.psicothema.com/pdf/3273.pdf" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.psicothema.com/pdf/3273.pdf" target="_blank">Measuring emotional intelligence with the Mayer-Salovey-Caruso emotional intelligence test (MSCEIT)</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., & Salovey, P. (2006). Measuring emotional intelligence with the Mayer-Salovery-Caruso emotional intelligence test (MSCEIT). Psicothema, 18, 34-41.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2006</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.redalyc.org/pdf/727/72709518.pdf" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.redalyc.org/pdf/727/72709518.pdf" target="_blank">Relating emotional intelligence to social competence and academic achievement in high school students</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Márquez, P. G. O., Martín, R. P., & Brackett, M. A. (2006). Relating emotional intelligence to social competence and academic achievement in high school students. Psicothema, 18, 118-123.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2006</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.taylorfrancis.com/chapters/edit/10.4324/9780203943397-3/measuring-emotional-intelligence-paradigmatic-diversity-common-ground-marc-brackett-glenn-geher" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.taylorfrancis.com/chapters/edit/10.4324/9780203943397-3/measuring-emotional-intelligence-paradigmatic-diversity-common-ground-marc-brackett-glenn-geher" target="_blank">Measuring emotional intelligence: Paradigmatic diversity and common ground</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., & Geher, G. (2006). Measuring emotional intelligence: Paradigmatic diversity and common ground. In J. Ciarrochi, J. P. Forgas, & J. D. Mayer (Eds.), Emotional intelligence in everyday life (2nd ed., pp. 27-50). https://doi.org/10.4324/9780203943397</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2006</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.ansiedadyestres.es/sites/default/files/rev/ucm/2006/anyes2006a18.pdf" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.ansiedadyestres.es/sites/default/files/rev/ucm/2006/anyes2006a18.pdf" target="_blank">Frequency of positive affect as a possible mediator between perceived emotional intelligence and life satisfaction</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Palomera, R., & Brackett, M. (2006). Frequency of positive affect as a possible mediator between perceived emotional intelligence and life satisfaction. Ansiedad y Estrés, 12(2), 231-239.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2005</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1350-4126.2005.00111.x" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1350-4126.2005.00111.x" target="_blank">Emotional intelligence and relationship quality among couples</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Warner, R. M., & Bosco, J. S. (2005). Emotional intelligence and relationship quality among couples. Personal relationships, 12(2), 197-212. https://doi.org/10.1111/j.1350-4126.2005.00111.x</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2004</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Emotional Intelligence: A burgeoning science</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., & Rivers, S. (2004). Emotional intelligence: A burgeoning science [Review of the book Emotional intelligence: Science and myth, by G. Matthews, M. Zeidner & R. D. Roberts]. PsycCRITIQUES, 49(Suppl 14). https://doi.org/10.1037/04054S</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article </span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2004</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://bpb-us-w2.wpmucdn.com/hawksites.newpaltz.edu/dist/6/14554/files/2012/09/Hall_Geher_2004_in_G_Geher_Ed.pdf" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://bpb-us-w2.wpmucdn.com/hawksites.newpaltz.edu/dist/6/14554/files/2012/09/Hall_Geher_2004_in_G_Geher_Ed.pdf" target="_blank">The measurement of emotional intelligence in children: The case of reactive attachment disorder</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Hall, S. E. K., Geher, G., & Brackett, M. A. (2004). The measurement of emotional intelligence in children: The case of reactive attachment disorder. In G. Geher (Ed.), Measuring emotional intelligence: Common ground and controversy (pp. 199–217). Nova Science Publishers.</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2004</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://journals.sagepub.com/doi/abs/10.1177/0146167204264762" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://journals.sagepub.com/doi/abs/10.1177/0146167204264762" target="_blank">Emotional intelligence and social interaction</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Lopes, P. N., Brackett, M. A., Nezlek, J. B., Schütz, A., Sellin, I., & Salovey, P. (2004). Emotional intelligence and social interaction. Personality and Social Psychology Bulletin, 30(8), 1018-1034. https://doi.org/10.1177/0146167204264762</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2004</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.taylorfrancis.com/chapters/edit/10.4324/9781410610515-15/integrating-emotion-cognition-role-emotional-intelligence-marc-brackett-paulo-lopes-zorana-ivcevic-john-mayer-peter-salovey" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.taylorfrancis.com/chapters/edit/10.4324/9781410610515-15/integrating-emotion-cognition-role-emotional-intelligence-marc-brackett-paulo-lopes-zorana-ivcevic-john-mayer-peter-salovey" target="_blank">Integrating emotion and cognition: The role of emotional intelligence</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Lopes, P. N., Ivcevic, Z., Mayer, J. D., & Salovey, P. (2004). Integrating emotion and cognition: The role of emotional intelligence. In Motivation, Emotion, and Cognition (pp. 189-208). Routledge. https://doi.org/10.4324/9781410610515</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Book Chapter</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2004</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://www.sciencedirect.com/science/article/pii/S0191886903002368" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://www.sciencedirect.com/science/article/pii/S0191886903002368" target="_blank">Emotional intelligence and its relation to everyday behaviour</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., Mayer, J. D., & Warner, R. M. (2004). Emotional intelligence and its relation to everyday behaviour. Personality and Individual differences, 36(6), 1387-1402. https://doi.org/10.1016/s0191-8869(03)00236-8</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2003</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://journals.sagepub.com/doi/abs/10.1177/0146167203254596" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://journals.sagepub.com/doi/abs/10.1177/0146167203254596" target="_blank">Convergent, discriminant, and incremental validity of competing measures of emotional intelligence</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Brackett, M. A., & Mayer, J. D. (2003). Convergent, discriminant, and incremental validity of competing measures of emotional intelligence. Personality and Social Psychology Bulletin, 29(9), 1147-1158. https://doi.org/10.1177/0146167203254596</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2003</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://journals.sagepub.com/doi/abs/10.2190/85H2-52PL-7CP1-K6VJ" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://journals.sagepub.com/doi/abs/10.2190/85H2-52PL-7CP1-K6VJ" target="_blank">Exploring personality the natural way: An inquiry into open-ended self-descriptions</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Ivcevic, Z., Mayer, J. D., & Brackett, M. A. (2003). Exploring personality the natural way: An inquiry into open-ended self-descriptions. Imagination, Cognition and Personality, 22(3), 211-238. https://doi.org/10.2190/85h2-52pl-7cp1-k6vj</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2002</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://psycnet.apa.org/record/2002-10335-013" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://psycnet.apa.org/record/2002-10335-013" target="_blank">Emotion in the assessment of personality</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Mayer, J. D., Brackett, M. A., & Ivcevic, Z. (2002). Emotion in the Assessment of Personality. Psychological Inquiry, 13(1), 77-80. http://www.jstor.org/stable/1449546</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr><tr><td><div class="google-sheet__table-cell--filterable"><span>2001</span></div></td><td><div class="google-sheet__table-cell--filterable"><a href="https://journals.sagepub.com/doi/abs/10.1177/00131640121971149" tabindex="0" class="hyperlink google-sheet__table-cell-hyperlink" aria-label="Go to https://journals.sagepub.com/doi/abs/10.1177/00131640121971149" target="_blank">Selecting tomorrow's forensic psychologists: A fresh look at some familiar predictors</a></div></td><td><div class="google-sheet__table-cell--filterable"><span>Fenster, A., Markus, K. A., Wiedemann, C. F., Brackett, M. A., & Fernandez, J. (2001). Selecting tomorrow’s forensic psychologists: A fresh look at some familiar predictors. Educational and Psychological Measurement, 61(2), 336-348. https://doi.org/10.1177/00131640121971149</span></div></td><td><div class="google-sheet__table-cell--filterable"><span>Journal Article</span></div></td></tr></tbody></table></div><div class="" aria-live="polite"></div></section></div></div></main><footer class="footer"><div class="footer__primary-panel-wrapper footer__primary-panel-wrapper--full-height"><div class="footer__content-container"><section class="footer__primary-panel" aria-label="Primary Links"><div class="desktop-footer-primary-panel"><div class="desktop-footer-primary-panel__organization-info-wrapper"><div class="footer-organization-info" role="presentation" aria-hidden="true"><svg xmlns="http://www.w3.org/2000/svg" aria-label="Yale School of Medicine" viewBox="0 0 384.2 29.1" focusable="false" class="site-wordmark__icon site-wordmark__icon--mode-ysm footer-organization-info__icon"><desc>Yale School of Medicine</desc><path d="m22.3 6.1-6.8 11.5v7.7c.8 1.9 2.8 2.1 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Emotional intelligence in the first five years of life. In R. E. Tremblay, M. Boivin, R. D. Peters (Eds.), M. Lewis (Topic Ed.), Encyclopedia on early childhood development (2nd ed.). Centre of Excellence for Early Childhood Development, Université Laval and Université de Montréal, Quebec, Canada. https://www.child-encyclopedia.com/emotions/according-experts/emotional-intelligence-first-five-years-life","hyperLink":null},{"value":"Other","hyperLink":null}],[{"value":"2022","hyperLink":null},{"value":"Beyond tolerating ambiguity: How emotionally intelligent people can channel uncertainty into creativity","hyperLink":"https://doi.org/10.1007/978-3-030-98729-9_5"},{"value":"Hoffmann, J. D., McGarry, J. A., & Seibyl, J. (2022). Beyond tolerating ambiguity: How emotionally intelligent people can channel uncertainty into creativity. In R. Beghetto & G. Jaeger (Eds.), Uncertainty: A catalyst for creativity, learning and development (Vol. 6, pp. 59–79). 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J., Brackett, M. A., Miller, R., Jones, S., Kahn, J., Mahoney, J. L., Weissberg, R. P., & Chung, S. Y. (2019). Developing social and emotional skills and attitudes and ecological assets. In D. Osher, M. J. Mayer, R. J. Jagers, K. Kendziora, & L. Wood (Eds.), (Eds.), Keeping students safe and helping them thrive: A collaborative handbook on school safety, mental health, and wellness (pp. 185-209). Santa Barbara, CA: Praeger/ABC-CLIO.","hyperLink":null},{"value":"Book Chapter","hyperLink":null}],[{"value":"2019","hyperLink":null},{"value":"Implementing social and emotional learning (SEL) in classrooms and schools","hyperLink":"https://nprinc.com/implementing-social-and-emotional-learning-sel-in-classrooms-and-schools/"},{"value":"Brackett, M. A., Elbertson, N. A., Simmons, D. N., & Stern, R. S. (2019). Implementing social and emotional learning (SEL) in Ccassrooms and schools. National Professional Resources, Inc. https://nprinc.com/implementing-social-and-emotional-learning-sel-in-classrooms-and-schools/","hyperLink":null},{"value":"Other","hyperLink":null}],[{"value":"2018","hyperLink":null},{"value":"Adolescent positive self, negative self: Associated but dissociable?","hyperLink":"https://doi.org/10.2989/17280583.2018.1552590"},{"value":"Ke, T., Wu, J., Willner, C. J., Brown, Z., & Crowley, M. J. (2018). Adolescent positive self, negative self: Associated but dissociable? Journal of Child and Adolescent Mental Health, 30(3), 203-211. https://doi.org/10.2989/17280583.2018.1552590","hyperLink":null},{"value":"Journal Article","hyperLink":null}],[{"value":"2018","hyperLink":null},{"value":"Mixed emotions: Network analyses of intra-individual co-occurrences within and across situations","hyperLink":"https://doi.org/10.1037/emo0000419"},{"value":"Moeller, J., Ivcevic, Z., & Brackett, M. A., & White, A. E. (2018). 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On self-regulation of creative action","A Web-Based Cognitive Behavioral Therapy, Mindfulness Meditation, and Yoga Intervention for Posttraumatic Stress Disorder: Single-Arm Experimental Clinical Trial","The association between sociability and COVID-19 pandemic stress","Patterns of psychological vulnerabilities and resources in artists and nonartists","Examining the interplay of emotion regulation strategies, social stress, and gender in predicting life satisfaction of emerging adults","The development of cognitive reappraisal for regulating emotions: Infancy to adolescence","Building useful, web-based educational assessment tools for students, with students: A demonstration with the school climate walkthrough","Gender and emotions at work: Organizational rank has greater emotional benefits for men than women","How did educators of students with learning differences use social-emotional learning to support their students and themselves early in the COVID-19 pandemic?","Self-regulation in preschool: Examining its factor structure and associations with pre-academic skills and social-emotional competence","What is social and emotional learning (SEL)? A supplement to the manuscript, “The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions\"","Mental health on college campuses","Affect and creativity in children’s play: Sandra Russ’ blueprint for the field","Feasibility of a group play intervention in early childhood","Supporting Rhode Island educators with SEL during times of uncertainty and stress: Findings from 2020-2021","The Cambridge handbook of lifespan development of creativity","The development and enhancement of adolescent creativity","LASSI’s great adventure: A meta-analysis of the Learning and Study Strategies Inventory and academic outcomes","As they wait: Anticipatory neural response to evaluative peer feedback varies by pubertal status and social anxiety","Associations Between Teacher Ratings and Direct Assessment of Elementary Students’ Speech and Language Skills","Educators’ implementation and use of social and emotional learning early in the COVID-19 pandemic","Cross-cultural measurement invariance of divergent thinking measures","Editorial: Chinese only children: Advantaged or disadvantaged?","Cultivating effective teacher–paraprofessional collaboration in the self-contained classroom","Integrated physical activity campaign with wearable devices and practitioner consultation","Making feedback constructive: The interplay of undergraduates’ motivation with perceptions of feedback specificity and friendliness.","Emotions, creativity, and the arts: Evaluating a course for children","Taking students on a strengths safari: A multidimensional pilot study of school-based wellbeing for young neurodiverse children","Chinese only children and loneliness: Stereotypes and realities","Expanding context in the role of emotion regulation in mental health: How socioeconomic status (SES) and developmental stage matter.","Pathways to a more peaceful and sustainable world: The transformative power of children in families","Considerations about how emotional intelligence can be enhanced in children with Autism Spectrum Disorder","Personality, emotions, and creativity","Emotion regulation ability: Test performance and observer reports in predicting relationship, achievement, and well-being outcomes in adolescents","Emotion regulation in pediatric sickle cell patients: Associations with mental health outcomes and pain interference","Supervisor emotionally intelligent behavior and employee creativity","Task instructions influence the effects of impaired self-control on creative cognition","Supporting Connecticut educators with SEL during times of uncertainty and stress: Fall 2020 findings. ","Pilot intervention enhances preschoolers’ self-regulation and food liking","Language skills, behaviour problems, and classroom emotional support among preschool children from low-income families","Continuity and change in the home environment: Associations with school readiness","Supporting school community wellness with social and emotional learning (SEL) during and after a pandemic","Promoting Mental Health and Psychological Thriving in University Students: A Randomized Controlled Trial of Three Well-Being Interventions","Emotional intelligence comes of age","Gender and support for creativity at work","Rethinking school-based bullying prevention through the lens of social and emotional learning: A bioecological perspective","Characteristics of ADHD related to executive function: Differential predictions for creativity-related traits","Creative thinking strategies for life: A course for professional adults using art","Person-oriented profiles of originality and fluency in divergent thinking responses","Child well-being and children’s rights: Balancing positive and negative Indicators in assessments","High school students’ feelings: Discoveries from a large national survey and an experience sampling study","Computerized social-emotional assessment measures for early childhood settings","Examining associations between the home literacy environment, executive function, and school readiness","Catalyzing future directions of SEL assessment","The glass is half empty: Negative self-appraisal bias and attenuated neural response to positive self-judgement in adolescence","Neurophysiological evidence for distinct biases in emotional face processing associated with internalizing and externalizing symptoms in children","Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning","Parental executive function as a predictor of parenting practices and children’s executive function","One-month stability of Cyberball post-exclusion ostracism distress in adolescents","Permission to feel: Unlocking the power of emotions to help our kids, ourselves, and our society thrive","Passion for work: What is it, who has it, and does it matter?","Social and emotional skill development in early childhood","A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence","Validating the Recognizing Excellence in Learning and Teaching (RELATE) tool for special education classrooms","RULER: A theory-driven, systemic approach to social, emotional, and academic learning","The meaning of play: Erik H. Erikson","Breadth of emotion vocabulary in early adolescence","Introduction to Designing for empathy: Perspectives on the museum experience","The role of emotional regulation ability, personality, and burnout among Spanish teachers","Emotions and creativity: From process to person and product","Development of the Home Executive Function Environment (HEFE) Scale: Assessing its relation to preschoolers’ executive function","You can’t be emotionally intelligent without being culturally responsive: Why FCS must employ both to meet the needs of our nations","Validating the Emotion-Focused Interactions Scale for teacher-student interactions","Using integrated arts programming to facilitate social and emotional learning in young children with social cognition challenges","Students with disabilities and post-college employment: How much do we know? NCCSD Research Brief","Measuring Prosociality: The Development of a Prosocial Behavioral Intentions Scale","Exploring changes in student engagement through the RULER approach: An examination of students at risk of academic failure.","Support for the Development and Use of the Child Observation of Mindfulness Measure (C-OMM)","Developing social and emotional skills and attitudes and ecological assets","Implementing social and emotional learning (SEL) in classrooms and schools","Adolescent positive self, negative self: Associated but dissociable?","Mixed emotions: Network analyses of intra-individual co-occurrences within and across situations","Personality, coping, and school wellbeing: An investigation of high school students","LGBTQ adolescents’ positive and negative emotions and experiences in U.S. high schools","Applying the classroom assessment scoring system in special education classrooms serving students with emotional behavioral disorders","The emotional intelligence we owe students and educators","Supporting improvements in classroom climate for students and teachers with the four pillars of wellbeing curriculum","Building emotionally intelligent schools: From preschool to high school and beyond","Leading with emotional intelligence","Gender identity and sexual identity labels used by US high school students: A co-occurrence network analysis","Applying an equity lens to social, emotional, and academic development","An overview of emotional intelligence in early childhood","From a nation at risk to a nation at hope","Highly engaged but burned out: Intra-individual profiles in the US workforce","Preliminary findings from RULER Approach in Spanish teachers’ emotional intelligence and work engagement\n","La inteligencia emocional como una competencia básica en la formación inicial de los docentes: algunas evidencias","The role of passion and persistence in creativity","Creativity in the domain of emotions","From having an idea to doing something with it: Self-regulation for creativity","Emotional bias in classroom observations: Within-rater positive emotion predicts favorable assessments of classroom quality","Emotions and creativity: From states to traits and emotion abilities","An art-based workshop for families: learning emotion skills and choosing creativity","Bullying intervention in adolescence: The intersection of legislation, policies, and behavioral change","Advancing the science and practice of social and emotional learning: Looking back and moving forward","Intended persistence: Comparing academic and creative challenges in high school","Surviving the academy through mentorship","Creating emotionally intelligent schools with RULER","The adverse influence of permissive parenting on personal growth and the mediating role of emotional intelligence","Contentment: Perceived completeness across cultures and traditions","Taking stock and moving forward: 25 years of emotional intelligence research","Teaching emotion and creativity skills through the arts","Teaching emotional intelligence in schools: an evidence-based approach","Creativity in the age of technology: Measuring the digital creativity of millennials","Intervening without interfering: Supporting the imaginative play of elementary school girls","Teaching emotion and creativity skills through art: A workshop for adolescents","Emotional and organizational supports for preschoolers’ emotion regulation: Relations with school adjustment.","Fostering pretend play skills and creativity in elementary school girls: A group play intervention","Predicting creativity: Interactive effects of openness to experience and emotion regulation ability","Emotions matter","Teaching emotion and creativity skills through art: A workshop for children. ","Commentary on chapter 2: Creativity in the interaction.","Twenty-first-century professional development for educators: a coaching approach grounded in emotional intelligence","Creativity, emotion and art: Development and initial evaluation of a workshop for professional adults","The ability model of emotional intelligence","Applying theory to the development of approaches to SEL","Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability","Creativity, emotions, and the arts.","Transforming students’ lives with social and emotional learning","Improving the power of an efficacy study of a social and emotional learning program: Application of generalizability theory to the measurement of classroom-level outcomes","The influence of teacher emotion on grading practices: A preliminary look at the evaluation of student writing","Enhancing teacher effectiveness in Spain: A pilot study of the RULER approach to social and emotional learning","The can and cannot do attitude: How self-estimates of ability vary across ethnic and socioeconomic groups","Academic buoyancy and psychological risk: Exploring reciprocal relationships","Introduction to the special issue on social and emotional learning in early education","Developing emotional skills in early childhood settings using Preschool RULER","Improving classroom quality with the RULER approach to social and emotional learning: Proximal and distal outcomes","Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms","Emotion skills as a protective factor for risky behaviors among college students"," Emotional intelligence: Reconceptualizing the cognition-emotion link","Mapping the protective pathway of emotional intelligence in youth: From social cognition to smoking intentions","Improving the social and emotional climate of classrooms: A clustered randomized controlled trial testing the RULER approach","Understanding and assessing the social-emotional attributes of classrooms","Measuring emotional intelligence in early adolescence with the MSCEIT-YV: Psychometric properties and relationship with academic performance and psychosocial functioning","Classroom emotional climate, student engagement, and academic achievement.","Assessing teachers’ beliefs about social and emotional learning","Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum","The interaction effects of program training, dosage, and implementation quality on targeted student outcomes for the RULER approach to social and emotional learning","Creating emotionally literate classrooms: An introduction to the RULER approach to social emotional learning","Emotionally literate teaching"," The feeling words curriculum","Educating the whole child with emotional literacy: Links to social, emotional, and academic outcomes","Integrating the RULER Approach into your school: Guidelines for effective implementation of the student programs","Emotional intelligence: Implications for personal, social, academic, and workplace success","Classroom emotional climate, teacher affiliation, and student conduct","Achieving standards in the English language arts (and more) using The RULER Approach to social and emotional learning","Self-esteem memories and school success in early adolescence","School-based social and emotional learning (SEL) programming: Current perspectives","Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers","A sustainable, skill-based approach to building emotionally literate schools","Measuring emotional intelligence as a mental ability in adults and children","Creating an emotionally intelligent classroom culture","Emotional intelligence: A framework for examining emotions in sport and exercise groups","Regulating anger and sadness: an exploration of discrete emotions in emotion regulation","Measuring emotional intelligence as a set of mental abilities.","Emotional intelligence, relationship quality, and partner selection","Emotional intelligence and emotional creativity","Emotional Intelligence predicts individual differences in social exchange reasoning","Creating an emotionally intelligent school district: A skill-based approach","Emotional intelligence in the classroom: Skill-based training for teachers and students","On emotionally intelligent time travel: Individual differences in affective forecasting ability","Relating emotional abilities to social functioning: a comparison of self-report and performance measures of emotional intelligence","The life space: A framework and method to describe the individual's external traits","¿ Se perciben con inteligencia emocional los docentes? Posibles consecuencias sobre la calidad educativa","Measuring emotional intelligence with the Mayer-Salovey-Caruso emotional intelligence test (MSCEIT)","Relating emotional intelligence to social competence and academic achievement in high school students","Measuring emotional intelligence: Paradigmatic diversity and common ground","Frequency of positive affect as a possible mediator between perceived emotional intelligence and life satisfaction","Emotional intelligence and relationship quality among couples","Emotional Intelligence: A burgeoning science","The measurement of emotional intelligence in children: The case of reactive attachment disorder","Emotional intelligence and social interaction","Integrating emotion and cognition: The role of emotional intelligence","Emotional intelligence and its relation to everyday behaviour","Convergent, discriminant, and incremental validity of competing measures of emotional intelligence","Exploring personality the natural way: An inquiry into open-ended self-descriptions","Emotion in the assessment of personality","Selecting tomorrow's forensic psychologists: A fresh look at some familiar predictors"],"2":["Mazhar, A., & Bailey, C. S. (2024). Emotion-specific recognition biases and how they relate to emotion-specific recognition accuracy, family and child demographic factors, and social behaviour. Cognition & Emotion, 1–19. https://doi.org/10.1080/02699931.2024.2408652","Wood, M., Ha, C., Brackett, M. A., & Cipriano C. (2024). Affective experiences of U.S. school personnel in the sociopolitical context of 2021: Reflecting on the past to shape the future. Education Sciences, 14(10), 1093. https://doi.org/10.3390/educsci14101093","Ivcevic, Z., Reiter-Palmon, R., Tang, M., & Grohman, M. G. (Eds.). 2024. Crises, creativity, and innovation. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-61782-9","Hoffmann, J. D., & McGarry, J. A. (2024). Big challenges and new solutions: When students’ (unpleasant) feelings are used for good. In Z. Ivcevic, R. Reiter-Palmon, M. Tang, & M. G. Grohman (Eds.), Crises, creativity, and innovation (pp. 127-151). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-61782-9_7","Ivcevic, Z., & Pei, Y. (2024). Creativity and crisis: From possibilities to making them happen. In Z. Ivcevic, R. Reiter-Palmon, M. Tang, & M. G. Grohman (Eds.), Crises, creativity, and innovation (pp. 327-352). Palgrave MacMillan. https://doi.org/10.1007/978-3-031-61782-9_14","Tang, M., Ivcevic, Z., Grohman, M. G., & Reiter-Palmon, R. (2024). How crises may relate to creativity and innovation: An introduction. In Z. Ivcevic, R. Reiter-Palmon, M. Tang, & M. G. Grohman (Eds.), Crises, creativity, and innovation (pp. 1-7). Palgrave MacMillan. https://doi.org/10.1007/978-3-031-61782-9_1","Ivcevic, Z., & Kaufman, J. C. (in press). Inside the box: Considering the role of task-appropriateness for creativity. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000703","Ivcevic, Z., & Grandinetti, M. (2024). Artificial intelligence as a tool for creativity. Journal of Creativity, 34(2), 100079. https://doi.org/10.1016/j.yjoc.2024.100079","Ivcevic, Z., Lin, S., Liu, X., & Brackett, M. (2024). Creativity and affect: A person-centered analysis. Learning and Individual Differences, 113, 102481. https://doi.org/10.1016/j.lindif.2024.102481","Boldt, G. T., Ivcevic, Z., & Kaufman, J. C. (2024). Do you think you are creative? Patterns of self-perceived creativity in adolescents and young adults. Creativity Research Journal, 1–16. https://doi.org/10.1080/10400419.2024.2371261","Bailey, C. S. (2024). Forward. In J. Sobel, First Day, Hooray! HarperCollins. ","Zieher, A. K., Bailey, C. S., Cipriano, C., McNaboe, T., Smith, K., & Strambler, M. J. (2024). Considering the “how” of SEL: A framework for the pedagogies of social and emotional learning. Social and Emotional Learning: Research, Practice, and Policy, 3, 100030. https://doi.org/10.1016/j.sel.2024.100030","Fong, C. J., Schallert, D, L., Lin, S., & Altan, S. (2024). How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics. Studies in Educational Evaluation, 81, 101351. https://doi.org/10.1016/j.stueduc.2024.101351","Hoffmann, J. D., McGarry, J. A., Seibyl, J., Baumsteiger, R., & Brackett, M. A. (2024). Emotional empowerment in high school life. In G. Misra & I. Misra (Eds.), Emotions in Cultural Context (pp. 189-207). Springer. \nhttps://doi.org/10.1007/978-3-031-46349-5_11","Hass, D. J., & Brackett, M. A. (2024). Emotional intelligence: An impactful yet often overlooked skill that can enhance physician well-being and professional satisfaction. Clinical Gastroenterology and Hepatology, 22(5), 919–922. https://doi.org/10.1016/j.cgh.2024.02.019 ","Ng, Z. J., Lin, S., Niu, L., & Cipriano, C. (2024). Measurement invariance of the children's social desirability scale-short version (CSD-S) across gender, grade level, and race/ethnicity. Assessment. https://doi.org/10.1177/10731911241245789","Pieniak, M., Rokosz, M., Ivcevic, Z., Reichert, A., Żyżelewicz, B., Nawrocka, P., Lebuda, I., & Oleszkiewicz, A. (2024). Olfactory training improves emotion matching ability in 6-9 years old children – preliminary evidence. Journal of Sensory Studies, 39(2), e12912. http://dx.doi.org/10.1111/joss.12912","Ivcevic, Z., Anderson, R., & Hoffmann, J. D. (2024). Transformational creativity in education. In R. J. Sternberg & S. Karami (Eds.). Transformational creativity: Learning for a better future (pp. 149-168). Cham, Switzerland: Springer Nature. https://doi.org/10.1007/978-3-031-51590-3_11","Brackett, M. A. (2024). Giving educators permission to feel. Educational Leadership, 81(6), 34-39.","Ivcevic, Z. (2024). The continuum of regulatory processes in creativity: Comment on “A systematic framework of creative metacognition” by Lebuda, Izabela & Benedek, Mathias. Physics of Life Reviews, 48, 99-100. https://doi.org/10.1016/j.plrev.2023.10.020 ","Floman, J. L., Ponnock, A., Jain, J., & Brackett, M. A. (2024). Emotionally intelligent school leadership predicts educator well-being before and during a crisis. Frontiers in Psychology, 14, 1159382. https://doi.org/10.3389/fpsyg.2023.1159382 ","Brackett, M. A., & Divecha, D. (2024). Emotion regulation through the lens of emotional intelligence. In J. J. Gross & B. Q. Ford (Eds.), Handbook of emotion regulation (3rd ed., pp. 227–232). Guilford Press.","Hoffmann, J. D., & De France, K. (2024). Teaching emotion regulation in schools. In J. J. Gross & B. Q. Ford (Eds.), Handbook of emotion regulation (3rd ed., pp. 456-464). Guilford Press.","Meneghini, A. M., Colledani, D., Morandini, S., De France, K., & Hollenstein, T. (2024). Emotional Engagement and Caring Relationships: The Assessment of Emotion Regulation Repertoires of Nurses. Psychological reports, 127(1), 212-234. https://doi.org/10.1177/00332941221110548","Lin, S., Ivcevic, Z., Kashdan, T. B., & Kaufman, S. B. (2024). Curious and persistent, but not consistent: Self-regulation traits and creativity. Journal of Creative Behavior. https://doi.org/10.1002/jocb.638 ","Ivcevic, Z., Shen, S., Lin, S., Cheng, D., Probasco, R., Silbermann, B., Zhang, F., Lin, X., & Brackett, M. A. (2024). Daily positive and negative affect during the COVID-19 pandemic. Frontiers in psychology, 14, 1239123. https://doi.org/10.3389/fpsyg.2023.1239123","Patall, E. A., Yates, N., Lee, J., Chen, M., Bhat, B. H., Lee, K., Beretvas, S. N., Lin, S., Man Yang, S., Jacobson, N. G., Harris, E., & Hanson, D. J. (2024). A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement. Educational Psychologist, 59(1), 42–70. https://doi.org/10.1080/00461520.2023.2274104","Patti, J., & Stern, R. (2023). Emotional intelligence for school leaders. Harvard Education Press. https://hep.gse.harvard.edu/9781682538647/emotional-intelligence-for-school-leaders/ ","Floman, J. L., Brackett, M. A., LaPalme, M. L., Ponnock, A. R., Barsade, S. G., & Doyle, A. (2023). Development and validation of an ability measure of emotion understanding: The Core Relational Themes of Emotion (CORE) test. Journal of Intelligence, 11(10), 195. https://doi.org/10.3390/jintelligence11100195 ","De France, K., Stack, D. M., and Serbin, L. A. (2023). Associations\nbetween early poverty exposure and adolescent well-being: The role of childhood negative emotionality. Development and Psychopathology 35(4), 1808–1820. https://doi.org/10.1017/S0954579422000487","Hoffmann, J. D., De France, K., Seibyl, J., Orleck-Jetter, R., Castillo Gualda, R., & Brackett, M. A. (2023). The role of originality, distancing, and tentative language in effective cognitive reappraisal among adolescents. Thinking Skills and Creativity, 49, 101377. https://doi.org/10.1016/j.tsc.2023.101377","Skorinko, J. L. M., John, M. S., Doyle, A., Erker, C. N., Figueroa, M., Harnois, J., Gately, G., Spear, S., Marotta, S., McKenna, C., Rossi, L., Heather, K., Jaskoviak, T., Vega, D., Vimal, A., Kobeissi, M., Selkow, M., Rondina, K., Ho, K., Iannacchione, A., Sanchez, M., Heyer, K., Pittelli, C., & Bendremer, E. (2023). You and me versus the rest of the world: The effects of affiliative motivation and ingroup partner status on social tuning. Frontiers in Psychology, 14, 1060166. https://doi.org/10.3389/fpsyg.2023.1060166 ","LaPalme, M. L., Barsade, S. G., Brackett, M. A., & Floman, J. L. (2023). The Meso-Expression Test (MET): A novel assessment of emotion perception. Journal of Intelligence, 11(7), 145. https://doi.org/10.3390/jintelligence11070145 ","Ha, C. (2023). Students’ self-regulated learning strategies and science achievement: Exploring the moderating effect of learners’ emotional skills. Cambridge Journal of Education, 53(4), 451–472. https://doi.org/10.1080/0305764X.2023.2175787","Fong, C. J., Schallert, D. L., Williamson, Z. H., Lin, S., Williams, K. M., & Kim, Y. W. (2023). Are self-compassionate writers more feedback literate? Exploring undergraduates’ perceptions of feedback constructiveness. Assessing Writing, 57, 100761. https://doi.org/10.1016/j.asw.2023.100761","Castillo-Gualda, R., Moraleda, A., & Brackett, M. A. (2023). Preventative initiatives to promote psychological adjustment among primary students: Findings of RULER Approach in Spanish public schools. International Journal of Educational Psychology, 12(2), 206–232. https://doi.org/10.17583/ijep.10970","Ivcevic, Z., & Green, G. (2023). Integrating intelligence, creativity, wisdom: The role of emotions. In R. J. Sternberg, J. C. Kaufman, & S. Karami (Eds.) Intelligence, creativity, and wisdom: Are they really distinct? (pp. 287-314). Palgrave-Macmillan, Cham. https://doi.org/10.1007/978-3-031-26772-7_12","Ivcevic, Z., Grossman, E. R., Cotter, K. N., & Nusbaum, E. (2023). Self-regulation of creativity: Toward measuring strategies of creative action. Creativity Research Journal, 36(3), 491–507. https://doi.org/10.1080/10400419.2023.2226494","Baumsteiger, R., Hoffmann, J. D., Seibyl, J., Rose, B., & Brackett, M. A. (2023). A systematic review of secondary school climate assessments. Educational Psychology Review, 35(2), 47. https://doi.org/10.1007/s10648-023-09748-y","Saw, G. K., Chang, C.-N., Lin, S., Hernandez, P. R., & Culbertson, R. (2023). Disparities in mentoring and mental health problems of U.S. college students in science and engineering during the COVID-19 pandemic. Educational Psychology, 43(5), 509–530. https://doi.org/10.1080/01443410.2022.2146055","Guo, J., Jiang, Y., Lin, S., & Pang, W. (2023). Individualism and collectivism as predictors of creative potentials and real-life creativity in China and US. Creativity Research Journal, 1-12. https://doi.org/10.1080/10400419.2023.2217028 ","McFarland, S., Tan, T. Y., De France, K., & Hoffmann, J. D. (2023). Taking a nuanced look at adolescent technology use and negative affect: The protective role of preparedness. Frontiers in Psychiatry, 14, 855. https://doi.org/10.3389/fpsyt.2023.1015635","Naples, L. H., Cipriano, C., Eveleigh, A., Stoffers, M., & Barnes, T. N. (2022). Unpacking the social-emotional health of education support professionals during the COVID-19 pandemic, Psychology in the Schools, 60(5), 1415-1441. https://doi.org/10.1002/pits.22842","Korucu, I., Paes, T. M., Costello, L. A., Duncan, R. J., Purpura, D. J., & Schmitt, S. A. (2023). The role of peers’ executive function and classroom quality in preschoolers’ school readiness. Journal of Applied Developmental Psychology, 86, 101532. https://doi.org/10.1016/j.appdev.2023.101532","Cipriano, C., Rappolt-Schlichtmann, G., Riley, J., Naples, L. H., & Eveleigh, A. (2023). Supporting transformative SEL implementation through a collaboratory for inclusion. In K. A. Schonert-Reichal, M. J. Strambler, and S. E. Rimm-Kaufman (Eds.), Social and emotional learning in action: Creating systemic change in schools (pp. 235-258). Guilford Press.","Bailey, C. S., Martinez, O., & DiDomizio, E. (2023). Social and emotional learning and early literacy skills: A quasi-experimental study of RULER. Education Sciences, 13(4), 397. https://doi.org/10.3390/educsci13040397","Celume, M.-P., Ivcevic, Z., & Zenasni, F. (2023). Mood and creativity in children: Differential impacts on convergent and divergent thinking. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000577 ","Hazel, L., Barker, E. T., De France, K., & Stack, D. M. (2023). Moderators of the association between co-rumination and depressive symptoms in emerging adult friendships. Emerging Adulthood, 11(2), 456-466. https://doi.org/10.1177/21676968221121166","Bergin, C., Cipriano, C., Wanless, S. B., & Barnes, T. N. (2023). Five key questions educators ask about SEL. Phi Delta Kappan, 104(7), 47-53. https://doi.org/10.1177/00317217231168263","Knox-Lane, T., Ponnock, A., Bailey, C. S., & Denham, S. A. (2023). Teacher-child racial congruence and young children’s preschool adjustment. Early Childhood Research Quarterly, 63, 249–263. https://doi.org/10.1016/j.ecresq.2022.12.013","Skorinko, J. L. M., DiGiovanni, C., Rondina, K., Tavares, A., Spinney, J., Kobeissi, M., Lacera, L. P., Vega, D., Beatty, P., John, M. S. & Doyle, A. (2023). 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Journal of Psychopathology and Behavioral Assessment, 41(3), 400-408. https://doi.org/10.1007/s10862-019-09723-4","Brackett, M. (2019). Permission to feel: Unlocking the power of emotions to help our kids, ourselves, and our society thrive. Celadon Books.","Moeller, J., Ivcevic, Z., White, A. E., Taylor, C., Menges, J. I., Caruso, D., & Brackett, M. A. (2019, August 7). Passion for work: What is it, who has it, and does it matter? [Preprint]. Available on Open Science Framework, https://doi.org/10.31219/osf.io/xhbu7","Tominey, S. L., Olsen, S. G., & Bailey, C. S. (2019). Social and emotional skill development in early childhood. In D. Whitebread (Ed.), The Sage handbook of developmental psychology and early childhood education (pp. 115-132). SAGE Publications. https://doi.org/10.4135/9781526470393.n7","Cipriano, C., Barnes, T. N, Pieloch, K. A , Rivers, S. E., & Brackett, M. A. (2019). 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J., Zieher, A. K., & Atencio, D. J. (2019). Support for the development and use of the Child Observation of Mindfulness Measure (C-OMM). Mindfulness, 10(7), 1406–1416. https://doi.org/10.1007/s12671-019-1094-5","Elias, M. J., Brackett, M. A., Miller, R., Jones, S., Kahn, J., Mahoney, J. L., Weissberg, R. P., & Chung, S. Y. (2019). Developing social and emotional skills and attitudes and ecological assets. In D. Osher, M. J. Mayer, R. J. Jagers, K. Kendziora, & L. Wood (Eds.), (Eds.), Keeping students safe and helping them thrive: A collaborative handbook on school safety, mental health, and wellness (pp. 185-209). Santa Barbara, CA: Praeger/ABC-CLIO.","Brackett, M. A., Elbertson, N. A., Simmons, D. N., & Stern, R. S. (2019). Implementing social and emotional learning (SEL) in Ccassrooms and schools. National Professional Resources, Inc. https://nprinc.com/implementing-social-and-emotional-learning-sel-in-classrooms-and-schools/","Ke, T., Wu, J., Willner, C. 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Applying the classroom assessment scoring system in classrooms serving students with emotional and behavioural disorders. Emotional and Behavioural Difficulties, 23(4), 343-360. https://doi.org/10.1080/13632752.2018.1461454","Brackett, M. A. (2018). The emotional intelligence we owe students and educators. Educational Leadership, 76(2), 12-18. ","Bradley, C., Cordaro, D. T., Zhu, F., Vildostegui, M., Han, R. J., Brackett, M., & Jones, J. (2018). Supporting improvements in classroom climate for students and teachers with the four pillars of wellbeing curriculum. Translational Issues in Psychological Science, 4(3), 245-264. https://doi.org/10.1037/tps0000162","Hoffmann, J. D., Ivcevic, Z., & Brackett, M. A. (2018). Building emotionally intelligent schools: From preschool to high school and beyond. In K. Keefer, J. Parker, & D. Saklofske (Eds.), Emotional Intelligence in Education (pp. 173-198). New York: Springer. https://doi.org/10.1007/978-3-319-90633-1_7","Patti, J., Holzer, A., Stern, R. S., Floman, J., & Brackett, M. A. (2018). Leading with emotional intelligence. Educational Leadership, 75(9), 46-51. ","White, A. E., Moeller, J., Ivcevic, Z., & Brackett, M. A. (2018). Gender identity and sexual identity labels used by U.S. high school students: A co-occurrence network analysis. Psychology of Sexual Orientation and Gender Diversity, 5(2), 243-252. https://doi.org/10.1037/sgd0000266","Simmons, D. N., Brackett, M. A., & Adler, N.(2018) Applying an equity Lens to social, emotional, and academic Development. Edna Bennett Pierce Prevention Research Center, Pennsylvania State University.","Bailey, C. S. & Rivers, S. E. (2018). An overview of emotional intelligence in early childhood. In L. Dacre-Pool & P. Qualter (Eds.), An introduction to emotional intelligence (pp. 64–80). Hoboken, NJ: Wiley-Blackwell.","The Aspen Institute National Commission on Social, Emotional, and Academic Development. (2018). Executive summary. In From a nation at risk to a nation at hope. Retrieved from https://learningpolicyinstitute.org/media/3962/download?inline&file=Aspen_SEAD_Nation_at_Hope.pdf","Moeller, J., Ivcevic, Z., White, A. E., Menges, J. I., & Brackett, M. A. (2018). Highly engaged but burned out: Intra-individual profiles in the US workforce. Career Development International, 23(1), 86-105. https://doi.org/10.1108/CDI-12-2016-0215","Castillo-Gualda, R., García, V., Pena, M., Galán, A., & Brackett, M. A. (2017). Preliminary findings from RULER Approach in Spanish teachers’ emotional intelligence and work engagement. Electronic Journal of Research in Educational Psychology, 15(3), 641–664. https://doi.org/10.14204/ejrep.43.17068 ","Palomera, R., Fernández-Berrocal, P., & Brackett, M. A. (2017). La inteligencia emocional como una competencia básica en la formación inicial de los docentes: algunas evidencias. Electronic Journal of Research in Educational Psychology, 6(15), 437-454. https://doi.org/10.25115/ejrep.v6i15.1292","Grohman, M. G., Ivcevic, Z., Silvia, P., & Kaufman, S. B. (2017). The role of passion and persistence in creativity. Psychology of Aesthetics, Creativity and the Arts, 11(4), 376-385. https://doi.org/10.1037/aca0000121","Ivcevic, Z., Ebert, M., Hoffmann, J. D., & Brackett, M. A. (2017). Creativity in the domain of emotions. In J. C. Kaufman, J. Baer, & V. Glaveanu (Eds.), The Cambridge handbook of creativity across different domains (pp. 525-548), New York: Cambridge University Press. https://doi.org/10.1017/9781316274385.029","Ivcevic, Z., & Nusbaum, E. C. (2017). From having an idea to doing something with it: Self-regulation for creativity. In M. Karwowski & J. C. Kaufman (Eds.), The creative self: How our beliefs, self-efficacy, mindset, and identity impact our creativity (pp. 343-365). San Diego, CA: Academic Press. https://doi.org/10.1016/B978-0-12-809790-8.00020-0","Floman, J. L., Hagelskamp, C., Brackett, M. A., & Rivers, S. E. (2016). Emotional bias in classroom observations: Within-rater positive emotion predicts favorable assessments of classroom quality. Journal of Psychoeducational Assessment, 35(3), 291-301. https://doi.org/10.1177/0734282916629595","Ivcevic, Z. & Hoffmann, J. D. (2017). Emotions and creativity: From states to traits and emotion abilities. In G. J. Feist, R. Reiter-Palmon, & J. C. Kaufman (Eds.), The Cambridge handbook of creativity and personality research (pp. 187-213). New York: Cambridge University Press. https://doi.org/10.1017/9781316228036.011","Maliakkal, N. T., Hoffmann, J. D., Ivcevic, Z., & Brackett, M. A. (2017). An art-based workshop for families: Learning emotion skills and choosing creativity. International Journal of Creativity and Problem Solving, 27(1), 45-60.","Swearer, S. M., Martin, M., Brackett, M. A., & Palacios, R. A. (2017). Bullying intervention in adolescence: The intersection of legislation, policies, and behavioral change. Adolescent research review, 2(1), 23-35. https://doi.org/10.1007/s40894-016-0037-9","Osher D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. P. (2016). Advancing the science and practice of social and emotional learning: Looking back and moving forward. Review of Research in Education, 40(1), 644-681. https://doi.org/10.3102/0091732x16673595","Hoffmann, J. D, Ivcevic, Z., Zamora, G., Bazhydai, M., & Brackett, M. A.(2016). Intended persistence: Comparing academic and creative challenges in high school. Social Psychology of Education, 19(4), 793-814. https://doi.org/10.1007/s11218-016-9362-x","Simmons, D. (2016). Surviving the academy through mentorship. In D. Y. Ford, M. T. Scott, R. B. Goings, T. T. Wingfield, & M. S. Henfield (Eds.), R.A.C.E mentoring through social media: Black and Hispanic scholars share their journey in the academy (pp. 275-280). Charlotte, NC: Information Age Publishing.","Nathanson, L., Rivers, S. E., Flynn, L. M., & Brackett, M. A. (2016). Creating emotionally intelligent schools with RULER. Emotion Review, 8(4), 305–310. https://doi.org/10.1177/1754073916650495","Wischerth, G. A., Mulvaney, M. K., Brackett, M. A., & Perkins, D. (2016). The adverse influence of permissive parenting on personal growth and the mediating role of emotional intelligence. The Journal of Genetic Psychology, 177(5), 185-189. https://doi.org/10.1080/00221325.2016.1224223","Cordaro, D. T., Brackett, M., Glass, L., & Anderson, C. L. (2016). Contentment: Perceived completeness across cultures and traditions. Review of General Psychology, 20(3), 221-235. https://doi.org/10.1037/gpr0000082","Barchard, K. A., Brackett, M. A., & Mestre, J. M. (2016). Taking stock and moving forward: 25 years of emotional intelligence research. Emotion Review, 8(4), 289-289. https://doi.org/10.1177/1754073916650562","Ivcevic, Z., Maliakkal, N., & Botin Foundation (2016). Teaching emotion and creativity skills through the arts. In E. Gokcigdem (Ed.), Fostering empathy through museums. Washington, DC: Rowman & Littlefield. https://rowman.com/ISBN/9781442263581/Fostering-Empathy-Through-Museums ","Torrente, C., Rivers, S. E., & Brackett, M. A. (2016). Teaching emotional intelligence in schools: an evidence-based approach. In Psychosocial Skills and School Systems in the 21st Century (pp. 325-346). Springer International Publishing. https://doi.org/10.1007/978-3-319-28606-8_13","Hoffmann, J., Ivcevic, Z., & Brackett, M. (2016). Creativity in the age of technology: Measuring the digital creativity of millennials. Creativity Research Journal, 28(2), 149-153. https://doi.org/10.1080/10400419.2016.1162515","Hoffmann, J. D. (2016). Intervening without interfering: Supporting the imaginative play of elementary school girls. International Journal of Creativity and Problem Solving, 26(1), 85-105.","Maliakkal, N. T., Hoffmann, J. D., Ivcevic, Z., & Brackett, M. A. (2016). Teaching emotion and creativity skills through art: A workshop for adolescents. International Journal of Creativity and Problem Solving, 26(1), 69-83.","Bailey, C. S., Denham, S. A., Curby, T. W., & Bassett, H. H. (2016). Emotional and organizational supports for preschoolers’ emotion regulation: Relations with school adjustment. Emotion, 16(2), 263-279. https://doi.org/10.1037/a0039772","Hoffmann, J. D., & Russ, S. W. (2016). Fostering pretend play skills and creativity in elementary school girls: A group play intervention. Psychology of Aesthetics, Creativity, and the Arts, 10(1), 114-125. https://doi.org/10.1037/aca0000039","Ivcevic, Z., & Brackett, M. A. (2015). Predicting creativity: Interactive effects of openness to experience and emotion regulation ability. Psychology of Aesthetics, Creativity and the Arts, 9(4), 480-487. https://doi.org/10.1037/a0039826","Brackett, M. A., & Simmons, D. (2015). Emotions matter. Educational Leadership, 17(2), 22-27. https://ascd.org/el/articles/emotions-matter","Ebert, M., Hoffmann, J. D., Ivcevic, Z., Phan, C., & Brackett, M. A. (2015). Teaching emotion and creativity skills through art: A workshop for children. International Journal of Creativity & Problem Solving, 25(2), 23–35.","Hoffmann, J. (2015). Commentary on chapter 2: Creativity in the interaction. In A. B. Kaufman, & J. C. Kaufman (Eds.), Animal Creativity and Innovation (pp. 42-44), San Diego, CA: Elsevier Inc.","Patti, J., Holzer, A. A., Brackett, M. A., & Stern, R. (2015). Twenty-first-century professional development for educators: a coaching approach grounded in emotional intelligence. Coaching: An International Journal of Theory, Research and Practice, 8(2), 96-119. https://doi.org/10.1080/17521882.2015.1061031","Ebert, M., Hoffmann, J. D., Ivcevic, Z., Phan, C., & Brackett, M. A. (2015). Creativity, emotion and art: Development and initial evaluation of a workshop for professional adults. International Journal of Creativity and Problem Solving, 25(2), 47-59.","Caruso, D. R., Salovey, P., Brackett, M., & Mayer, J. D. (2015). The ability model of emotional intelligence. In S. Joseph (Ed.), Positive psychology in practice: Promoting human flourishing in work, health, education, and everyday life (pp. 543-558). https://doi.org/10.1002/9781118996874.ch32","Brackett, M. A., Elbertson, N. A., & Rivers, S. E. (2015). Applying theory to the development of approaches to SEL. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 20–32). 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Improving the power of an efficacy study of a social and emotional learning program: Application of generalizability theory to the measurement of classroom-level outcomes. Prevention Science, 15(2), 146-155. https://doi.org/10.1007/s11121-012-0357-3","Brackett, M. A., Floman, J. L., Ashton-James, C., Cherkasskiy, L., & Salovey, P. (2013). The influence of teacher emotion on grading practices: A preliminary look at the evaluation of student writing. Teachers and Teaching, 19(6), 634-646. https://doi.org/10.1080/13540602.2013.827453","Castillo, R., Fernández-Berrocal, P., & Brackett, M. A. (2013). Enhancing teacher effectiveness in Spain: A pilot study of the RULER approach to social and emotional learning. Journal of Education and Training Studies, 1(2), 263-272. https://doi.org/10.11114/jets.v1i2.203","Ivcevic, Z., & Kaufman, J. C. (2013). The can and cannot do attitude: How self-estimates of ability vary across ethnic and socioeconomic groups. Learning and Individual Differences, 27, 144-148. https://doi.org/10.1016/j.lindif.2013.07.011","Martin, A. J., Ginns, P., Brackett, M. A., Malmberg, L. E., & Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128-133. https://doi.org/10.1016/j.lindif.2013.06.006","Rivers, S. E., Tominey, S. L., O'Bryon, E. C., & Brackett, M. A. (2013). Introduction to the special issue on social and emotional learning in early education. Early Education and Development, 24(7), 953-959. https://doi.org/10.1080/10409289.2013.825364","Rivers, S. E., Tominey, S. L., O’Bryon, E. C., & Brackett, M. A. (2013). Developing emotional skills in early childhood settings using Preschool RULER. The Psychology of Education Review, 37(2), 19-25. https://doi.org/10.53841/bpsper.2013.37.2.19","Hagelskamp, C., Brackett, M. A., Rivers, S. E., & Salovey, P. (2013). Improving classroom quality with the RULER approach to social and emotional learning: Proximal and distal outcomes. American Journal of Community Psychology, 51(3-4), 530-543. https://doi.org/10.1007/s10464-013-9570-x","Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J. L., Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A., & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461–487. https://doi.org/10.1086/669616","Rivers, S. E., Brackett, M. A., Omori, M., Sickler, C., Bertoli, M. C., & Salovey, P. (2013). Emotion skills as a protective factor for risky behaviors among college students. Journal of College Student Development, 54(2), 172-183. https://doi.org/10.1353/csd.2013.0012","Brackett, M. A., Bertoli, M., Elbertson, N., Bausseron, E., Castillo, R., & Salovey, P. (2013). Emotional intelligence: Reconceptualizing the cognition-emotion link. In M. D. Robinson, E. Watkins, & E. Harmon-Jones (Eds.), Handbook of cognition and emotion (pp. 365–379). Guilford Press","Duncan, L. R., Bertoli, M. C., Latimer-Cheung, A. E., Rivers, S. E., Brackett, M. A., & Salovey, P. (2013). Mapping the protective pathway of emotional intelligence in youth: From social cognition to smoking intentions. Personality and individual differences, 54(4), 542-544. https://doi.org/10.1016/j.paid.2012.09.002","Rivers, S. E., Brackett, M. A., Reyes, M. R., Elbertson, N. A., & Salovey, P. (2013). Improving the social and emotional climate of classrooms: A clustered randomized controlled trial testing the RULER approach. Prevention science, 14(1), 77-87. https://doi.org/10.1007/s11121-012-0305-2","Rivers, S. E., Hagelskamp, C., & Brackett, M. A. (2013). Understanding and assessing the social-emotional attributes of classrooms. 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Journal of Psychoeducational Assessment, 30(3), 219-236. https://doi.org/10.1177/0734282911424879","Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22(2), 218-224.\nhttps://doi.org/10.1016/j.lindif.2010.10.002","Reyes, M. R., Brackett, M. A., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2012). The interaction effects of program training, dosage, and implementation quality on targeted student outcomes for the RULER approach to social and emotional learning. School Psychology Review, 41(1), 82-100. https://doi.org/10.1080/02796015.2012.12087377","Brackett, M. A., & Kremenitzer, J. P. (Eds.). (2011). Creating emotionally literate classrooms: An introduction to the RULER approach to social emotional learning. National Professional Resources Inc./Dude Publishing.","Brackett, M. A., Elbertson, N., Alster, B., Kremenitzer, J. P., & Caruso, D. (2011). Emotionally literate teaching. In M. A. Brackett & J. P. Kremenitzer, with M. Maurer, M. Carpenter, S. E. Rivers, & N. Elbertson (Eds.), Creating emotionally literate classrooms: An introduction to The RULER Approach to social and emotional learning (pp. 49-68). Port Chester, NY: National Professional Resources. https://nprinc.com/creating-emotionally-literate-classrooms/","Brackett, M. A., Maurer, M., Rivers, S. E., Elbertson, N., Kremenitzer, J. P., Alster, B. E., Carpenter, M. D., Stuart-Wonderlie, L., Cassella, P., & Bauer, J. (2011). The feeling words curriculum. In M. A. Brackett & J. P. Kremenitzer, with M. Maurer, M. Carpenter, S. E. Rivers, & N. Elbertson (Eds.), Creating emotionally literate classrooms: An introduction to The RULER Approach to social and emotional learning (pp. 23-48). Port Chester, NY: National Professional Resources. https://nprinc.com/creating-emotionally-literate-classrooms/","Rivers, S. E., Lord, H., Sandoval, R. F., McLaughlin, K., Carpenter, M., & Brackett, M. A. (2011). Educating the whole child with emotional literacy: Links to social, emotional, and academic outcomes. In M. A. Brackett & J. P. Kremenitzer, with M. Maurer, M. Carpenter, S. E. Rivers, & N. Elbertson (Eds.), Creating emotionally literate classrooms: An introduction to The RULER Approach to social and emotional learning (pp. 69-88). Port Chester, NY: National Professional Resources. https://nprinc.com/creating-emotionally-literate-classrooms/","Elbertson, N., Rivers, S. E., Voyce, C. K., & Brackett, M. A. (2011). Integrating the RULER Approach into your school: Guidelines for effective implementation of the student programs. In M. A. Brackett & J. P. Kremenitzer, with M. Maurer, M. Carpenter, S. E. Rivers, & N. Elbertson (Eds.), Creating emotionally literate classrooms: An introduction to The RULER Approach to social and emotional learning (pp. 89-108). 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Terrell (Eds.), Handbook for developing emotional and social intelligence: Best practices, case studies, and strategies (pp. 329-3580. Pheiffer/John Wiley & Sons.","Rivers, S. E., Brackett, M. A., & Salovey, P. (2008). Measuring emotional intelligence as a mental ability in adults and children. In the Sage handbook of personality theory and assessment (Vol. 2, pp. 440-460). Sage Publications Ltd. https://doi.org/10.4135/9781849200479.n21","Kremenitzer, J. P., Mojsa, J. K., & Brackett, M. A. (2008). Creating an emotionally intelligent classroom culture. In R. J. Emmerling, V. K. Shanwal, & M. K. Mandal (Eds.), Emotional intelligence: Theoretical and cultural perspectives (pp. 191-207).","Latimer, A. E., Rench, T. A., & Brackett, M. A. (2007). Emotional intelligence: A framework for examining emotions in sport and exercise groups. In M. R. Beauchamp (Ed.), Group Dynamics in Exercise and Sport Psychology (pp. 21-42). Routledge.","Rivers, S. E., Brackett, M. A., Katulak, N. A., & Salovey, P. (2007). Regulating anger and sadness: An exploration of discrete emotions in emotion regulation. Journal of Happiness Studies, 8, 393-427. https://doi.org/10.1007/s10902-006-9017-2","Rivers, S. E., Brackett, M. A., Salovey, P., & Mayer, J. D. (2007). Measuring emotional intelligence as a set of mental abilities. In G. Matthews, M. Zeidner, & R. D. Roberts (Eds.), The science of emotional intelligence: Knowns and unknowns (pp. 230–257). Oxford University Press.","Casey, J. J., Garrett, J., Brackett, M. A., & Rivers, S. (2007). Emotional intelligence, relationship quality, and partner selection. In G. Geher & G. Miller (Eds.), Mating Intelligence (pp. 289-308). Psychology Press. https://doi.org/10.4324/9780203809952-20","Ivcevic, Z., Brackett, M. A., & Mayer, J. D. (2007). Emotional intelligence and emotional creativity. Journal of personality, 75(2), 199-236. https://doi.org/10.1111/j.1467-6494.2007.00437.x","Reis, D. L., Brackett, M. A., Shamosh, N. A., Kiehl, K. 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Measuring emotional intelligence with the Mayer-Salovery-Caruso emotional intelligence test (MSCEIT). Psicothema, 18, 34-41.","Márquez, P. G. O., Martín, R. P., & Brackett, M. A. (2006). Relating emotional intelligence to social competence and academic achievement in high school students. Psicothema, 18, 118-123.","Brackett, M. A., & Geher, G. (2006). Measuring emotional intelligence: Paradigmatic diversity and common ground. In J. Ciarrochi, J. P. Forgas, & J. D. Mayer (Eds.), Emotional intelligence in everyday life (2nd ed., pp. 27-50). https://doi.org/10.4324/9780203943397","Palomera, R., & Brackett, M. (2006). Frequency of positive affect as a possible mediator between perceived emotional intelligence and life satisfaction. Ansiedad y Estrés, 12(2), 231-239.","Brackett, M. A., Warner, R. M., & Bosco, J. S. (2005). Emotional intelligence and relationship quality among couples. Personal relationships, 12(2), 197-212. https://doi.org/10.1111/j.1350-4126.2005.00111.x","Brackett, M. A., & Rivers, S. (2004). Emotional intelligence: A burgeoning science [Review of the book Emotional intelligence: Science and myth, by G. Matthews, M. Zeidner & R. D. Roberts]. PsycCRITIQUES, 49(Suppl 14). https://doi.org/10.1037/04054S","Hall, S. E. K., Geher, G., & Brackett, M. A. (2004). The measurement of emotional intelligence in children: The case of reactive attachment disorder. In G. Geher (Ed.), Measuring emotional intelligence: Common ground and controversy (pp. 199–217). Nova Science Publishers.","Lopes, P. N., Brackett, M. A., Nezlek, J. B., Schütz, A., Sellin, I., & Salovey, P. (2004). Emotional intelligence and social interaction. Personality and Social Psychology Bulletin, 30(8), 1018-1034. https://doi.org/10.1177/0146167204264762","Brackett, M. A., Lopes, P. N., Ivcevic, Z., Mayer, J. D., & Salovey, P. (2004). Integrating emotion and cognition: The role of emotional intelligence. In Motivation, Emotion, and Cognition (pp. 189-208). 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