Publications

Year 2024 2023 2022 2021 2020 2019 2018 2017 2016 2015 2014 2013 2012 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001	Title Emotion-specific recognition biases and how they relate to emotion specific recognition accuracy, family and child demographic factors, and social behaviour Affective experiences of U.S. school personnel in the sociopolitical context of 2021: Reflecting on the past to shape the future Crises, creativity, and innovation Big challenges and new solutions: When students’ (unpleasant) feelings are used for good Creativity and crisis: From possibilities to making them happen How crises may relate to creativity and innovation: An introduction Inside the box: Considering the role of task-appropriateness for creativity Artificial intelligence as a tool for creativity Creativity and affect: A person-centered analysis Do you think you are creative? Patterns of self-perceived creativity in adolescents and young adults. Forward. First Day, Hooray! Considering the “how” of SEL: A framework for the pedagogies of social and emotional learning How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics Emotional empowerment in high school life Emotional intelligence: An impactful yet often overlooked skill that can enhance physician well-being and professional satisfaction Measurement invariance of the children's social desirability scale-short version (CSD-S) across gender, grade level, and race/ethnicity Olfactory training improves emotion matching ability in 6-9 years old children – preliminary evidence Transformational creativity in education Giving educators permission to feel The continuum of regulatory processes in creativity: Comment on “A systematic framework of creative metacognition” by Lebuda, Izabela & Benedek, Mathias Emotionally intelligent school leadership predicts educator well-being before and during a crisis Emotion regulation through the lens of emotional intelligence Teaching emotion regulation in schools Emotional Engagement and Caring Relationships: The Assessment of Emotion Regulation Repertoires of Nurses Curious and persistent, but not consistent: Self-regulation traits and creativity Daily positive and negative affect during the COVID-19 pandemic A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement Emotional intelligence for school leaders Development and validation of an ability measure of emotion understanding: The Core Relational Themes of Emotion (CORE) test Associations between early poverty exposure and adolescent well-being: The role of childhood negative emotionality The role of originality, distancing, and tentative language in effective cognitive reappraisal among adolescents You and me versus the rest of the world: The effects of affiliative motivation and ingroup partner status on social tuning The Meso-Expression Test (MET): A novel assessment of emotion perception Students’ self-regulated learning strategies and science achievement: Exploring the moderating effect of learners’ emotional skills. Are self-compassionate writers more feedback literate? Exploring undergraduates’ perceptions of feedback constructiveness Preventative initiatives to promote psychological adjustment among primary students: Findings of RULER Approach in Spanish public schools. Integrating intelligence, creativity, wisdom: The role of emotions Self-regulation of creativity: Toward measuring strategies of creative action A systematic review of secondary school climate assessments Disparities in mentoring and mental health problems of U.S. college students in science and engineering during the COVID-19 pandemic Individualism and collectivism as predictors of creative potentials and real-life creativity in China and US Taking a nuanced look at adolescent technology use and negative affect: The protective role of preparedness Unpacking the social-emotional health of education support professionals during the COVID-19 pandemic The role of peers’ executive function and classroom quality in preschoolers’ school readiness Supporting transformative SEL implementation through a collaboratory for inclusion Social and emotional learning and early literacy skills: A quasi-experimental study of RULER Mood and creativity in children: Differential impacts on convergent and divergent thinking Moderators of the association between co-rumination and depressive symptoms in emerging adult friendships Five key questions educators ask about SEL Teacher-child racial congruence and young children’s preschool adjustment The effects of perspective taking primes on the social tuning of explicit and implicit views toward gender and race Family context of mindset matters: Students’ perceptions of parent and sibling math mindsets predict their math motivation, behavior, and affect Digital and in-person interpersonal emotion regulation: The role of anxiety, depression, and stress Momentary emotion regulation strategy use and success: Testing the influences of emotion intensity and habitual strategy use. Relationship quality and mental health implications for adolescents during the COVID-19 pandemic: A longitudinal study The role of avoidance in understanding emotional dysfunction associated with a fixed emotion mindset The Cambridge handbook of creativity and emotions Creativity and emotional intelligence: A complementary pairing Emotion traits and creativity Ensuring all children succeed with social-emotional learning. Creativity and emotion: Connecting the dots Creativity and emotions: Introduction A systematic review of student disability and race representation in universal school-based social and emotional learning interventions for elementary school students Gender disparities in remote teaching readiness and mental health problems among university faculty during the COVID-19 pandemic Emotion regulation strategies and mental health symptoms during COVID-19: The mediating role of insomnia Creativity and connection: The impact of inspirED with secondary school students Adolescents suppress emotional expression more with peers compared to parents and less when they feel close to others Gender and creative ability: Mean differences and performance variability Promoting well-being and responsiveness in pre-service teachers using dialectical behavior therapy skills: A mixed methods study Creativity, emotions, and the arts courses: An art center at the center Persistence on challenging tasks mediates the relationship between childhood poverty and mental health problems Emotions ignite and fuel creativity Disparities in school experience for minoritized students during the COVID-19 pandemic Perfectionism profiles among college students: A person-centered approach to motivation, behavior, and emotion Cost of resilience: Childhood poverty, mental health, and chronic physiological stress The satisfaction of basic psychological needs and children’s reading growth in culturally relevant summer reading contexts A world of opportunity: A top-down influence of emotional intelligence-related contextual factors on employee engagement and exhaustion Sibling effects on the development of obesity Conceptual and measurement specificity are key: The case of creativity and emotions Divergent thinking and evaluative skill: A meta-analysis Emotional intelligence in the first five years of life Beyond tolerating ambiguity: How emotionally intelligent people can channel uncertainty into creativity Contribution of children’s reading motivation and prosocial efficacy to reading growth Enhancing school climate through social and emotional learning: Effects of RULER in Mexican secondary schools Sibling absence and body mass index: From adolescence to adulthood Effectiveness of online cognitive behavioral interventions that include mindfulness for clinically-diagnosed anxiety and depressive disorders: A systematic review and meta-analysis A systematic review of emotion regulation assessments in US Schools: Bridging the gap between researchers and educators Imposter syndrome among pre-service educators and the importance of emotion regulation The development of cognitive reappraisal from early childhood through adolescence: A systematic review and methodological recommendations 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 Emotion regulation strategy use and success during adolescence: Assessing the role of context Teachers’ consistency of emotional support moderates the association between young children’s regulation capacities and their preschool adjustment The creativity dare: Attitudes toward creativity and prediction of creative behavior in school Understanding the association between reappraisal use and depressive symptoms during adolescence: The moderating influence of reappraisal success Developmental trends in creative ability: A cross-sectional examination of figural and verbal domains across the school-age years The observation of special education classrooms by school personnel Scaffolding positive creativity in secondary school students Editorial: Creativity and innovation in times of crisis (COVID-19) School Counselor Consultation Effects on Teachers’ Mindfulness, Stress, and Relationships How adolescents develop and implement their ideas? 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 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	Citation 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. https://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 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 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. 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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. 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 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 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 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 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. In Sage Handbook of Research on Classroom Assessment (pp. 347-366). Sage Publications, Inc. https://doi.org/10.4135/9781452218649.n20 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 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 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 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 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). Port Chester, NY: National Professional Resources. https://nprinc.com/creating-emotionally-literate-classrooms/ 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 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 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 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 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 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 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. 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. 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 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 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. 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 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 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 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 Brackett, M. A., & Salovey, P. (2006). 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). Routledge. https://doi.org/10.4324/9781410610515 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 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 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 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 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	Type Journal Article Book, Edited Book Chapter Book Foreword Other Book Book chapter Book Introduction Report/Brief Journal Article Special Issue Introduction Journal Article
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2024	Transformational creativity in education	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	Book Chapter
2024	Giving educators permission to feel	Brackett, M. A. (2024). Giving educators permission to feel. Educational Leadership, 81(6), 34-39.	Journal Article
2024	The continuum of regulatory processes in creativity: Comment on “A systematic framework of creative metacognition” by Lebuda, Izabela & Benedek, Mathias	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	Other
2024	Emotionally intelligent school leadership predicts educator well-being before and during a crisis	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	Journal Article
2024	Emotion regulation through the lens of emotional intelligence	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.	Book Chapter
2024	Teaching emotion regulation in schools	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.	Book Chapter
2024	Emotional Engagement and Caring Relationships: The Assessment of Emotion Regulation Repertoires of Nurses	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	Journal Article
2024	Curious and persistent, but not consistent: Self-regulation traits and creativity	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	Journal Article
2024	Daily positive and negative affect during the COVID-19 pandemic	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	Journal Article
2024	A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement	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	Journal Article
2023	Emotional intelligence for school leaders	Patti, J., & Stern, R. (2023). Emotional intelligence for school leaders. Harvard Education Press. https://hep.gse.harvard.edu/9781682538647/emotional-intelligence-for-school-leaders/	Book
2023	Development and validation of an ability measure of emotion understanding: The Core Relational Themes of Emotion (CORE) test	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	Journal Article
2023	Associations between early poverty exposure and adolescent well-being: The role of childhood negative emotionality	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	Journal Article
2023	The role of originality, distancing, and tentative language in effective cognitive reappraisal among adolescents	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	Journal Article
2023	You and me versus the rest of the world: The effects of affiliative motivation and ingroup partner status on social tuning	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	Journal Article
2023	The Meso-Expression Test (MET): A novel assessment of emotion perception	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	Journal Article
2023	Students’ self-regulated learning strategies and science achievement: Exploring the moderating effect of learners’ emotional skills.	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	Journal Article
2023	Are self-compassionate writers more feedback literate? Exploring undergraduates’ perceptions of feedback constructiveness	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	Journal Article
2023	Preventative initiatives to promote psychological adjustment among primary students: Findings of RULER Approach in Spanish public schools.	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	Journal Article
2023	Integrating intelligence, creativity, wisdom: The role of emotions	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	Book Chapter
2023	Self-regulation of creativity: Toward measuring strategies of creative action	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	Journal Article
2023	A systematic review of secondary school climate assessments	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	Journal Article
2023	Disparities in mentoring and mental health problems of U.S. college students in science and engineering during the COVID-19 pandemic	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	Journal Article