Publications

Year 2024 2023	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	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. 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). 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 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 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 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 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 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 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 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 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 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. 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 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 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	Type Journal Article Book, Edited Book Chapter Book Foreword Other Book Book chapter Book Introduction
2024	Emotion-specific recognition biases and how they relate to emotion specific recognition accuracy, family and child demographic factors, and social behaviour	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	Journal Article
2024	Affective experiences of U.S. school personnel in the sociopolitical context of 2021: Reflecting on the past to shape the future	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	Journal Article
2024	Crises, creativity, and innovation	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	Book, Edited
2024	Big challenges and new solutions: When students’ (unpleasant) feelings are used for good	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	Book Chapter
2024	Creativity and crisis: From possibilities to making them happen	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	Book Chapter
2024	How crises may relate to creativity and innovation: An introduction	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	Book Chapter
2024	Inside the box: Considering the role of task-appropriateness for creativity	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	Journal Article
2024	Artificial intelligence as a tool for creativity	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	Journal Article
2024	Creativity and affect: A person-centered analysis	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	Journal Article
2024	Do you think you are creative? Patterns of self-perceived creativity in adolescents and young adults.	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	Journal Article
2024	Forward. First Day, Hooray!	Bailey, C. S. (2024). Forward. In J. Sobel, First Day, Hooray! HarperCollins.	Book Foreword
2024	Considering the “how” of SEL: A framework for the pedagogies of social and emotional learning	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	Journal Article
2024	How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics	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	Journal Article
2024	Emotional empowerment in high school life	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	Book Chapter
2024	Emotional intelligence: An impactful yet often overlooked skill that can enhance physician well-being and professional satisfaction	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	Journal Article
2024	Measurement invariance of the children's social desirability scale-short version (CSD-S) across gender, grade level, and race/ethnicity	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	Journal Article
2024	Olfactory training improves emotion matching ability in 6-9 years old children – preliminary evidence	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	Journal Article
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