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 CS. Emotion-specific recognition biases and how they relate to emotion-specific recognition accuracy, family and child demographic factors, and social behaviour. Cogn Emot 2024, 1-19. PMID: 39394851, DOI: 10.1080/02699931.2024.2408652.Peer-Reviewed Original ResearchConsidering the “How” of SEL: A framework for the pedagogies of social and emotional learning
Zieher A, Bailey C, Cipriano C, McNaboe T, Smith K, Strambler M. Considering the “How” of SEL: A framework for the pedagogies of social and emotional learning. Social And Emotional Learning Research Practice And Policy 2024, 3: 100030. DOI: 10.1016/j.sel.2024.100030.Peer-Reviewed Original Research
2023
Social and Emotional Learning and Early Literacy Skills: A Quasi-Experimental Study of RULER
Bailey C, Martinez O, DiDomizio E. Social and Emotional Learning and Early Literacy Skills: A Quasi-Experimental Study of RULER. Education Sciences 2023, 13: 397. DOI: 10.3390/educsci13040397.Peer-Reviewed Original ResearchEarly literacy skillsLiteracy skillsEmotional learningChildren’s early literacy skillsYoung children's early literacy skillsEarly Literacy IndicatorsQuasi-experimental studyPedagogical principlesAcademic yearLiteracy indicatorsDistrict staffEmotional skillsSkillsEmotion skillsLearningSystemic approachClassroomEducatorsCommunity-based centersStudentsPreschoolCurrent studyChildrenPreschoolersInverse probability weighting
2022
Teacher-child racial congruence and young children's preschool adjustment
Knox-Lane T, Bailey C, Ponnock A, Denham S. Teacher-child racial congruence and young children's preschool adjustment. Early Childhood Research Quarterly 2022, 63: 249-263. PMID: 37663016, PMCID: PMC10470814, DOI: 10.1016/j.ecresq.2022.12.013.Peer-Reviewed Original ResearchBlack teachersWhite teachersRacial congruencePreschool adjustmentBlack boysBlack girlsClassroom level varianceMulti-level structural equation modelingDirect child assessmentTeachersTeacher reportsChildren's AssessmentClassroomStructural equation modelingWhite boyWhite girlsPreschoolersChild-level covariatesGirlsEquation modelingBoysSchoolsPreschoolGenderMore researchA Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators
Ng Z, Willner C, Mannweiler M, Hoffmann J, Bailey C, Cipriano C. A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators. Educational Psychology Review 2022, 34: 2825-2865. DOI: 10.1007/s10648-022-09691-4.Peer-Reviewed Original ResearchEmotional learning programSchool-based researchEmotion regulation assessmentsEducational researchLearning programUS schoolsPsychometric evidenceAssessment useEducational purposesAssessment developmentExplicit focusSchoolsEquitable reachEducatorsRegulation assessmentQualitative analysisEmotion regulationDisadvantaged groupsLearning databaseGrade 1Methodological rigorDivergent conceptualizationsRigorOperational definitionResearchersThe Development of Cognitive Reappraisal From Early Childhood Through Adolescence: A Systematic Review and Methodological Recommendations
Willner CJ, Hoffmann JD, Bailey CS, Harrison AP, Garcia B, Ng ZJ, Cipriano C, Brackett MA. The Development of Cognitive Reappraisal From Early Childhood Through Adolescence: A Systematic Review and Methodological Recommendations. Frontiers In Psychology 2022, 13: 875964. PMID: 35814075, PMCID: PMC9258621, DOI: 10.3389/fpsyg.2022.875964.Peer-Reviewed Original ResearchCognitive reappraisalEmotion regulation strategiesDevelopmental changesEarly childhoodSample age rangeRegulation strategiesNormative sampleConsiderable developmental changesMethodological recommendationsAdolescenceReappraisalFuture researchQuantitative reviewMethodological differencesChildrenChildhoodQualitative reviewEmpirical papersFuture directionsAge rangeEvidence baseEmotionsAttentionAdolescentsYouthTeachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment
Bailey C, Ondrusek A, Curby T, Denham S. Teachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment. Psychology In The Schools 2022, 59: 1051-1074. PMID: 35573130, PMCID: PMC9098181, DOI: 10.1002/pits.22659.Peer-Reviewed Original ResearchPreschool adjustmentEmotional supportMultilevel structural equation modelingSocial-emotional functioningRegulation capacityStructural equation modelingEmotion regulationCognitive regulationTeacher–child interactionsEquation modelingHead StartAverage levelResponsive interactionChildrenTeacher consistencyTeachersSupportAdjustmentConsistencyFunctioningClassroomModeratesGirlsBoysAssociationEmotional intelligence in the first 5 years of life
1. Denham, S. A., Zinsser K., Bailey, C. S. (2022). Emotional intelligence in the first five years of life. In R. E. Tremblay, M. Boivin, R. D. Peters (Eds.), M. Lewis (Topic Ed.), Encyclopedia on early childhood development (2nd ed.). Centre of Excellence for Early Childhood Development, Université Laval and Université de Montréal, Quebec, Canada. https://www.child-encyclopedia.com/emotions/according-experts/emotional-intelligence-first-five-years-lifeBooksA systematic review of emotion regulation assessments in U.S. schools: Bridging the gap between researchers and educators.
Ng, Z. J., Willner, C. J., Mannweiler, M. D., Hoffmann, J. D., Bailey, C. S., & Cipriano, C. (2022). A systematic review of emotion regulation assessments in U.S. schools: Bridging the gap between researchers and educators. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09691-4Peer-Reviewed Original ResearchSelf-regulation in preschool: Examining its factor structure and associations with pre-academic skills and social-emotional competence.
Korucu, I., Ayturk, E., Finders, J., Schnur, G., Bailey, C. S., Tominey, S. L., & Schmitt, S. (2022). Self-regulation in preschool: Examining its factor structure and associations with pre-academic skills and social-emotional competence. Frontiers in Developmental Psychology, 12, 1–14. https://doi.org/10.3389/fpsyg.2021.717317Peer-Reviewed Original Research
2020
Emotion regulation, pain interference and affective symptoms in children and adolescents with sickle cell disease
Miller M, Balsamo L, Pashankar F, Bailey CS. Emotion regulation, pain interference and affective symptoms in children and adolescents with sickle cell disease. Journal Of Affective Disorders 2020, 282: 829-835. PMID: 33601724, DOI: 10.1016/j.jad.2020.12.068.Peer-Reviewed Original ResearchConceptsEmotion regulation strategiesEmotion Regulation QuestionnaireCognitive Emotion Regulation QuestionnaireMaladaptive emotion regulation strategiesSelf-report measuresSymptoms of depressionRegulation strategiesEmotion regulationYouth self-report measuresPain interferenceParticipants ages 8Symptoms of anxietyExperience of painPsychological functioningOutcomes Measurement Information SystemAge 8Measurement Information SystemAnxietyAffective symptomsYouthDepressionAffective disordersPediatric sickle cell clinicParticipantsMultiple regression modelTeaching Emotion Regulation in Schools: Translating Research Into Practice With the RULER Approach to Social and Emotional Learning
Hoffmann JD, Brackett MA, Bailey CS, Willner CJ. Teaching Emotion Regulation in Schools: Translating Research Into Practice With the RULER Approach to Social and Emotional Learning. Emotion 2020, 20: 105-109. PMID: 31961187, DOI: 10.1037/emo0000649.Peer-Reviewed Original ResearchConceptsOwn skill developmentEmotion regulation skillsEmotion regulationRegulation skillsSchool readinessEmotional intelligenceEmotional learningYoung children’s school readinessWhole-school approachChildren's school readinessSchool approachAcademic achievementDirect instructionRuler approachSkill developmentJob satisfactionEducatorsSchoolsStudentsHealthy developmentLearningSkillsPractical stepsIntelligencePracticeComputerized social-emotional assessment measures for early childhood settings.
Denham, S. A., Bassett, H. H., Zinsser, K. M., Bradburn, I. S., Bailey, C. S., Shewark, E. S. Ferrier, D. E., Liverette, K. H., Steed, J., Karalus, S. P., & Kianpour, S. (2020). Computerized social-emotional assessment measures for early childhood settings. Early Childhood Research Quarterly, 51, 55–66. https://doi.org/10.1016/j.ecresq.2019.07.002Peer-Reviewed Original ResearchComputerized social-emotional assessment measures for early childhood settings
Denham S, Bassett H, Zinsser K, Bradburn I, Bailey C, Shewark E, Ferrier D, Liverette K, Steed J, Karalus S, Kianpour S. Computerized social-emotional assessment measures for early childhood settings. Early Childhood Research Quarterly 2020, 51: 55-66. DOI: 10.1016/j.ecresq.2019.07.002.Peer-Reviewed Original ResearchSocial-emotional competenceChallenging Situations TaskComputerized measuresSchool successComputer competenceEarly childhood educatorsEarly school successEarly childhood settingsDirect assessment toolsIndividual child's needsAffect Knowledge TestPerson modeConcurrent validityAssessment toolSocial-emotional behaviorChildhood educatorsChildhood settingsTailor instructionBehaviors/attitudesComputerized assessment toolTeacher ratingsEmotion knowledgeKnowledge testSensitive assessment toolsSituation tasks
2019
RULER: A Theory-Driven, Systemic Approach to Social, Emotional, and Academic Learning
Brackett M, Bailey C, Hoffmann J, Simmons D. RULER: A Theory-Driven, Systemic Approach to Social, Emotional, and Academic Learning. Educational Psychologist 2019, 54: 144-161. DOI: 10.1080/00461520.2019.1614447.Peer-Reviewed Original ResearchImplementation modelSchool leadersSchoolwide practicesAcademic learningSchool settingsGrade levelEmotional learningTheory of changeResponsible decisionsDistal outcomesFuture directionsTheory-DrivenSocial awarenessSELSystemic practiceKey theoriesEmotionsLearningBroader communityPositive relationshipEvidence-based approachSystemic approachPracticeChildrenCurriculumSocial and emotional skill development in early childhood.
Tominey, S. L., Olsen, S. G., & Bailey, C. S. (2019). Social and emotional skill development in early childhood. In D. Whitebread (Ed.), The SAGE handbook of developmental psychology and early childhood education (pp. 115–132). Thousand Oaks, CA: SAGE Publications.BooksRULER: A theory-driven, systemic approach to social, emotional, and academic learning.
Brackett, M. A., Bailey, C. S., Hoffmann, J. D., & Simmons, D. (2019). RULER: A theory-driven, systemic approach to social, emotional, and academic learning. Educational Psychologist, 54(3), 144–161. https://doi.org/10.1080/00461520.2019.1614447Peer-Reviewed Original ResearchSocial and Emotional Skill Development in Early Childhood
Tominey S, Olsen S, Bailey C. Social and Emotional Skill Development in Early Childhood. 2019, 115-132. DOI: 10.4135/9781526470393.n7.Peer-Reviewed Original Research
2018
An overview of emotional intelligence in early childhood.
Bailey, C. S. & Rivers, S. E. (2018). An overview of emotional intelligence in early childhood. In L. Dacre-Pool & P. Qualter (Eds.), An introduction to emotional intelligence (64–80). Wiley-Blackwell.Books
2016
Emotional and Organizational Supports for Preschoolers’ Emotion Regulation: Relations With School Adjustment
Bailey CS, Denham SA, Curby TW, Bassett HH. Emotional and Organizational Supports for Preschoolers’ Emotion Regulation: Relations With School Adjustment. Emotion 2016, 16: 263-279. PMID: 26479772, DOI: 10.1037/a0039772.Peer-Reviewed Original ResearchConceptsEmotion regulationExecutive controlSchool adjustmentOrganizational supportChildren's emotion regulationChildren's executive controlChildren's school adjustmentObservations of classroomsClassroom processesSupportive classroomsTeacher effectsPreschool teachersTeacher supportClassroom behaviorSupport childrenMultilevel modelsRegulation capacityLower scoresAdjustment componentClassroomTeachersModerate supportChildrenMotivatedEmotions