2021
Enhancing school climate through social and emotional learning: effects of RULER in Mexican secondary schools
Baumsteiger R, Hoffmann J, Castillo-Gualda R, Brackett M. Enhancing school climate through social and emotional learning: effects of RULER in Mexican secondary schools. Learning Environments Research 2021, 25: 465-483. DOI: 10.1007/s10984-021-09374-x.Peer-Reviewed Original ResearchSchool climateEmotional learningSchool satisfactionStudent–adult relationshipsMexican secondary schoolsMexican high schoolStudent voiceTeaching qualitySecondary schoolsStudent relationshipsHigh schoolAdult trainingLearningSchoolsStudentsEvidence-based approachAdult relationshipsTeachersMultiple dimensionsSatisfactionDisciplinesTrainingVoiceClimateImplementation
2019
The Role of Emotional Regulation Ability, Personality, and Burnout Among Spanish Teachers
Castillo-Gualda R, Herrero M, Rodríguez-Carvajal R, Brackett M, Fernández-Berrocal P. The Role of Emotional Regulation Ability, Personality, and Burnout Among Spanish Teachers. International Journal Of Stress Management 2019, 26: 146-158. DOI: 10.1037/str0000098.Peer-Reviewed Original ResearchEmotional regulation abilityRegulation abilityCaruso Emotional Intelligence TestIntervention programsEmotional Intelligence TestBig Five personality traitsEffects of personalityMaslach Burnout InventoryMaslach Burnout Inventory-Educators SurveyBig Five InventoryMayer-SaloveyEmotional abilitiesIntelligence testsPersonal accomplishmentEmotional managementBurnout InventoryPersonality traitsPositive dimensionBurnoutPersonalityPublic school teachersIntervention studiesInventorySchool teachersTeachers
2018
A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence
Cipriano C, Barnes T, Pieloch K, Rivers S, Brackett M. A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence. Learning Environments Research 2018, 22: 209-228. DOI: 10.1007/s10984-018-9274-0.Peer-Reviewed Original ResearchTeachers’ perceptionsClassroom supportEcological systems theoryStudents' perceptionsBronfenbrenner’s ecological systems theoryExperiences of teachersImproved student outcomesSupportive classroom environmentSchool-level characteristicsClassroom processesStudent outcomesClassroom environmentImpact studentsSchool levelSame classroomPerceptions of supportSame schoolSchool variabilityTeachersStudentsGrade 5ClassroomSchoolsEducational interventionEarly adolescenceSupporting Improvements in Classroom Climate for Students and Teachers With the Four Pillars of Wellbeing Curriculum
Bradley C, Cordaro D, Zhu F, Vildostegui M, Han R, Brackett M, Jones J. Supporting Improvements in Classroom Climate for Students and Teachers With the Four Pillars of Wellbeing Curriculum. Translational Issues In Psychological Science 2018, 4: 245-264. DOI: 10.1037/tps0000162.Peer-Reviewed Original ResearchWhole-school approachEffective learning environmentSelf-reported emotionsPositive psychological outcomesSelf-reported moodLow arousal positive statesClassroom climateLearning environmentSchool yearEmotion regulationStudents' moodPrivate schoolsPreparatory schoolsFeeling of contentmentPsychological outcomesTeachersEmotional climatePosttest methodologyPositive stateProgram practicesSchoolsStudentsIntervention researchCurriculumMoodValidating the Emotion-Focused Interactions Scale for teacher–student interactions
Cipriano C, Barnes T, Kolev L, Rivers S, Brackett M. Validating the Emotion-Focused Interactions Scale for teacher–student interactions. Learning Environments Research 2018, 22: 1-12. DOI: 10.1007/s10984-018-9264-2.Peer-Reviewed Original ResearchTeacher-student interactionClassroom environmentInteraction ScaleOne-factor measureConfirmatory factor analysisAdequate internal consistencyStrong positive loadingsFactor analysisTeachersGood psychometric propertiesPsychometric propertiesStudentsInternal consistencyConcurrent validityAffective expressionNumerous measuresSelf-report measuresNeed
2013
The influence of teacher emotion on grading practices: a preliminary look at the evaluation of student writing
Brackett M, Floman J, Ashton-James C, Cherkasskiy L, Salovey P. The influence of teacher emotion on grading practices: a preliminary look at the evaluation of student writing. Teachers And Teaching 2013, 19: 634-646. DOI: 10.1080/13540602.2013.827453.Peer-Reviewed Original ResearchTeacher emotionsStudent workTeacher emotion researchGrade teachersTeacher cognitionTeaching professionStudent writingGrading decisionsGrade assignmentTeachersStudentsProfessional evaluationCentral aspectEmpirical contributionsSignificant wayPracticeImportant elementResearchEmotionsPreliminary lookInitial evidenceNegative emotionsProfessionWritingEmotion research
2012
The Interaction Effects of Program Training, Dosage, and Implementation Quality on Targeted Student Outcomes for The RULER Approach to Social and Emotional Learning
Reyes M, Brackett M, Rivers S, Elbertson N, Salovey P. 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 2012, 41: 82-99. DOI: 10.1080/02796015.2012.12087377.Peer-Reviewed Original ResearchEmotional learning programStudent outcomesLearning programRuler approachImplementation qualityMore lessonsMore trainingInteraction of trainingOverall teachingEmotional learningEmotional competenciesImplementation variablesProgram trainingTeachersStudentsProgram implementersTrainingPositive outcomesImplementersLessonsProgramTeachingCompetenciesLearningOutcomes
2011
Assessing Teachers’ Beliefs About Social and Emotional Learning
Brackett M, Reyes M, Rivers S, Elbertson N, Salovey P. Assessing Teachers’ Beliefs About Social and Emotional Learning. Journal Of Psychoeducational Assessment 2011, 30: 219-236. DOI: 10.1177/0734282911424879.Peer-Reviewed Original ResearchTeachers’ beliefsEmotional learning programSubsample of teachersSchool cultureSEL programmingTeacher variablesSEL programsSchool administratorsLearning programSchool readinessEmotional learningImplementation fidelityTeachersPrimary implementersProgram outcomesProgram deliveryConfirmatory factor analysisSELSurvey itemsReliable scaleBeliefsPractitioner perspectivesTwo-phase studyFactor analysisParsimonious measure
2010
Emotion‐regulation ability, burnout, and job satisfaction among British secondary‐school teachers
Brackett M, Palomera R, Mojsa‐Kaja J, Reyes M, Salovey P. Emotion‐regulation ability, burnout, and job satisfaction among British secondary‐school teachers. Psychology In The Schools 2010, 47: 406-417. DOI: 10.1002/pits.20478.Peer-Reviewed Original ResearchEmotion regulation abilitiesJob satisfactionPositive affectPersonal accomplishmentCaruso Emotional Intelligence TestEmotional Intelligence TestEffects of affectComponents of burnoutMayer-SaloveyEmotion regulationPrincipal supportIntelligence testsPath modelAffectBurnoutSecondary school teachersSatisfactionAccomplishmentSupportTeacher effectivenessRelationshipAttentionTeachersAbilityResearchers