On the public citation graph

Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children

https://doi.org/10.1111/cdev.12739
0 signed · 898 inferred · view as graph

Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.

Is this your work? Sign in with ORCID and put your name on the claims that are yours.
Claim with ORCID
Reference health. See whether every reference in this work resolves to a known work and none has been retracted — and get a dated CiteStamped badge you can embed.
See reference health

What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1002/crq.188openalex-snapshot
Conflict resolution education and antisocial behavior in U.S. schools: A meta‐analysis
inferredcites →https://doi.org/10.1002/pits.21641openalex-snapshot
Effectiveness of school‐based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment?
inferredcites →https://doi.org/10.1007/s10464-008-9174-zopenalex-snapshot
Bridging the Gap Between Prevention Research and Practice: The Interactive Systems Framework for Dissemination and Implementation
inferredcites →https://doi.org/10.1016/j.amepre.2007.04.011openalex-snapshot
School-Based Interventions for Aggressive and Disruptive Behavior
inferredcites →https://doi.org/10.1016/j.avb.2014.04.013openalex-snapshot
School-based cognitive-behavioral interventions in the treatment of aggression in the United States: A meta-analysis
inferredcites →https://doi.org/10.1016/s0022-4405(01)00059-0openalex-snapshot
School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students
inferredcites →https://doi.org/10.1016/s0306-4603(00)00130-1openalex-snapshot
Approaches to substance use prevention utilizing school curriculum plus social environment change
inferredcites →https://doi.org/10.1017/bca.2015.55openalex-snapshot
The Economic Value of Social and Emotional Learning
inferredcites →https://doi.org/10.1017/s0954579412000089openalex-snapshot
Are affluent youth truly “at risk”? Vulnerability and resilience across three diverse samples
inferredcites →https://doi.org/10.1023/a:1021314704811openalex-snapshot
School-Based Adolescent Drug Prevention Programs: 1998 Meta-Analysis
inferredcites →https://doi.org/10.1037/0003-066x.58.6-7.466openalex-snapshot
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning.
inferredcites →https://doi.org/10.1037/1045-3830.23.4.474openalex-snapshot
Social competence, social support, and academic achievement in minority, low-income, urban elementary school children.
inferredcites →https://doi.org/10.1037/a0014395openalex-snapshot
The ecological effects of universal and selective violence prevention programs for middle school students: A randomized trial.
inferredcites →https://doi.org/10.1037/a0017768openalex-snapshot
SOCIAL: An integrative framework for the development of social skills.
inferredcites →https://doi.org/10.1037/a0020149openalex-snapshot
Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation.
inferredcites →https://doi.org/10.1037/e300782005-001openalex-snapshot
Successful Program Implementation: Lessons from Blueprints
inferredcites →https://doi.org/10.1073/pnas.1010076108openalex-snapshot
A gradient of childhood self-control predicts health, wealth, and public safety
inferredcites →https://doi.org/10.1080/02796015.2011.12087715openalex-snapshot
A Meta-Analysis of Classroom-Wide Interventions to Build Social Skills: Do They Work?
inferredcites →https://doi.org/10.1080/10409289.2010.505259openalex-snapshot
Children's Effortful Control and Academic Achievement: Mediation Through Social Functioning
inferredcites →https://doi.org/10.1080/15374416.2016.1197834openalex-snapshot
Promoting Children’s and Adolescents’ Social and Emotional Development: District Adaptations of a Theory of Action
inferredcites →https://doi.org/10.1080/15388220.2011.602599openalex-snapshot
Understanding How Programs Work to Prevent Overt Aggressive Behaviors: A Meta-analysis of Mediators of Elementary School–Based Programs
inferredcites →https://doi.org/10.1080/1754730x.2008.9715730openalex-snapshot
Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework
inferredcites →https://doi.org/10.1086/504455openalex-snapshot
The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior
inferredcites →https://doi.org/10.1111/1467-8624.00164openalex-snapshot
The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work
inferredcites →https://doi.org/10.1111/cdev.12864openalex-snapshot
Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects
inferredcites →https://doi.org/10.1111/j.1467-8624.2009.01365.xopenalex-snapshot
Social Information Processing, Moral Reasoning, and Emotion Attributions: Relations With Adolescents’ Reactive and Proactive Aggression
inferredcites →https://doi.org/10.1111/j.1467-8624.2010.01564.xopenalex-snapshot
The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions
inferredcites →https://doi.org/10.1111/j.1467-9507.2009.00543.xopenalex-snapshot
Emotion Knowledge, Social Competence, and Behavior Problems in Childhood and Adolescence: A Meta-analytic Review
inferredcites →https://doi.org/10.1136/tc.9.1.33openalex-snapshot
Competence skills help deter smoking among inner city adolescents
inferredcites →https://doi.org/10.2105/ajph.2015.302630openalex-snapshot
Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness
inferredcites →https://doi.org/10.3102/0034654313483907openalex-snapshot
A Review of School Climate Research
inferredcites →https://doi.org/10.3102/0034654315626799openalex-snapshot
A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes
inferredcites →https://doi.org/10.5993/ajhb.28.s1.4openalex-snapshot
Violence Prevention Among African American Adolescent Males

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

inferred← citeshttps://doi.org/10.2139/ssrn.4632240openalex-extracted
Mindfulness-Based SEL Program: The Strengths and Limitations in Vietnamese School-Based Mindfulness Practice
inferred← citeshttps://doi.org/10.1002/9781118482650.ch59openalex-snapshot
Evidence‐Based Programs in Europe against Bullying and Cyberbullying
inferred← citeshttps://doi.org/10.1002/9781394260157.refsopenalex-snapshot
References
inferred← citeshttps://doi.org/10.1002/9781394335411.ch7openalex-snapshot
Cultivating Emotional Intelligence
inferred← citeshttps://doi.org/10.1002/ab.70051openalex-snapshot
From Psychological Maltreatment to Cyberbullying Victimization: Submissive Behavior as a Mediator and Social‐Emotional Competence as a Moderator
inferred← citeshttps://doi.org/10.1002/ajcp.12397openalex-snapshot
An Examination of the Role of Mentees’ Social Skills and Relationship Quality in a School‐Based Mentoring Program
inferred← citeshttps://doi.org/10.1002/ajcp.12794openalex-snapshot
Family closeness and bullying perpetration: The roles of associating with antisocial peers, bullying victimization, exposure to community violence, and gender differences among African American adolescents
inferred← citeshttps://doi.org/10.1002/berj.3724openalex-snapshot
Social inequalities in early childhood competences, and the relative role of social and emotional versus cognitive skills in predicting adult outcomes
inferred← citeshttps://doi.org/10.1002/dev.22042openalex-snapshot
Serotonergic sensitivity alleles moderate relations between attachment security at age three and socioemotional competence at age five
inferred← citeshttps://doi.org/10.1002/dev.70044openalex-snapshot
Maternal Emotion Regulation and Parenting: A Physiological Perspective
inferred← citeshttps://doi.org/10.1002/icd.2086openalex-snapshot
Does TV viewing during toddlerhood predict social difficulties and conduct problems?
inferred← citeshttps://doi.org/10.1002/ijop.12615openalex-snapshot
Adaptation and implementation of the German social–emotional learning programme Papilio in Finland: A pilot study
inferred← citeshttps://doi.org/10.1002/jad.70040openalex-snapshot
Positive Youth Development and Prosocial Behavior: A Systematic Review and Multilevel Meta‐Analysis
inferred← citeshttps://doi.org/10.1002/jcop.22138openalex-snapshot
Protecting youth from gang membership: Individual and school‐level emotional competence
inferred← citeshttps://doi.org/10.1002/pbc.29494openalex-snapshot
Adverse childhood experiences in children and adolescents with sickle cell disease: A retrospective cohort study
inferred← citeshttps://doi.org/10.1002/pits.22118openalex-snapshot
How does gender relate to social skills? Exploring differences in social skills mindsets, academics, and behaviors among high‐school freshmen students
inferred← citeshttps://doi.org/10.1002/pits.22307openalex-snapshot
Do universal social and emotional learning programs for secondary school students enhance the competencies they address? A systematic review
inferred← citeshttps://doi.org/10.1002/pits.22388openalex-snapshot
Social‐emotional competence trajectories from a school‐based child trauma symptom intervention in a disadvantaged community
inferred← citeshttps://doi.org/10.1002/pits.23098openalex-snapshot
School counselors' experiences of promoting elementary school students' health literacy during and after the COVID‐19 pandemic
inferred← citeshttps://doi.org/10.1002/pits.23183openalex-snapshot
Embedding social emotional learning from the bottom up in multi‐tiered services and supports frameworks
inferred← citeshttps://doi.org/10.1002/pits.70176openalex-snapshot
Thriving in School‐Age Youth: A Latent Profile Analysis of Social‐Emotional Adjustment, Prosocial Behavior, and Academic Competence
inferred← citeshttps://doi.org/10.1002/rev3.70019openalex-snapshot
A systematic review of delivery modes in school‐based adolescent social–emotional learning programs—Current perspectives and future directions
inferred← citeshttps://doi.org/10.1002/rev3.70230openalex-snapshot
Effects of PROMEHS curriculum: Teachers' perceptions on social and emotional competencies, resilience and behaviour changes in children and adolescents
inferred← citeshttps://doi.org/10.1007/978-3-030-12811-1_2openalex-snapshot
The Fourth R: Teaching Healthy Relationship Skills to Reduce Youth Risk Behaviors
inferred← citeshttps://doi.org/10.1007/978-3-030-12852-4_59-1openalex-snapshot
Mental Health in Schools
inferred← citeshttps://doi.org/10.1007/978-3-030-23455-3_10openalex-snapshot
Promoting Children’s and Young People’s Mental Health in Schools
inferred← citeshttps://doi.org/10.1007/978-3-030-25513-8_9openalex-snapshot
How Does Mindfulness Work in Schools? An Integrative Model of the Outcomes and the Mechanisms of Change of Mindfulness-Based Interventions in the Classroom
inferred← citeshttps://doi.org/10.1007/978-3-030-44689-5_24openalex-snapshot
Cyclon Language First Grade App: Technological Platform to Support the Construction of Citizen and Democratic Culture of Science, Technology and Innovation in Children and Youth Groups
inferred← citeshttps://doi.org/10.1007/978-3-030-44939-1_11openalex-snapshot
Critical Culturally Relevant Synergism in Higher Education: Equitable Educational Experiences Through Neuroscientific Curricula
inferred← citeshttps://doi.org/10.1007/978-3-030-68201-9_53openalex-snapshot
Career Strategies Approach for the Digitalised World Requirements
inferred← citeshttps://doi.org/10.1007/978-3-030-69587-3_9openalex-snapshot
Welfare Considerations for Horses in Therapy and Education Services
inferred← citeshttps://doi.org/10.1007/978-3-030-81965-1_10openalex-snapshot
Promoting Prosocial Behavior in Young Children: Older Adults as Role Models
inferred← citeshttps://doi.org/10.1007/978-3-030-91421-9_13openalex-snapshot
Building Emotionally Stable, Inclusive, and Healthy Communities with ICT: From State of the Art to PSsmile App
inferred← citeshttps://doi.org/10.1007/978-3-031-28813-5_3openalex-snapshot
Parents as Active Agents in Building Emotionally Stable, and Healthy Communities: Testing PSsmile App
inferred← citeshttps://doi.org/10.1007/978-3-031-54585-6_2openalex-snapshot
Explainable Multilayer Perceptron Classification Model for Detecting the Internalized Shame-Based on Childhood Trauma, Social-Emotional Competence, Cognitive Flexibility, Distress Tolerance, Alexithymia, and Age
inferred← citeshttps://doi.org/10.1007/978-3-031-94298-3_3openalex-snapshot
Navigating the Challenges of Reliability and Validity in Self-Assessment for Greek as a Second Language
inferred← citeshttps://doi.org/10.1007/978-3-032-02333-9_3openalex-snapshot
Social and Emotional Learning and Teacher Candidate Mentoring
inferred← citeshttps://doi.org/10.1007/978-3-032-10525-7_7openalex-snapshot
Challenges and Opportunities for Enhancing Wellbeing in Croatian Kindergartens and Schools
inferred← citeshttps://doi.org/10.1007/978-3-319-59123-0_12openalex-snapshot
Universal Mental Health Promotion and Prevention Programs for Students
inferred← citeshttps://doi.org/10.1007/978-3-319-89842-1_23openalex-snapshot
Youth in High-Achieving Schools: Challenges to Mental Health and Directions for Evidence-Based Interventions
inferred← citeshttps://doi.org/10.1007/978-3-319-90065-0_9openalex-snapshot
Person-Centered Schools
inferred← citeshttps://doi.org/10.1007/978-3-658-27327-9_7openalex-snapshot
Von der Angst vorm Scheitern und der Leidenschaft fürs Gründen
inferred← citeshttps://doi.org/10.1007/978-3-662-66550-3_1openalex-snapshot
Einleitung
inferred← citeshttps://doi.org/10.1007/978-981-10-0753-8_40-1openalex-snapshot
Mental Health in Schools
inferred← citeshttps://doi.org/10.1007/978-981-10-2348-4_40openalex-snapshot
Mental Health in Schools
inferred← citeshttps://doi.org/10.1007/978-981-92-0042-9_10openalex-snapshot
Technology for Emotions: A Review of Tools for Enabling Children to Self-report Their Emotions in Learning
inferred← citeshttps://doi.org/10.1007/978-981-92-0438-0_1openalex-snapshot
Unlocking Social and Emotional Learning Across Cultures: Research Insights and Practical Essentials
inferred← citeshttps://doi.org/10.1007/978-981-92-0438-0_3openalex-snapshot
Social and Emotional Learning in Romania: Educational Policies, Research and Best Practices
inferred← citeshttps://doi.org/10.1007/978-981-95-8712-4_11openalex-snapshot
Impact of ADHD on Sexuality
inferred← citeshttps://doi.org/10.1007/978-981-96-5202-0_5openalex-snapshot
Teacher Emotion and Emotion Regulation as Antecedents of Teacher Efficacy Among In-service Teachers in Hong Kong
inferred← citeshttps://doi.org/10.1007/978-981-96-5455-0_2openalex-snapshot
Playful Learning Landscapes in the United States: Encouraging Intellectual and Social Risk in Everyday Spaces
inferred← citeshttps://doi.org/10.1007/s00787-025-02710-zopenalex-snapshot
Universal school-based intervention: personal competence among public school children
inferred← citeshttps://doi.org/10.1007/s10212-025-01007-8openalex-snapshot
Does school climate affect students’ social and emotional skills? The importance of relationships
inferred← citeshttps://doi.org/10.1007/s10560-021-00773-wopenalex-snapshot
Social-Emotional Learning Interventions in Youth Sport: What Matters in Design?
inferred← citeshttps://doi.org/10.1007/s10560-021-00777-6openalex-snapshot
Social Work and Youth Sport
inferred← citeshttps://doi.org/10.1007/s10560-026-01140-3openalex-snapshot
Social and Emotional Competencies as Gender-specific Moderators of the Co-occurrence of Bullying Victimization and Perpetration: Evidence from Chinese Youth
inferred← citeshttps://doi.org/10.1007/s10566-025-09913-0openalex-snapshot
Understanding Temper Tantrums in Early Childhood: The Role of Center-Based Childcare Quantity in Tantrum Frequency and Duration
inferred← citeshttps://doi.org/10.1007/s10566-026-09972-xopenalex-snapshot
School Attendance Problems and Their Relationship with Social Problems and Skills: A Systematic Review and Meta-Analysis
inferred← citeshttps://doi.org/10.1007/s10578-022-01356-1openalex-snapshot
Interpersonal Competence: A Mediator Between ODD Problems and Parent-Child Relationship Discord
inferred← citeshttps://doi.org/10.1007/s10578-026-02078-4openalex-snapshot
Self-Assessment of Social-Emotional Skills in Primary Students: Psychometric Evaluation of the Digital Screening Instrument GraSEF
inferred← citeshttps://doi.org/10.1007/s10643-020-01103-yopenalex-snapshot
An Ecobehavioral Analysis of Social Behavior Across Learning Contexts in Kindergarten
inferred← citeshttps://doi.org/10.1007/s10643-021-01193-2openalex-snapshot
Missing Early Education and Care During the Pandemic: The Socio-Emotional Impact of the COVID-19 Crisis on Young Children
inferred← citeshttps://doi.org/10.1007/s10643-021-01297-9openalex-snapshot
Engagement in Early Childhood: Considering Conceptual Clutter and Existing Measures
inferred← citeshttps://doi.org/10.1007/s10643-022-01408-0openalex-snapshot
Co-Viewing Mass Media to Support Children and Parents’ Emotional ABCs: An Evaluation of Ahlan Simsim
inferred← citeshttps://doi.org/10.1007/s10643-023-01599-0openalex-snapshot
Culturally Responsive Social Emotional Learning: Perspectives of Early Childhood Teachers
inferred← citeshttps://doi.org/10.1007/s10643-024-01758-xopenalex-snapshot
Exploring the Impact of Preservice Teachers’ Knowledge and Attitudes Toward Social and Emotional Learning (SEL) through Children’s Literature
inferred← citeshttps://doi.org/10.1007/s10643-024-01834-2openalex-snapshot
The Longitudinal Association of Family Stress with Child Adjustment: Mother–Child and Father–Child Conflict as Simultaneous Mediators
inferred← citeshttps://doi.org/10.1007/s10643-026-02277-7openalex-snapshot
Early Childhood Educators’ Reported Social-Emotional Learning Practices in Portuguese Preschool Education: The Role of Beliefs and Training
inferred← citeshttps://doi.org/10.1007/s10643-026-02281-xopenalex-snapshot
Parental Emotion Coaching and Internalizing Problems among Chinese Young Children: A Moderated Mediation Model
inferred← citeshttps://doi.org/10.1007/s10648-022-09680-7openalex-snapshot
Classroom-Wide School Interventions for Preschoolers’ Social-Emotional Learning: A Systematic Review of Evidence-Based Programs
inferred← citeshttps://doi.org/10.1007/s10648-024-09884-zopenalex-snapshot
The Value of Pretend Play for Social Competence in Early Childhood: A Meta-analysis
inferred← citeshttps://doi.org/10.1007/s10648-024-09951-5openalex-snapshot
Teachers’ Attitudes Toward Bullying and Intervention Responses: A Systematic and Meta-analytic Review
inferred← citeshttps://doi.org/10.1007/s10648-026-10123-wopenalex-snapshot
A Systematic Review on Learning-Related Emotion Regulation: Academic Emotions and their Regulation
inferred← citeshttps://doi.org/10.1007/s10826-019-01634-yopenalex-snapshot
Cross-Cultural Validity of the Emotion Matching Task
inferred← citeshttps://doi.org/10.1007/s10896-026-01053-wopenalex-snapshot
The Association of Prenatal Exposure to Intimate Partner Violence with Children’s Socioemotional Competence at Five Years Postpartum
inferred← citeshttps://doi.org/10.1007/s10964-018-0897-3openalex-snapshot
Differential Effectiveness of a Middle School Social and Emotional Learning Program: Does Setting Matter?
inferred← citeshttps://doi.org/10.1007/s10964-020-01302-1openalex-snapshot
The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs
inferred← citeshttps://doi.org/10.1007/s10964-022-01596-3openalex-snapshot
Promoting Social and Emotional Learning in Middle School: Intervention Effects of Facing History and Ourselves
inferred← citeshttps://doi.org/10.1007/s10964-023-01840-4openalex-snapshot
Can an Universal School-Based Social Emotional Learning Program Reduce Adolescents’ Social Withdrawal and Social Anxiety?
inferred← citeshttps://doi.org/10.1007/s10964-023-01871-xopenalex-snapshot
Promoting Peer Connectedness Through Social-Emotional Learning: Evaluating the Intervention Effect Mechanisms and Implementation Factors of a Social-Emotional Learning Programme for 9 to 12-Year-Olds
inferred← citeshttps://doi.org/10.1007/s10964-025-02188-7openalex-snapshot
Effectiveness of an Upper Middle School Social and Emotional Learning Program in Portugal: A Large-Scale Dissemination
inferred← citeshttps://doi.org/10.1007/s11031-021-09922-1openalex-snapshot
Social emotional ability development (SEAD): An integrated model of practical emotion-based competencies
inferred← citeshttps://doi.org/10.1007/s11121-019-01012-6openalex-snapshot
Lions Quest Skills for Adolescence Program as a School Intervention to Prevent Substance Use—a Pilot Study Across Three South East European Countries
inferred← citeshttps://doi.org/10.1007/s11121-023-01552-yopenalex-snapshot
Universal School-Based Social and Emotional Learning (SEL) for Diverse Student Subgroups: Implications for Enhancing Equity Through SEL
inferred← citeshttps://doi.org/10.1007/s11121-026-01979-zopenalex-snapshot
Twenty Years in the Making: Government, University, and Community Partnership to Advance School Mental Health
inferred← citeshttps://doi.org/10.1007/s11218-021-09624-zopenalex-snapshot
Associations of social and emotional competencies, academic efficacy beliefs, and emotional distress among students in lower secondary school
inferred← citeshttps://doi.org/10.1007/s11218-022-09691-wopenalex-snapshot
Social-emotional need satisfaction, prosocial motivation, and students’ positive behavioral and well-being outcomes
inferred← citeshttps://doi.org/10.1007/s11218-023-09841-8openalex-snapshot
Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school students
inferred← citeshttps://doi.org/10.1007/s11218-023-09852-5openalex-snapshot
Adolescent well being: Relative contributions of social emotional learning and microsystem supports
inferred← citeshttps://doi.org/10.1007/s11218-026-10255-5openalex-snapshot
Emotional intelligence training programs for teachers: a systematic review
inferred← citeshttps://doi.org/10.1007/s11482-020-09848-9openalex-snapshot
Perceptions of Adolescents, Teachers and Parents of Life Skills Education and Life Skills in High School Students in Hong Kong
inferred← citeshttps://doi.org/10.1007/s11482-026-10590-xopenalex-snapshot
The Longitudinal Dynamic Relationship Between Social-Emotional Skills and Mental Health: An Empirical Study Based on Network Analysis
inferred← citeshttps://doi.org/10.1007/s11618-024-01231-wopenalex-snapshot
Lehrpersonen- und Elternurteile über sozial-emotionale Kompetenzen von Kindern mit Verhaltensauffälligkeiten
inferred← citeshttps://doi.org/10.1007/s12144-020-01076-6openalex-snapshot
Adolescents’ perceptions of contextual factors: Links with intrinsic motivation and academic achievement
inferred← citeshttps://doi.org/10.1007/s12144-021-01472-6openalex-snapshot
Differential psychological needs fulfillment mediate positive emotions and distinctive positive outcomes among Chinese adolescents
inferred← citeshttps://doi.org/10.1007/s12144-022-02825-5openalex-snapshot
Mindfulness and emotional experience in daily life among elementary school students: The role of mind-wandering
inferred← citeshttps://doi.org/10.1007/s12144-024-06173-4openalex-snapshot
The association between family functioning and interpersonal adaptation in Chinese college students: a moderated mediation model
inferred← citeshttps://doi.org/10.1007/s12144-024-06307-8openalex-snapshot
Interoception and social-emotional competence among adolescents: the role of emotion regulation
inferred← citeshttps://doi.org/10.1007/s12144-025-08015-3openalex-snapshot
The effect of artificial intelligence applications GymBuddy & Elomia on the mental health and physical activities of teachers and learners exposed to e-learning platforms
inferred← citeshttps://doi.org/10.1007/s12144-025-08374-xopenalex-snapshot
The impact of the PAUMS SEL program on social anxiety and withdrawal in adolescents: a promotion or a prevention effect?
inferred← citeshttps://doi.org/10.1007/s12187-018-9609-5openalex-snapshot
The Mediational Role of Parenting in the Relationship between Family Poverty and Social-Emotional Competence in Chinese Adolescents
inferred← citeshttps://doi.org/10.1007/s12187-019-9619-yopenalex-snapshot
Adolescents’ Personality Traits and Positive Psychological Orientations: Relations with Emotional Distress and Life Satisfaction Mediated by School Connectedness
inferred← citeshttps://doi.org/10.1007/s12187-023-10074-6openalex-snapshot
Differences and Similarities in Youth Social-emotional Competence Measurement Between North American and East Asian Countries: Exploratory Graph Analysis using the OECD Survey on Social and Emotional Skills Data
inferred← citeshttps://doi.org/10.1007/s12187-025-10277-zopenalex-snapshot
Do School and Family Well-being Mediate the relationship between Social and Emotional Learning and Subjective Happiness?
inferred← citeshttps://doi.org/10.1007/s12310-021-09463-5openalex-snapshot
Effects of Dialectical Behavioral Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) Program of Rural Ninth-Grade Students
inferred← citeshttps://doi.org/10.1007/s12310-025-09781-yopenalex-snapshot
Mapping the Terrain of Social-Emotional Learning: A Bibliometric Study on its Past, Present, and Future
inferred← citeshttps://doi.org/10.1007/s12310-025-09799-2openalex-snapshot
Examining Implementation of an Integrated Framework to Promote Positive Behavioral Interventions and Supports, School Mental Health, and Family-School Collaboration
inferred← citeshttps://doi.org/10.1007/s12310-025-09828-0openalex-snapshot
A Bibliometric Landscape of Social-Emotional Learning Publications over the Past Decades
inferred← citeshttps://doi.org/10.1007/s12310-025-09832-4openalex-snapshot
Promoting Positive Social and Mental Health Outcomes: Technology-Supported Cooperative Learning vs. Curriculum-Based SEL
inferred← citeshttps://doi.org/10.1007/s12671-020-01460-0openalex-snapshot
Impact of MindUP Among Young Children: Improvements in Behavioral Problems, Adaptive Skills, and Executive Functioning
inferred← citeshttps://doi.org/10.1007/s12671-025-02610-yopenalex-snapshot
Mindfulness Training within a Mentoring Program for Adolescents Facing Adversity: Mixed Methods Investigation of Adaptation, Fidelity, and Acceptability
inferred← citeshttps://doi.org/10.1007/s13158-025-00444-2openalex-snapshot
Parental Psychological Distress and Children’s Social Emotional Adjustment: Mindful Parenting and Children’s Gratitude as Mediators
inferred← citeshttps://doi.org/10.1007/s13384-021-00455-7openalex-snapshot
Educator perspectives on teaching students from traumatic backgrounds and the potential for reflective circles
inferred← citeshttps://doi.org/10.1007/s13384-026-01009-5openalex-snapshot
Social and emotional learning programs in Australian primary schools: a systematic review
inferred← citeshttps://doi.org/10.1007/s40653-023-00583-5openalex-snapshot
Mixed Methods Illustration of Teachers’ Trauma-Informed Attitudes and Practice
inferred← citeshttps://doi.org/10.1007/s40688-019-00232-5openalex-snapshot
Children’s Social and Emotional Functioning and Academic Success in Preschool: the Role of Internalizing Problems and Adaptive Skills
inferred← citeshttps://doi.org/10.1007/s40688-023-00474-4openalex-snapshot
Developing and Testing a Measure of “Multiform Dosage” to Support the Implementation of School-based SEL Interventions
inferred← citeshttps://doi.org/10.1007/s40688-025-00561-8openalex-snapshot
Preliminary Evaluation of a Dialectical Behavior Therapy-Based Skills Training Class for High School Students
inferred← citeshttps://doi.org/10.1007/s40841-022-00261-4openalex-snapshot
Strengthening Socio-Emotional Learning in Aotearoa New Zealand: Teacher and Whānau Understandings of Wellbeing
inferred← citeshttps://doi.org/10.1007/s40894-025-00259-1openalex-snapshot
Effectiveness of Dialectical Behavior Therapy Skills Groups as a Universal School-Based Social Emotional Learning Program for Adolescents: A Systematic Review and Meta-Analysis
inferred← citeshttps://doi.org/10.1007/s42380-019-00019-5openalex-snapshot
Rethinking School-Based Bullying Prevention Through the Lens of Social and Emotional Learning: a Bioecological Perspective
inferred← citeshttps://doi.org/10.1007/s42448-026-00262-6openalex-snapshot
School-Based Abuse Prevention Education Programs for Preschool-Aged Children: a Scoping Review
inferred← citeshttps://doi.org/10.1007/s42761-021-00054-wopenalex-snapshot
Adversity and Emotional Functioning
inferred← citeshttps://doi.org/10.1007/s43477-025-00163-9openalex-snapshot
The Support System Matters: Facilitator Fidelity to Planned Pre-Intervention Training for Teachers
inferred← citeshttps://doi.org/10.1007/s43477-026-00235-4openalex-snapshot
A Systematic Review and Narrative Synthesis of Barriers and Facilitators for the Implementation of School-based Substance Misuse Prevention Programmes
inferred← citeshttps://doi.org/10.1007/s43494-024-00148-7openalex-snapshot
Interventions Promoting Early Social-Emotional Development
inferred← citeshttps://doi.org/10.1007/s44192-024-00101-5openalex-snapshot
Psychological difficulties and the needs for psychological services for high school students
inferred← citeshttps://doi.org/10.1007/s44192-025-00173-xopenalex-snapshot
Relations between a social emotional learning (SEL) program and changes in resilience, self-esteem, and psychological flourishing in a youth sample
inferred← citeshttps://doi.org/10.1007/s44217-025-00796-wopenalex-snapshot
Socio-emotional learning and competencies in 21st-century education: a systematic review of teacher and student perspectives
inferred← citeshttps://doi.org/10.1007/s44436-025-00011-5openalex-snapshot
Effects of a 5-week play-based physical training on social–emotional competence in Chinese preschool children
inferred← citeshttps://doi.org/10.1016/b978-0-12-813413-9.00019-xopenalex-snapshot
Creating Caring Classroom and School Communities: Lessons Learned From Social and Emotional Learning Programs and Practices
inferred← citeshttps://doi.org/10.1016/b978-0-12-817752-5.00009-3openalex-snapshot
The Fast Track Friendship Group program
inferred← citeshttps://doi.org/10.1016/b978-0-12-818630-5.14010-2openalex-snapshot
Social and emotional learning
inferred← citeshttps://doi.org/10.1016/b978-0-12-818872-9.00028-5openalex-snapshot
School based interventions for equitable learning
inferred← citeshttps://doi.org/10.1016/b978-2-294-78794-2.00064-6openalex-snapshot
Prévenir les risques suicidaires par la réduction de l’isolement social et le développement des compétences psychosociales
inferred← citeshttps://doi.org/10.1016/j.actpsy.2025.106052openalex-snapshot
Assessing social and emotional learning of children in India: Perspectives from parents and teachers
inferred← citeshttps://doi.org/10.1016/j.actpsy.2026.106879openalex-snapshot
Challenging the illusion: Evaluating the effectiveness of an ultra-brief emotional intelligence intervention on Spanish children's psychosocial adjustment
inferred← citeshttps://doi.org/10.1016/j.actpsy.2026.107387openalex-snapshot
Effects of a 10-week creative dance intervention on social-emotional competence in preschool children: A preliminary cluster-randomized trial
inferred← citeshttps://doi.org/10.1016/j.actpsy.2026.107470openalex-snapshot
A pathway toward positive digital parenting: how screen exposure quality relates to preschoolers' socio-emotional competence
inferred← citeshttps://doi.org/10.1016/j.addbeh.2017.05.025openalex-snapshot
Coming to the new D.A.R.E.: A preliminary test of the officer-taught elementary keepin' it REAL curriculum
inferred← citeshttps://doi.org/10.1016/j.addbeh.2020.106795openalex-snapshot
Preventing E-cigarette use among high-risk adolescents: A trauma-informed prevention approach
inferred← citeshttps://doi.org/10.1016/j.amepre.2022.06.017openalex-snapshot
Longer-Term Efficacy of a Digital Life-Skills Training for Substance Use Prevention
inferred← citeshttps://doi.org/10.1016/j.appdev.2017.03.002openalex-snapshot
A continuous improvement approach to social and emotional competency measurement
inferred← citeshttps://doi.org/10.1016/j.appdev.2019.02.006openalex-snapshot
An exploration of normative social and emotional skill growth trajectories during adolescence
inferred← citeshttps://doi.org/10.1016/j.appdev.2020.101151openalex-snapshot
Effects of teachers' emotion regulation, burnout, and life satisfaction on student well-being
inferred← citeshttps://doi.org/10.1016/j.appdev.2020.101195openalex-snapshot
Preschool executive control predicts social information processing in early elementary school
inferred← citeshttps://doi.org/10.1016/j.appdev.2021.101316openalex-snapshot
Bidirectionality in behavioral regulation, emotional competence, and expressive vocabulary skills: Moderation by preschool social-emotional programs
inferred← citeshttps://doi.org/10.1016/j.appdev.2022.101477openalex-snapshot
Prosocial behavior and school engagement during adolescence: The mediating role of self-regulation
inferred← citeshttps://doi.org/10.1016/j.appdev.2023.101518openalex-snapshot
Child functioning in inclusive preschools: Associations between self-regulation, engagement, prosociality, and hyperactivity
inferred← citeshttps://doi.org/10.1016/j.appdev.2023.101598openalex-snapshot
Children's prosocial and aggressive behaviors: The role of emotion regulation and sympathy
inferred← citeshttps://doi.org/10.1016/j.appdev.2024.101675openalex-snapshot
Effectiveness of Fun FRIENDS on social emotional functioning of Pakistani school children
inferred← citeshttps://doi.org/10.1016/j.appdev.2025.101764openalex-snapshot
Advancing a collaborative network toward equitable STEM pathways in intensive youth programs
inferred← citeshttps://doi.org/10.1016/j.appdev.2025.101831openalex-snapshot
Trajectories of early adolescents' psychological factors and academic outcomes: Three-year longitudinal study
inferred← citeshttps://doi.org/10.1016/j.appdev.2025.101835openalex-snapshot
Enhancing prosocial behaviors, reducing aggression: Effects of CEPIDEAS junior in primary school
inferred← citeshttps://doi.org/10.1016/j.appdev.2025.101856openalex-snapshot
Parent-teacher discrepancies in externalizing behavior predicting social skills development in middle childhood
inferred← citeshttps://doi.org/10.1016/j.appdev.2025.101876openalex-snapshot
Enhancing emotional competence in primary education: Effects of a school-based intervention for pupils and teachers
inferred← citeshttps://doi.org/10.1016/j.appdev.2026.101932openalex-snapshot
Developmental cascades in youth social-emotional adjustment, prosocial behavior, and academic achievement
inferred← citeshttps://doi.org/10.1016/j.appdev.2026.102010openalex-snapshot
Investigating the dynamic interplay between children's social competence, externalizing problems, and academic skills in response to a preventive intervention: a random intercept cross-lagged panel analysis
inferred← citeshttps://doi.org/10.1016/j.asieco.2025.102069openalex-snapshot
Parenting styles across generations and children’s social-emotional development: The mediating role of caregivers’ mental health
inferred← citeshttps://doi.org/10.1016/j.avb.2020.101486openalex-snapshot
Worldwide school-based psychosocial interventions and their effect on aggression among elementary school children: A systematic review 2010–2019
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2019.01.009openalex-snapshot
An empirical basis for linking social and emotional learning to academic performance
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2021.101975openalex-snapshot
Children’s academic and social-emotional competencies and the quality of classroom interactions in high-needs urban elementary schools
inferred← citeshttps://doi.org/10.1016/j.chb.2018.09.028openalex-snapshot
Effectiveness of the videogame “Spock” for the improvement of the emotional intelligence on psychosocial adjustment in adolescents
inferred← citeshttps://doi.org/10.1016/j.chb.2025.108576openalex-snapshot
Technology-facilitated sexual violence among sexual and gender minority youth: The moderating role of digital resilience
inferred← citeshttps://doi.org/10.1016/j.chbr.2026.101330openalex-snapshot
Linking maternal addictive smartphone use to child socioemotional competence: A multi-informant longitudinal study
inferred← citeshttps://doi.org/10.1016/j.chiabu.2022.105522openalex-snapshot
A latent transition analysis of longitudinal stability of peer victimization experiences among Chinese adolescents
inferred← citeshttps://doi.org/10.1016/j.chiabu.2026.108049openalex-snapshot
Beyond the family: Peer and neighborhood contexts buffer the effects of childhood threat and deprivation on adolescent functioning
inferred← citeshttps://doi.org/10.1016/j.childyouth.2019.01.017openalex-snapshot
Fostering distinct and transferable learning via summer camp
inferred← citeshttps://doi.org/10.1016/j.childyouth.2020.105022openalex-snapshot
Impact of a positive youth development program on junior high school students in mainland China: A pioneer study
inferred← citeshttps://doi.org/10.1016/j.childyouth.2020.105452openalex-snapshot
School climate and student-based contextual learning factors as predictors of school absenteeism severity at multiple levels via CHAID analysis
inferred← citeshttps://doi.org/10.1016/j.childyouth.2020.105623openalex-snapshot
Racial equity in academic success: The role of school climate and social emotional learning
inferred← citeshttps://doi.org/10.1016/j.childyouth.2024.107579openalex-snapshot
Acceptability and preliminary impact of a school-based SEL program for rural children in China: A quasi-experimental study
inferred← citeshttps://doi.org/10.1016/j.childyouth.2025.108465openalex-snapshot
Developing and validating the perceived youth barriers scale (PYBS): A bottom-up approach to assessing barriers faced by underprivileged young adults
inferred← citeshttps://doi.org/10.1016/j.childyouth.2025.108486openalex-snapshot
Academic resilience of Chinese rural left-behind adolescents: a multisystemic perspective
inferred← citeshttps://doi.org/10.1016/j.childyouth.2026.108966openalex-snapshot
Promoting social-emotional learning in early elementary school in Spain: A quasi-experimental preliminary evaluation of the “EmPeCemos-Universal” program
inferred← citeshttps://doi.org/10.1016/j.childyouth.2026.109069openalex-snapshot
Youth volunteering and academic outcomes in a nationally representative U.S. sample
inferred← citeshttps://doi.org/10.1016/j.chipro.2026.100286openalex-snapshot
Effectiveness of a social-emotional learning basic course in fostering social-emotional skills in young children: An intervention study
inferred← citeshttps://doi.org/10.1016/j.cogdev.2023.101392openalex-snapshot
Assessing inhibitory control in kindergarten children: Validity of integrating response accuracy and response latency
inferred← citeshttps://doi.org/10.1016/j.crbeha.2021.100040openalex-snapshot
Understanding prosocial development in the context of systemic inequalities in the US and worldwide
inferred← citeshttps://doi.org/10.1016/j.ctim.2020.102584openalex-snapshot
Qualitative study of yoga for Young adults in school sports
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.02.015openalex-snapshot
Commentary: What happens next? Delivering on the promise of preschool
inferred← citeshttps://doi.org/10.1016/j.ecresq.2023.09.005openalex-snapshot
Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter?
inferred← citeshttps://doi.org/10.1016/j.ecresq.2023.10.009openalex-snapshot
Child social-emotional and behavioral problems and competencies contribute to changes in developmental functioning during Early Intervention
inferred← citeshttps://doi.org/10.1016/j.ecresq.2026.03.015openalex-snapshot
Immediate and 6-month follow-up effects of the SuperKids program on socio-emotional competencies and well-being in preschool-aged children
inferred← citeshttps://doi.org/10.1016/j.edurev.2017.12.001openalex-snapshot
Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research
inferred← citeshttps://doi.org/10.1016/j.edurev.2019.100285openalex-snapshot
Conceptualizing and measuring social and emotional learning: A systematic review and meta-analysis of moral reasoning and academic achievement, religiosity, political orientation, personality
inferred← citeshttps://doi.org/10.1016/j.evalprogplan.2018.11.005openalex-snapshot
Supporting systemic social and emotional learning with a schoolwide implementation model
inferred← citeshttps://doi.org/10.1016/j.heliyon.2020.e03878openalex-snapshot
Emotional intelligence and cognitive skills protecting mental health from stress and violence among Ghanaian youth
inferred← citeshttps://doi.org/10.1016/j.heliyon.2024.e32977openalex-snapshot
Mindfulness-based social-emotional learning program: Strengths and limitations in Vietnamese school-based mindfulness practice
inferred← citeshttps://doi.org/10.1016/j.heliyon.2024.e40926openalex-snapshot
Cultural adaptation, validation and standardization of the developmental screening tools ASQ:SE-2 in Iranian children
inferred← citeshttps://doi.org/10.1016/j.ijedro.2025.100546openalex-snapshot
The role of after-school programs in supporting social and emotional learning: A synthesis of systematic reviews
inferred← citeshttps://doi.org/10.1016/j.ijer.2025.102719openalex-snapshot
When good results mislead: How positive student outcomes lead teachers to overestimate the effectiveness of their assistance
inferred← citeshttps://doi.org/10.1016/j.ijer.2025.102805openalex-snapshot
Harnessing creative drama-based storytelling for emotional skill development: Perspectives from early childhood teachers in different countries
inferred← citeshttps://doi.org/10.1016/j.ijer.2025.102871openalex-snapshot
Social-emotional competencies and bullying victimization among students of grade 3-5 in Shanghai: A moderated mediation model of peer acceptance and school climate
inferred← citeshttps://doi.org/10.1016/j.jaac.2023.04.005openalex-snapshot
Prevalence and Correlates of Mental Disorders in Children Aged 9 and 10 Years: Results From the ABCD Study
inferred← citeshttps://doi.org/10.1016/j.jadohealth.2018.10.005openalex-snapshot
Adolescent Mental Health Problems in Hong Kong: A Critical Review on Prevalence, Psychosocial Correlates, and Prevention
inferred← citeshttps://doi.org/10.1016/j.jeph.2024.202749openalex-snapshot
Psychosocial competences in the continuing training of French National Education professionals in 2024: A major issue in promoting health in school environment
inferred← citeshttps://doi.org/10.1016/j.jsat.2018.11.012openalex-snapshot
Randomized effectiveness trial of a parent and youth combined intervention on the substance use norms of Latino middle school students
inferred← citeshttps://doi.org/10.1016/j.jsp.2019.07.015openalex-snapshot
Individual and organizational factors associated with teacher self-reported implementation of the PATHS curriculum
inferred← citeshttps://doi.org/10.1016/j.jsp.2021.11.005openalex-snapshot
Investigating strategies to increase general education teachers' adherence to evidence-based social-emotional behavior practices: A meta-analysis of the single-case literature
showing the first 200 of 865
Editorial review for independent work. ICSAC — the Institute for Complexity Science and Advanced Computing — runs a structured editorial panel for researchers publishing outside journals, and publishes on CiteStamp rails. Submission is free and goes through ORCID: icsacinstitute.org/submit.