Social Emotional Learning

Aber, J. L., Brown, J. L., Jones, S., & Samples, F. (1995). Adapting measures of children’s beliefs, attributions and skills for use in the evaluation of violence prevention projects. New York: National Center for Children in Poverty, Columbia University.

Adelman, H. S., & Taylor, L. (2000). Moving prevention from the fringes into the fabric of school improvement. Journal of Educational and Psychological Consultation, 11(1), 7- 36.

Akers, R. L. (1977). Deviant behavior: A social learning approach (2nd ed.). Belmont, CA: Wadsworth.

Akers, R. L. (1998). Social learning and social structure: A general theory of crime and deviance. Boston: Northeastern University Press.

Alig-Mielcarek, J. M., & Hoy, W. K. (2005). A theoretical and empirical analysis of the nature, meaning, and influence of instructional leadership. Ohio: The Ohio State University.

Anderman, L. H., & Midgley, C. (1998). Motivation and middle school students (ERIC
Document Reproduction Service No. ED 421 281): Champaign, IL: ERIC Clearinghouse
on Elementary and Early Childhood Education.

Arthur, M. W., Hawkins, J. D., Pollard, J. A., Catalano, R. F., & Baglioni Jr, A. J. (2002). Measuring risk and protective factors for use, delinquency, and other adolescent problem behaviors: The Communities That Care Youth Survey. Evaluation review, 26(6), 575-601.

Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

Bandura, A. (1977b). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

Bandura, A. (1986). Social foundations of thought and action: A cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

Bandura, A., Barbaranelli, C., Carpara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206-1222.

Battistich, V., Schaps, E., Watson, D., Solomon, D., & Lewis, C. (2000). Effects of the child development project on students’ drug use and other problem behaviors. Journal of Primary Prevention, 21(1), 75-99.

Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. (2010). The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156-168.

Blakely, C., Mayer, J., Gottschalk, R., Schmitt, N., Davidson, W., Roitman, D., & Emshoff, J. (1987). The fidelity-adaptation debate: Implications for the implementation of public sector social programs. American Journal of Community Psychology, 15(3), 253-268.

Blasi, A. (2004). Moral functioning: Moral understanding and personality. In D. K. Lapsley & D. Narvaez (Eds.), Moral development, self, and identity (pp. 335-349). Mahwah, NJ: LEA.

Borenstein, M., Hedges, L. V., & Rothstein, H. (2012). CRT Power. Teaneck, NJ: Biostat, Inc

Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle School Improvement and Reform: Development and Validation of a School-Level Assessment of Climate, Cultural Pluralism, and School Safety. Journal of Educational Psychology, 95(3), 570-588.

Breinbauer, C., & Maddaleno, M. (2005). Youth: Choices and change: Promoting healthy behaviors in adolescents (No. 594). Pan American Health Org.

Brown, J. L., Jones, S. M., LaRusso, M. D., & Aber, J. L.(2010). Improving classroom quality: Teacher influences and experimental impacts of the 4rs program. Journal of Educational Psychology, 102(1), 153.

CASEL. (2013). Effective Social and Emotional Learning Programs: Preschool and Elementary School Edition. In R. P. Weissberg (Ed.). Chicago: Collaborative for Academic, Social, and Emotional Learning.

CASEL. (2015). Effective Social and Emotional Learning Programs: Middle and High School Edition. Chicago: Collaborative for Academic, Social, and Emotional Learning.

Castro-Olivo, S. M., Tran, O. K., Begum, G. F., Arellano, E. M., Garcia, N. M., & Tung, C. Y. (2013). A comprehensive model for promoting resiliency and preventing violence in schools. Contemporary School Psychology, 17, 23-35.

Catalano, R. F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., & Hawkins, J. D. (2004). Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs. The ANNALS of the American Academy of Political and Social Science, 591(1), 98-124.

Catalano, R. F., Haggerty, K. P., Oesterle, K. P., Fleming, C. B., & Hawkins, C. B. (2004). The Importance of Bonding to School for Healthy Development. Findings from the Social Development Research Group. Journal of School Health, 74(7), 252-262.

Catalano, R. F., Hawkins, J. D., Berglund, M. L., Pollard, J. A., & Arthur, M. W. (2002). Prevention science and positive youth development: competitive or cooperative frameworks? Journal of Adolescent Health, 31(6), 230-239.

Catalano, R. F., Hawkins, J. D., & Toumbourou, J. W. (2008). Positive Youth Development in the United States: History, efficacy and links to moral and character education. In L. P. Nucci & D. Narvaez (Eds.), Handbook of Moral and Character Education (459-483): Routhledge.

CDC. (2004). Youth Risk Behavior Surveillance System (YRBSS). : Centers for Disease Control and Prevention. Retrieved July 8, 2007 from http://www.cdc.gov/HealthyYouth/yrbs/index.htm.

Cheung, C. S.-S., & Pomerantz, E. M. (2012). Why does parents’ involvement enhance children’s achievement? The role of parent-oriented motivation. Journal of Educational Psychology, 104(3), 820.

Chipuer, H. M., Pretty, G. H., Delorey, E., Miller, M., Powers, T., Rumstein, O., . . . Laurent, K. (1999). The Neighbourhood Youth Inventory: Development and Validation. J. Community Appl. Soc. Psychol, 9, 355-368.

Combs, A. (1962). Perceiving, behaving, becoming: A new focus for educators. ASCD 1962 Yearbook. Washington, DC: Association for Supervision and Curriculum Development.

Comer, J. P. (1988). Educating poor minority children. Scientific American, 259(5), 42-48.

Conduct Problems Prevention Research Group. (1999). Initial Impact of the Fast Track Prevention Trial for Conduct Problems: II. Classroom Effects. Journal of Consulting & Clinical Psychology, 67(5), 1-10.

Cook, E. T., Greenberg, M. T., & Kusche, C. A. (1995). People In My Life: Attachment relationships in middle childhood.  Paper presented at the Society for Research in Child Development. Indianapolis, IN.

Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., & Angold, A. (2003). Prevalence and development of psychiatric disorders in childhood and adolescence. Archives of General Psychiatry, 60(8), 837-844.

Crosnoe, R., & Muller, C. (2004). Body Mass Index, Academic Achievement, and School Context: Examining the Educational Experiences of Adolescents at Risk of Obesity. Journal of Health and Social Behavior, 45(4), 393-407.

CSAP. (2002). Making Prevention Effective for Adolescent Boys and Girls: Gender Differences in Substance Use and Prevention. (pp. 1-74). Bethesda, MD: U.S. Department of Health and Human Services. Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Prevention.

Davis, H. A. (2003). Conceptualizing the role and influence of student-teacher relationships on children’s social and cognitive development. Educational Psychologist, 38(4), 207- 234.

Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools, 39(3), 305-316.

Dishion, T. J., McCord, J., & Poulin, F. (1999). When interventions harm: Peer groups and problem behavior. American Psychologist, 54(9), 755-764.

Domitrovich, C. E., & Greenberg, M. T. (2000). The study of implementation: Current findings from effective programs that prevent mental disorders in school-aged children. Journal of Educational and Psychological Consultation, 11(2), 193-221.

DuBois, D. L. (2003). Promoting self-esteem in adolescence. In T. P. Gullotta & M. Bloom
(Eds.), The encyclopedia of primary prevention and health promotion. New York, NY:
Kluwer Academic/Plenum.

DuBois, D. L., Flay, B. R., & Fagen, M. C. (2009). Self-esteem enhancement theory: Promoting health across the lifespan. In R. J. DiClemente, M. C. Kegler, & R. A. Crosby (Eds.), Emerging theories in health promotion practice and research (Second ed., pp. 97-130). New York, NY: Jossey-Bass.

DuBois, D. L., Holloway, B. E., Valentine, J. C., & Cooper, H. (2002). Effectiveness of Mentoring Programs for Youth: A Meta-Analytic Review. American Journal of Community Psychology, 30(2), 157-197.

DuBois, D. L., & Tevendale, H. D. (1999). Self-esteem in childhood and adolescence: Vaccine or epiphenomenon? Applied & Preventive Psychology, 8, 103 117.

DuPaul, G. J., & Stoner, G. (2004). ADHD in the schools: Assessment and intervention strategies. The Guilford Press.

Durlak, J. A., Domitrovich, C. E., Weissburg, R.P., & Gullotta, T.P. (Eds.). (2015). Handbook of social and emotional learning: Research and practice. New York, NY: Guilford Press.

Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3), 327-350.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school based universal interventions. Child Development, 82(1), 405-432.

Eccles, J., Appleton, J. A., & Washington, D. N. A. P. (2002). Community programs to promote youth development. Washington, DC: National Academy Press.

Eisenberg, N., & Fabes, R. A. (1998). Prosocial development. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology (Vol. 3, pp. 701–778).

Eisenbraun, K. D. (2007). Violence in schools: Prevalence, prediction, and prevention. Aggression and Violent Behavior, 12(4), 459-469.

El Nokali, N. E., Bachman, H. J., & Votruba‐Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child Development, 81(3), 988- 1005.

Elias, M. J., Gara, M., Schuyler, T., Branden-Muller, L., & Sayette, M. (1991). The promotion of social competence: Longitudinal study of preventive school-based program. American Journal of Orthopsychiatry, 61, 409-417.

Elliott, D. S. (1996). National Youth Survey [United States]: Wave VII, 1987: Inter-university Consortium for Political and Social Research.

Fagen, M. C. (2003). Practice notes: Strategies in health education. The Aban Aya Sustainability Project. Health Education and Behavior, 30(6), 641-643.

Fagen, M. C., & Flay, B. R. (2009). Sustaining a School-Based Prevention Program: Results from the Aban Aya Sustainability Project. Health Education & Behavior, 36, 9-23.

Farahmand, F. K., Grant, K. E., Polo, A. J., & Duffy, S. N. (2011). School‐Based Mental Health and Behavioral Programs for Low‐Income, Urban Youth: A Systematic and Meta‐ Analytic Review. Clinical Psychology: Science and Practice, 18(4), 372-390.

Filozof, E., Albertin, H., Jones, C., Sterne, S., Myers, L., & McDermott, R. (1998). Relationship of adolescent self-esteem to selected academic variables. Journal of School Health, 68(2), 68-72.

Flay, B. R. (2000). Approaches to substance use prevention utilizing school curriculum plus social environment change. Addictive Behaviors, 25(6), 861-885.

Flay, B. R. (2002). Positive youth development requires comprehensive health promotion programs. American Journal of Health Behavior, 26(6), 407-424.

Flay, B. R., Graumlich, S., Segawa, E., Burns, J. L., Holliday, M. Y., & Aban Aya Investigators. (2004). Effects of 2 prevention programs on high-risk behaviors among African American youth – A randomized trial. Archives of Pediatrics & Adolescent Medicine, 158(4), 377-384.

Flay, B. R., & Petraitis, J. (1994). The theory of triadic influence: A new theory of health behavior with implications for preventive interventions. Advances in Medical Sociology, 4, 19-44.

Flay, B. R., Snyder, F. J., & Petraitis, J. (2009). The Theory of Triadic Influence. In R. J. DiClemente, M. C. Kegler, & R. A. Crosby (Eds.), Emerging Theories in Health Promotion Practice and Research (Second ed., pp. 451-510). New York: Jossey-Bass.

Fredrickson, B. L. (2000). Extracting meaning from past affective experiences: The importance of peaks, ends, and specific emotions. Cognition and Emotion, 14(4), 577-606.

Fredrickson, B. L., & Joiner, T. (2002). Positive Emotions Trigger Upward Spirals Toward Emotional Well-Being. Psychological Science, 13(2), 172-175.

Funk, J., Elliott, R., Bechtoldt, H., Pasold, T., & Tsavoussis, A. (2003). The Attitudes Toward Violence Scale: Child version. Journal of Interpersonal Violence, 18(2), 186.

Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162.

Garson, G. D. (2013). Hierarchical linear modeling : guide and applications. Thousand Oaks, California: Sage Publications.

Geldhof, G. J., Bowers, E. P., Johnson, S. K., Hershberg, R. M., Hilliard, L. J., & Lerner, R. M. (2014). Relational Developmental Dystems Theories of Positive Youth Development: Methodological Issues and Implications. In P. C. M. Molenaar, R. M. Lerner, & K. M. Newell (Eds.), Handbook of Developmental Systems Theory and Methodology. New York, NY: Guilford.

Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention and Treatment, 4(1), 1.

Gregory, A., Skiba, R. J., & Noguera, P. A. (2010). The achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 39(1), 59-68.

Griffith, J. (2000). School climate as group evaluation and group consensus: Student and parent perceptions of the elementary school environment. The Elementary School Journal, 101(1), 35-61.

Guthrie, B. J., & Flinchbaugh, L. J. (2001). Gender-Specific Substance Prevention Programming: Going Beyond Just Focusing on Girls. The Journal of Early Adolescence, 21(3), 354.

Haegerich, T. M., Metz, E., & The Social and Character Development Research Consortium. (2009). The Social and character development research program: Development, goals, and opportunities. Journal of Research in Character Education, 7(2), 1-20.

Harter, S. (1999). The Construction of the Self: A developmental perspective. New York: Guilford.

Hawkins, J. D., Catalano, R. F., Kosterman, R., Abbott, R., & Hill, K. (1999). Preventing adolescent health-risk behaviors by strengthening protection during childhood. Archivers of Pediatrics and Adolescent Research, 153(3), 226-234.

Hawkins, J. D., & Weis, J. G. (1985). The social development model: An integrated approach to delinquency prevention. Journal of Primary Prevention, 6(2), 73-97.

Higgins-D’Alessandro, A., & Power, F. C. (2005). Character, responsibility, and the moral self. In D. K. Lapsley & F. C. Power (Eds.), Character Psychology and Character Education. (pp. 101-120). Notre Dame, IN: University of Notre Dame.

Huebner, E. S. (1991). Initial Development of the Student’s Life Satisfaction Scale. School Psychology International, 12(3), 231.

Huesmann, L. R., & Guerra, N. G. (1997). Children’s normative beliefs about aggression and aggressive behavior. Journal of Personality and Social Psychology, 72, 408-419.

Huffman, J. B. (2011). Professional learning communities in the USA: Demystifying, creating, and sustaining. International Journal of Learning, 17(12), 321 – 336.

Hughes, J., Cavell, T. A., & Grossman, P. B. (1997). A positive view of self: Risk or protection for aggressive children? Development and psychopathology, 9(01), 75-94.

Janairo, E. (2000). Johnny Be Good. State Government News, 14-16.

Johnston, L. D., O’Malley, P. M., Miech, R. A., Bachman, J. G., & Schulenberg, J. E. (2016). Monitoring the Future: National Survey Results on Drug Use: 2015 Overview: Key Findings on Adolescent Drug Use. Ann Arbor, MI: Institute for Social Research, The University of Michigan.

Kaminski, J. W., Battistich, V. A., & David-Ferdon, C. (2009). Development and validation of outcome measures for the school-based social and character development program. Journal of Research in Character Education, 51, 51-73.

Kealey, K. A., Peterson, A. V., Gaul, M. A., & Dinh, K. T. (2000). Teacher training as a behavior change process: Principles and results from a longitudinal study. Health Education & Behavior, 27(1), 64-81.

Kellam, S. G., Ling, X., Merisca, R., Brown, C. H., & Ialongo, N. (1998). The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and psychopathology, 10(02), 165-185.

Kuperminc, G. P., Leadbeater, B. J., Emmons, C., & Blatt, S. J. (1997). Perceived School Climate and Difficulties in the Social Adjustment of Middle School Students. Applied Developmental Science, 1(2), 76-88.

Laurent, J., Catanzaro, S. J., Rudolph, K. D., Lambert, S., Osborne, L., Gathright, T., . . . Potter, K. I. (1999).  A measure of positive and negative affect for children: Scale development and preliminary validation. Psychological Assessment, 11(3), 326-338.

Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press.

Lemerise, E. A., & Arsenio, W. F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development, 71 (1), 107-118.

Loeber, R., & Dishion, T. (1983). Early predictors of male delinquency: A review. Psychology Bulletin, 94(1), 68-99.

Lumsden, L. S. (1994). Student Motivation to Learn. ERIC Digest, Number 92.

McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health. Journal of School Health, 72(4), 138-146.

Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher-Student Relationships as Compensatory Resources for Aggressive Children. Child Development, 74(4), 1145- 1157.

Orpinas, P., & Frankowski, R. (2001). The Aggression Scale: A self-report measure of aggressive behavior for young adolescents. The Journal of Early Adolescence, 21(1), 50- 67.

Orpinas, P., & Kelder, S. (1995). Students for Peace Project: Second student evaluation. Unpublished manuscript. Houston, TX: University of Texas Health Science Center at Houston, School of Public Health.

Osher, D., Bear, G. G., Sprague, J. R., & Doyle, W. (2010). How can we improve school discipline? Educational Researcher, 39(1), 48-58.

Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323-367.

Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behaviors in children and youth. Journal of School Health, 70(5), 179-185.

Perry, C. L., Komro, K. A., Veblen-Mortenson, S., Bosma, L. M., Farbakhsh, K., Munson, K. A., . . . Lytle, L. A. (2003). A randomized controlled trial of the middle and junior high school DARE and DARE Plus programs. Archives of Pediatrics and Adolescent Medicine, 157(2), 178-184.

Petraitis, J., Flay, B. R., & Miller, T. Q. (1995). Reviewing theories of adolescent substance use: Organizing pieces in the puzzle. Psychological Bulletin, 117(1), 67-86.

Petraitis, J., Flay, B. R., Miller, T. Q., Torpy, E. J., & Greiner, B. (1994). A review of prospective studies of illicit substance use, Kono, HI.

Pianta, R. C., Hamre, B., & Stuhlman, M. (2003). Relationships between teachers and children. Handbook of Psychology, 7, 199–234.

Powell, D. R., Son, S.-H., File, N., & San Juan, R. R. (2010). Parent–school relationships and children’s academic and social outcomes in public school pre-kindergarten. Journal of School Psychology, 48(4), 269-292.

Purkey, W. W. (1970). Self-concept and school achievement. Englewood Cliffs, NJ: Prentice- Hall.

Purkey, W. W., & Novak, J. (1984). Inviting school success: A self-concept approach to teaching and learning. Belmont, CA: Wadsworth.

Reynolds, C. R., & Kamphaus, R. W. (2002). The clinician’s guide to the Behavior Assessment System for Children (BASC): Guilford Press.

Roeser, R., Midgley, C., & Urdan, T. (1996). Perceptions of the school psychological environment and early adolescents: Psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422.

Rohrbach, L. A., Graham, J. W., & Hansen, W. B. (1993). Diffusion of a school-based substance abuse prevention program: Predictors of program implementation. Preventive Medicine, 22, 237-260.

Sampson, R. J., Morenoff, J. D., & Gannon-Rowley, T. (2002). Assessing neighborhood effects: Social processes and new directions in research. Annual Review of Sociology, 28(1), 443-478.

Schochet, P., Burghardt, J., & Sarin, A. (2006). Appendix L: Methodological Appendix to the SACD Impact Analysis presented in Memo #4, July 28.

Segawa, E., Ngwe, J. E., Li, Y., Flay, B. R., & Aban Aya Coinvestigators. (2005). Evaluation of the effects of the Aban Aya Youth Project in reducing violence among African American adolescent males using latent class growth mixture modeling techniques. Evaluation Review, 29(2), 128-148.

Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., & Gravesteijn, C. (2012). Effectiveness of schoolbased universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49(9), 892-909.

Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2011). Effective programs for struggling readers: A best-evidence synthesis. Educational Research Review, 6(1), 1-26.

Smith, D. W., McCormack, W. P., Steckler, A., & McLeroy, K. R. (1993). Teachers’ use of health curricula: Implementation of Growing Healthy, Project SMART, and the Teenage Health Teaching Modules. Journal of School Health, 62(3), 83-87.

Social and Character Development Research Consortium. (2010). Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children (NCER 2011-2001). Washington, DC: National Center for Education Research, Institute of Education Sciences, U. S. Department of Education.

Solomon, D., Battistich, V., Watson, M., Schaps, E., & Lewis, C. (2000). A six-district study of educational change: Direct and mediated effects of the Child Development Project. Social Psychology of Education, 4(1), 3-51.

Stoolmiller, M., Eddy, J. M., & Reid, J. B. (2000). Detecting and describing preventive intervention effects in a universal school-based randomized trial targeting delinquent and violent behavior. Journal of Consulting and Clinical Psychology; Journal of Consulting and Clinical Psychology, 68(2), 296-306.

Symons, C. W., Cinelli, B., James, T. C., & Groff, P. (1997). Bridging student health risks and academic achievement through comprehensive school health programs. Journal of School Health, 67(6), 220-227.

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Development, 88(4), 1156-1171. doi: 10.1111/cdev.12864

Tobler, N. S., Roona, M. R., Ochshorn, P., Marshall, D. G., Streke, A. V., & Stackpole, K. M. (2000). School-based adolescent drug prevention programs: 1998 meta-analysis. Journal of Primary Prevention, 20(4), 275-336.

Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27-56.

 

Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39(2), 111-133.

Vaughn, M. G., Maynard, B. R., Salas-Wright, C. P., Perron, B. E., & Abdon, A. (2013). Prevalence and correlates of truancy in the US: Results from a national sample. Journal of Adolescence, 36(4), 767-776.

Wentzel, K. R. (1991). Social competence at school: Relation between social responsibility and academic achievement. Review of Educational Research, 61(1), 1.

Wheeler, V. A., & Ladd, G. W. (1982). Assessment of children’s self-efficacy for social interactions with peers. Developmental Psychology, 18(6), 795.

Wilson, D. B., Gottfredson, D. C., & Najaka, S. S. (2001). School-based prevention of problem behaviors: A meta-analysis. Journal of Quantitative Criminology, 17(3), 247-272.