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cial and emotional learning initiatives in schools. Consulting Psychology
Journal: Practice and Research, 65(2), 149–163.
Maddux, J. E. (2009). Self-efficacy: The power of believing you can. In S. J.
Lopez & C. R. Snyder (Eds.), The Oxford handbook of positive psychology
(2nd ed.) (pp. 335–345). New York: Oxford University Press.
Malecki, C. K., & Elliot, S. N. (2002). Children’s social behaviors as predic-
tors of academic achievement: A longitudinal analysis. School Psychology
Quarterly, 17(1), 1–23.
Masten, A. S., & Motti-Stefanidi, F. (2009). Understanding and promoting re-
silience in children: Promotive and protective processes in schools. In T.
B. Gutkin & C. R. Reynolds (Eds.), The handbook of school psychology (pp.
721–739). Hoboken: Wiley.
Motti-Stefanidi, F., & Masten, A. S. (2013). School success and school engage-
ment of immigrant children and adolescents. European Psychologist,
18(2), 126–135.
Pekrun, R. (2009). Emotions at school. In K. R. Wentzel & A. Wigfield (Eds.),
Handbook of motivation at school (575–604). New York: Routledge.
Ragozzino, K., Resnik, H., Utne-O’Brien, M., & Weissberg, R. P. (2003).
Promoting academic achievement through social and emotional learn-
ing. Educational Horizons, 81, 169–171.
Reyns, J. A., Elias, M. J., Parker, S. J., & Rosenblatt, J. L. (2014). Promoting ed-
ucational equity in disadvantaged youth: The role of resilience and so-
cial-emotional learning. In S. Goldstein & R. B. Brooks (Eds.), Handbook
of resilience in children (pp. 349–370). New York: Springer.
Rimm-Kaufman, S. E., Baroody, A. E., Curby, T., Ko, M., Thomas, J.B., Merritt,
E.G., Abry, T., & DeCoster, J. (2014). Efficacy of the responsive classroom
approach – results from a 3-year longitudinal randomized controlled tri-
al. American Educational Research Journal, 51(3), 567–603.
Rosenblatt, J., & Maurice, J. E. (2008). Dosage effects of a preventive so-
cial-emotional learning intervention on achievement loss associated with
middle school transition. Journal of Primary Prevention, 29(6), 535–555.
Schonfeld, D. J., Adams, R. E., Fredstorm, B. K., Weissberg, R. P., Gilman, R.,
Voyce, C., Tomlin, R., & Speece-Lineham, D. (2015). Cluster-ramdomized
trial demonstrating impact on academic achievement of elementary so-
cial emotional learning. School Psychology Quarterly, 30(3), 406–420.
108
cial and emotional learning initiatives in schools. Consulting Psychology
Journal: Practice and Research, 65(2), 149–163.
Maddux, J. E. (2009). Self-efficacy: The power of believing you can. In S. J.
Lopez & C. R. Snyder (Eds.), The Oxford handbook of positive psychology
(2nd ed.) (pp. 335–345). New York: Oxford University Press.
Malecki, C. K., & Elliot, S. N. (2002). Children’s social behaviors as predic-
tors of academic achievement: A longitudinal analysis. School Psychology
Quarterly, 17(1), 1–23.
Masten, A. S., & Motti-Stefanidi, F. (2009). Understanding and promoting re-
silience in children: Promotive and protective processes in schools. In T.
B. Gutkin & C. R. Reynolds (Eds.), The handbook of school psychology (pp.
721–739). Hoboken: Wiley.
Motti-Stefanidi, F., & Masten, A. S. (2013). School success and school engage-
ment of immigrant children and adolescents. European Psychologist,
18(2), 126–135.
Pekrun, R. (2009). Emotions at school. In K. R. Wentzel & A. Wigfield (Eds.),
Handbook of motivation at school (575–604). New York: Routledge.
Ragozzino, K., Resnik, H., Utne-O’Brien, M., & Weissberg, R. P. (2003).
Promoting academic achievement through social and emotional learn-
ing. Educational Horizons, 81, 169–171.
Reyns, J. A., Elias, M. J., Parker, S. J., & Rosenblatt, J. L. (2014). Promoting ed-
ucational equity in disadvantaged youth: The role of resilience and so-
cial-emotional learning. In S. Goldstein & R. B. Brooks (Eds.), Handbook
of resilience in children (pp. 349–370). New York: Springer.
Rimm-Kaufman, S. E., Baroody, A. E., Curby, T., Ko, M., Thomas, J.B., Merritt,
E.G., Abry, T., & DeCoster, J. (2014). Efficacy of the responsive classroom
approach – results from a 3-year longitudinal randomized controlled tri-
al. American Educational Research Journal, 51(3), 567–603.
Rosenblatt, J., & Maurice, J. E. (2008). Dosage effects of a preventive so-
cial-emotional learning intervention on achievement loss associated with
middle school transition. Journal of Primary Prevention, 29(6), 535–555.
Schonfeld, D. J., Adams, R. E., Fredstorm, B. K., Weissberg, R. P., Gilman, R.,
Voyce, C., Tomlin, R., & Speece-Lineham, D. (2015). Cluster-ramdomized
trial demonstrating impact on academic achievement of elementary so-
cial emotional learning. School Psychology Quarterly, 30(3), 406–420.
108
