We are very active in terms of research, collaborating with others within our discipline but also with our colleagues in the clinical and social-industrial/organizational specialties. We encourage you tlearn more about the research of faculty members are conducting, including research related to COVID-19.
This research focused on how students' perceptions of school climate were associated with traditional and cyberbullying participant behaviors over the course of a school year. It was conducted with three NIU students.
This study investigated the associations among victimization from bullying, depression, and suicidal ideation. This project was the dissertation of Dr. Stephanie Fredrick, supervised by Dr. Demaray, now an Associate Professor at the University at Buffalo.
Riffle, L.N., Kelly, K., Demaray, M.K., Malecki, C.K., Santuzzi, A., Rodriguez-Harris, D., Emmons, J. (2021). Associations among bullying role behaviors and academic performance over the course of an academic year for boys and girls. Journal of School Psychology. 49-63
A team of NIU students and faculty investigated the associations among involvement in bullying participant roles and GPA.
This article examines rater effects on a commonly administered direct observation measure of teacher-student interaction quality and was a collaboration among a school psychology faculty member from our department along with three school psychology faculty at other institutions (University of Florida, Temple, and Pennsylvania State University).
This article is an applied example of the impact of various structural equation modeling techniques on model fit and was a collaboration among twcurrent school psychology students in our department and their advisor.
This article examines the impact of rater effects on teacher behavior rating scales on individual students' rating scale scores and the relation between teacher behavior rating scale scores and scores from assessments of theoretically linked variables. It was a collaboration among a school psychology faculty member from our department, a school psychology faculty member at another institution, and their school psychology student advisees (University of Florida).
This paper examined the associations between learning behaviors and academic achievement and whether these associations may differ across student-teacher relationship contexts.
This study was my student's dissertation, funded by a Society for the Study of School Psychology (SSSP) dissertation award. Kelly Clark Daniels is now an assistant professor at Louisiana State University. Kelly also published her thesis in JSP, a study developing the Academic Grit Scale.
This article represents one of my more new areas of research, prosocial teasing. I have several students working in this area and it is such an interesting topic!
This article is an example of how social support continues to be important in my research program. The study examined the stress-buffering and compensation effects of social support from different sources. It was a collaboration including an alum whis a practicing school psychologist and one of an alum whis a faculty member at Montclair State University.
COVID-19 Collaborative Research
The four faculty have collaborated on a series of studies about the impact of the pandemic on students’ outcomes.
Malecki, C.K., Styck, K., Ogg, J. Demaray, M.K. (in preparation, JSP). Associations of COVID-19 stress with depression and serial mediation of rumination and emotional social support in high school students.