| Year |
Citation |
Score |
| 2020 |
Coelho VA, Bear GG, Brás P. A Multilevel Analysis of the Importance of School Climate for the Trajectories of Students' Self-concept and Self-esteem Throughout the Middle School Transition. Journal of Youth and Adolescence. PMID 32356038 DOI: 10.1007/S10964-020-01245-7 |
0.568 |
|
| 2019 |
Teng Z, Bear GG, Yang C, Nie Q, Guo C. Moral disengagement and bullying perpetration: A longitudinal study of the moderating effect of school climate. School Psychology (Washington, D.C.). PMID 31804101 DOI: 10.1037/spq0000348 |
0.529 |
|
| 2019 |
Coelho VA, Romão AM, Brás P, Bear G, Prioste A. Trajectories of Students’ School Climate Dimensions throughout Middle School Transition: A Longitudinal Study Child Indicators Research. 13: 175-192. DOI: 10.1007/S12187-019-09674-Y |
0.618 |
|
| 2018 |
Bear GG, Yang C, Chen D, He X, Xie JS, Huang X. Differences in school climate and student engagement in China and the United States. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. 33: 323-335. PMID 29878823 DOI: 10.1037/Spq0000247 |
0.615 |
|
| 2018 |
Yang C, Bear GG, May H. Multilevel Associations Between School-Wide Social–Emotional Learning Approach and Student Engagement Across Elementary, Middle, and High Schools School Psychology Review. 47: 45-61. DOI: 10.17105/Spr-2017-0003.V47-1 |
0.608 |
|
| 2018 |
Bear GG, Harris A, Saraiva de Macedo Lisboa C, Holst B. Perceptions of engagement and school climate: Differences between once-retained and multiple-retained students in Brazil International Journal of School & Educational Psychology. 7: 18-27. DOI: 10.1080/21683603.2017.1376725 |
0.62 |
|
| 2018 |
Harris AB, Bear GG, Chen D, de Macedo Lisboa CS, Holst B. Perceptions of Bullying Victimization: Differences between Once-Retained and Multiple-Retained Students in Public and Private Schools in Brazil Child Indicators Research. 12: 1677-1696. DOI: 10.1007/S12187-018-9604-X |
0.637 |
|
| 2017 |
Bear GG, Slaughter JC, Mantz LS, Farley-Ripple E. Rewards, praise, and punitive consequences: Relations with intrinsic and extrinsic motivation Teaching and Teacher Education. 65: 10-20. DOI: 10.1016/J.Tate.2017.03.001 |
0.359 |
|
| 2017 |
Bear GG, Yang C, Mantz LS, Harris AB. School-wide practices associated with school climate in elementary, middle, and high schools Teaching and Teacher Education. 63: 372-383. DOI: 10.1016/J.Tate.2017.01.012 |
0.54 |
|
| 2016 |
Holst B, Weber J, Bear G, Lisboa C. Adaptación transcultural y
validación del contenido del Delaware School Climate Survey-Student
(DSCS-S) en Brasil Relieve
- Revista ElectróNica De InvestigacióN Y EvaluacióN
Educativa. 22. DOI: 10.7203/Relieve.22.2.6459 |
0.573 |
|
| 2016 |
Bear GG, Chen D, Mantz LS, Yang C, Huang X, Shiomi K. Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools Teaching and Teacher Education. 53: 41-50. DOI: 10.1016/J.Tate.2015.10.003 |
0.58 |
|
| 2016 |
Mantz LS, Bear GG, Yang C, Harris A. The Delaware Social-Emotional Competency Scale (DSECS-S): Evidence of Validity and Reliability Child Indicators Research. 11: 137-157. DOI: 10.1007/S12187-016-9427-6 |
0.501 |
|
| 2015 |
Bear GG, Mantz LS, Glutting JJ, Yang C, Boyer DE. Differences in Bullying Victimization Between Students With and Without Disabilities School Psychology Review. 44: 98-116. DOI: 10.17105/Spr44-1.98-116 |
0.444 |
|
| 2015 |
Bear GG, Yang C, Pasipanodya E. Assessing School Climate: Validation of a Brief Measure of the Perceptions of Parents Journal of Psychoeducational Assessment. 33: 115-129. DOI: 10.1177/0734282914545748 |
0.538 |
|
| 2015 |
Bear GG, Holst B, Lisboa C, Chen D, Yang C, Chen FF. A Brazilian Portuguese survey of school climate: Evidence of validity and reliability International Journal of School & Educational Psychology. 4: 165-178. DOI: 10.1080/21683603.2015.1094430 |
0.593 |
|
| 2014 |
Bear GG, Yang C, Glutting J, Huang X, He X, Zhang W, Chen D. Understanding Teacher-Student Relationships, Student-Student Relationships, and Conduct Problems in China and the United States International Journal of School & Educational Psychology. 2: 247-260. DOI: 10.1080/21683603.2014.883342 |
0.537 |
|
| 2014 |
Bear GG, Yang C, Pell M, Gaskins C. Validation of a brief measure of teachers’ perceptions of school climate: relations to student achievement and suspensions Learning Environments Research. 17: 339-354. DOI: 10.1007/S10984-014-9162-1 |
0.592 |
|
| 2013 |
Yang C, Bear GG, Chen FF, Zhang W, Blank JC, Huang X. Students' perceptions of school climate in the U.S. and China. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. 28: 7-24. PMID 23506022 DOI: 10.1037/Spq0000002 |
0.747 |
|
| 2013 |
Bear GG. Teacher Resistance to Frequent Rewards and Praise: Lack of Skill or a Wise Decision? Journal of Educational and Psychological Consultation. 23: 318-340. DOI: 10.1080/10474412.2013.845495 |
0.368 |
|
| 2012 |
Bear GG. Both Suspension and Alternatives Work, Depending on One's Aim Journal of School Violence. 11: 174-186. DOI: 10.1080/15388220.2012.652914 |
0.377 |
|
| 2011 |
Bear GG, Gaskins C, Blank J, Chen FF. Delaware School Climate Survey-Student: its factor structure, concurrent validity, and reliability. Journal of School Psychology. 49: 157-74. PMID 21530762 DOI: 10.1016/J.Jsp.2011.01.001 |
0.744 |
|
| 2011 |
Manning MA, Bear GG. Moral reasoning and aggressive behavior: Concurrent and longitudinal relations Journal of School Violence. 10: 258-280. DOI: 10.1080/15388220.2011.579235 |
0.725 |
|
| 2010 |
Osher D, Bear GG, Sprague JR, Doyle W. How can we improve school discipline? Educational Researcher. 39: 48-58. DOI: 10.3102/0013189X09357618 |
0.606 |
|
| 2009 |
Bear GG, Uribe-Zarain X, Manning MA, Shiomi K. Shame, guilt, blaming, and anger: Differences between children in Japan and the US Motivation and Emotion. 33: 229-238. DOI: 10.1007/S11031-009-9130-8 |
0.606 |
|
| 2006 |
BEAR GG. School Psychology in the United States and Implications for Japan The Annual Report of Educational Psychology in Japan. 45: 3-6. DOI: 10.5926/Arepj1962.45.0_3 |
0.499 |
|
| 2006 |
Bear GG, Kortering LJ, Braziel P. School completers and noncompleters with learning disabilities: Similarities in academic achievement and perceptions of self and teachers Remedial and Special Education. 27: 293-300. DOI: 10.1177/07419325060270050401 |
0.537 |
|
| 2006 |
Bear GG, Manning MA, Shiomi K. Children's reasoning about aggression: Differences between Japan and the United States and implications for school discipline School Psychology Review. 35: 62-77. |
0.679 |
|
| 2005 |
Bear GG. School Psychology in the United States The Japanese Association of Educational Psychology. DOI: 10.20587/Pamjaep.47.0_A22 |
0.492 |
|
| 2004 |
Schultz D, Izard CE, Bear G. Children's emotion processing: relations to emotionality and aggression. Development and Psychopathology. 16: 371-87. PMID 15487601 DOI: 10.1017/S0954579404044566 |
0.324 |
|
| 2003 |
Bear GG, Manning MA, Izard CE. Responsible behavior: The importance of social cognition and emotion School Psychology Quarterly. 18: 140-157. DOI: 10.1521/Scpq.18.2.140.21857 |
0.567 |
|
| 2003 |
Giancola SP, Bear GG. Face fidelity: Perspectives from a local evaluation of the safe schools/healthy students initiative Psychology in the Schools. 40: 515-529. DOI: 10.1002/Pits.10107 |
0.585 |
|
| 2002 |
Bear GG, Minke KM, Manning MA. Self-concept of students with learning disabilities: A meta-analysis School Psychology Review. 31: 405-427. DOI: 10.1080/02796015.2002.12086165 |
0.651 |
|
| 2002 |
Manning MA, Bear GG. Are children's concerns about punishment related to their aggression? Journal of School Psychology. 40: 523-539. DOI: 10.1016/S0022-4405(02)00123-1 |
0.681 |
|
| 1998 |
Bear GG, Minke KM, Griffin SM, Deemer SA. Achievement-related perceptions of children with learning disabilities and normal achievement: group and developmental differences. Journal of Learning Disabilities. 31: 91-104. PMID 9455180 DOI: 10.1177/002221949803100109 |
0.443 |
|
| 1998 |
Norman AD, Richards HC, Bear GG. Moral reasoning and religious belief: Does content influence structure? Journal of Moral Education. 27: 89-98. DOI: 10.1080/0305724980270106 |
0.596 |
|
| 1998 |
Bear GG. School discipline in the United States: Prevention, correction, and long-term social development School Psychology Review. 27: 14-32. DOI: 10.1080/02796015.1998.12085894 |
0.478 |
|
| 1996 |
Bear GG, Minke KM. Positive bias in maintenance of self-worth among children with LD Learning Disability Quarterly. 19: 23-32. DOI: 10.2307/1511050 |
0.405 |
|
| 1996 |
Minke KM, Bear GG, Deemer SA, Griffin SM. Teachers' experiences with inclusive classrooms: Implications for special education reform Journal of Special Education. 30: 152-186. DOI: 10.1177/002246699603000203 |
0.375 |
|
| 1994 |
Bear GG, Rys GS. Moral Reasoning, Classroom Behavior, and Sociometric Status Among Elementary School Children Developmental Psychology. 30: 633-638. DOI: 10.1037/0012-1649.30.5.633 |
0.409 |
|
| 1993 |
Bear GG, Juvonen J, Mcinerney F. Self-perceptions and peer relations of boys with and boys without learning disabilities in an integrated setting: A longitudinal study Learning Disability Quarterly. 16: 127-136. DOI: 10.2307/1511135 |
0.364 |
|
| 1992 |
Clever A, Bear G, Juvonen J. Discrepancies Between Competence and Importance in Self-Perceptions of Children in Integrated Classes The Journal of Special Education. 26: 125-138. DOI: 10.1177/002246699202600201 |
0.376 |
|
| 1992 |
Juvonen J, Bear G. Social Adjustment of Children with and without Learning Disabilities in Integrated Classrooms. Journal of Educational Psychology. 84: 322-330. DOI: 10.1037//0022-0663.84.3.322 |
0.351 |
|
| 1991 |
Bear GG, Clever A, Proctor WA. Self-Perceptions of Nonhandicapped Children and Children with Learning Disabilities in Integrated Classes The Journal of Special Education. 24: 409-426. DOI: 10.1177/002246699102400403 |
0.37 |
|
| 1990 |
Bear GG. Knowledge of Computer Ethics: Its Relationship to Computer Attitude and Sociomoral Reasoning. Journal of Educational Computing Research. 6: 77-87. DOI: 10.2190/3Qj0-P5B8-Aelb-Ugl7 |
0.357 |
|
| 1990 |
Bear GG, Stewart M. Early Adolescents' Acceptability of Interventions Influence of Problem Severity, Gender, and Moral Development The Journal of Early Adolescence. 10: 191-208. DOI: 10.1177/0272431690102006 |
0.327 |
|
| 1990 |
Bear GG, Proctor WA. Impact of a Full-Time Integrated Program on the Achievement of Nonhandicapped and Mildly Handicapped Children Exceptionality. 1: 227-238. DOI: 10.1080/09362839009524759 |
0.457 |
|
| 1989 |
Glutting JJ, Bear GG. Comparative efficacy of K-ABC subtests vs. WISC-R subtests in the differential classification of learning disabilities Learning Disability Quarterly. 12: 291-298. DOI: 10.2307/1510211 |
0.313 |
|
| 1989 |
Bear GG. Social Cognitive Influences on Early Adolescents’ Decisions to Copy Software in Hypothetical Situations The Journal of Early Adolescence. 9: 499-515. DOI: 10.1177/0272431689094009 |
0.398 |
|
| 1987 |
Bear GG, Richards HC, Lancaster P. Attitudes toward Computers: Validation of a Computer Attitudes Scale Journal of Educational Computing Research. 3: 207-218. DOI: 10.2190/1Dyt-1Jej-T8J5-1Yc7 |
0.494 |
|
| 1987 |
Richards HC, Bear GG. Stability and criterion-related validity of the estes attitude scales Educational and Psychological Measurement. 47: 493-498. DOI: 10.1177/0013164487472024 |
0.391 |
|
| 1987 |
Bear GG, Modlin PD. Gesell's developmental testing: What purpose does it serve? Psychology in the Schools. 24: 40-44. DOI: 10.1002/1520-6807(198701)24:1<40::Aid-Pits2310240107>3.0.Co;2-T |
0.446 |
|
| 1983 |
Bear GG. Moral Reasoning, Classroom Behavior, and the Intellectually Gifted Journal For the Education of the Gifted. 6: 111-119. DOI: 10.1177/016235328300600206 |
0.454 |
|
| 1981 |
Bear GG, Richards HC. Moral reasoning and conduct problems in the classroom Journal of Educational Psychology. 73: 664-670. DOI: 10.1037//0022-0663.73.5.664 |
0.334 |
|
| 1976 |
Bear GG, Guy EC. Attitudes toward Elderly Persons among High School and College Students Psychological Reports. 39: 1090-1090. DOI: 10.2466/pr0.1976.39.3f.1090 |
0.499 |
|
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