Eva Oberle
Eva Oberle
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Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects
RD Taylor, E Oberle, JA Durlak, RP Weissberg
Child development 88 (4), 1156-1171, 2017
Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial.
KA Schonert-Reichl, E Oberle, MS Lawlor, D Abbott, K Thomson, ...
Developmental psychology 51 (1), 52, 2015
Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials.
RW Roeser, KA Schonert-Reichl, A Jha, M Cullen, L Wallace, R Wilensky, ...
Journal of educational psychology 105 (3), 787, 2013
Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students
E Oberle, KA Schonert-Reichl
Social science & medicine 159, 30-37, 2016
Kindness counts: Prompting prosocial behavior in preadolescents boosts peer acceptance and well-being
K Layous, SK Nelson, E Oberle, KA Schonert-Reichl, S Lyubomirsky
PloS one 7 (12), e51380, 2012
Establishing systemic social and emotional learning approaches in schools: A framework for schoolwide implementation
E Oberle, CE Domitrovich, DC Meyers, RP Weissberg
Social and Emotional Learning, 6-26, 2020
Life satisfaction in early adolescence: Personal, neighborhood, school, family, and peer influences
E Oberle, KA Schonert-Reichl, BD Zumbo
Journal of youth and adolescence 40, 889-901, 2011
Understanding the link between social and emotional well-being and peer relations in early adolescence: Gender-specific predictors of peer acceptance
E Oberle, KA Schonert-Reichl, KC Thomson
Journal of youth and adolescence 39, 1330-1342, 2010
Examining ways that a mindfulness-based intervention reduces stress in public school teachers: A mixed-methods study
C Taylor, J Harrison, K Haimovitz, E Oberle, K Thomson, ...
Mindfulness 7, 115-129, 2016
Mindfulness and inhibitory control in early adolescence
E Oberle, KA Schonert-Reichl, MS Lawlor, KC Thomson
The Journal of Early Adolescence 32 (4), 565-588, 2012
Social–emotional competencies make the grade: Predicting academic success in early adolescence
E Oberle, KA Schonert-Reichl, C Hertzman, BD Zumbo
Journal of Applied Developmental Psychology 35 (3), 138-147, 2014
Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence
E Oberle, A Gist, M Cooray, JBR Pinto
Psychology in the Schools, 2020
Relations among peer acceptance, inhibitory control, and math achievement in early adolescence
E Oberle, KA Schonert-Reichl
Journal of applied developmental psychology 34 (1), 45-51, 2013
Benefits of extracurricular participation in early adolescence: Associations with peer belonging and mental health
E Oberle, XR Ji, M Guhn, KA Schonert-Reichl, AM Gadermann
Journal of youth and adolescence 48 (11), 2255-2270, 2019
Screen time and extracurricular activities as risk and protective factors for mental health in adolescence: A population-level study
E Oberle, XR Ji, S Kerai, M Guhn, KA Schonert-Reichl, AM Gadermann
Preventive Medicine 141, 106291, 2020
Social and emotional learning: recent research and practical strategies for promoting children’s social and emotional competence in schools
E Oberle, KA Schonert-Reichl
Handbook of social behavior and skills in children, 175-197, 2017
Optimism in early adolescence: Relations to individual characteristics and ecological assets in families, schools, and neighborhoods
KC Thomson, KA Schonert-Reichl, E Oberle
Journal of Happiness Studies 16, 889-913, 2015
Early Adolescents’ Emotional Well-Being in the Classroom: The Role of Personal and Contextual Assets
E Oberle
Journal of School Health 88 (2), 101-111, 2018
Positive mental health and supportive school environments: A population-level longitudinal study of dispositional optimism and school relationships in early adolescence
E Oberle, M Guhn, AM Gadermann, K Thomson, KA Schonert-Reichl
Social Science & Medicine 214, 154-161, 2018
The role of supportive adults in promoting positive development in middle childhood: A population-based study
E Oberle, KA Schonert-Reichl, M Guhn, BD Zumbo, C Hertzman
Canadian Journal of School Psychology 29 (4), 296-316, 2014
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