The Impact of Stress on Later Literacy Achievement via Grit and Engagement among Dual Language Elementary School Students REFERENCE: O’Neal, C. R. (2018). The impact of stress on later literacy achievement via grit and engagement among dual language elementary school students. School Psychology International. Download a PDF by clicking here.
Individual Versus Peer Grit: Influence on Later Individual Literacy Achievement of Dual Language Learners Download a PDF by clicking here. REFERENCE: O’Neal, C. R. (2017). Influence of individual versus peer grit on later individual literacy achievement among dual language learners. School Psychology Quarterly. http://dx.doi.org/10.1037/spq0000212
Change in Depression from Preadolescence to Adolescence: The Role of Early Anger Socialization and Child Anger Among Low-Income, Ethnic Minority Families Download a PDF by clicking here. REFERENCE: O’Neal, C. R., Weston, L. C., He, X., Huang, K. Y., Pine, D. S., Kamboukos, D., & Brotman, L. M. (2017). Change in depression from preadolescence to adolescence: The role of early anger socialization and child anger among low-income, ethnic minority families. Journal of Adolescence, 59, 1-7. http://dx.doi.org/10.1016/j.adolescence.2017.05.011
Maternal Responsivity to Infants in the “High Chair” Assessment: Longitudinal Relations with Toddler Outcomes in a Diverse, Low-Income Sample Download a PDF by clicking here. REFERENCE: O’Neal, C. R., Weston, L., Brooks-Gunn, J., Berlin, L. J., & Atapattu, R. (2017). Maternal responsivity to infants in the “High Chair” assessment: Longitudinal relations with toddler outcomes in a diverse, low-income sample.Infant Behavior and Development, 47, 125-137. doi: 10.1016/j.infbeh.2017.04.002
Global Consultation Processes: Lessons Learned from Refugee Teacher Consultation Research in Malaysia Download a PDF by clicking here. REFERENCE: O’Neal, C. R., Gosnell, R., Ng, W. S., Ong, E., & Clement, J. (2017). Global consultation processes: Lessons learned from refugee teacher consultation research in Malaysia.Journal of Educational and Psychological Consultation. doi: 10.1080/10474412.2017.1293544
Refugee Teacher Preventive Intervention Research Promoting Refugee Student Behavior, Attention, and Emotions and Teacher Self-Care Download a PDF by clicking here. REFERENCE: O’Neal, C. R., Gosnell, R., Ng, W. S., & Ong, E. (2017). Refugee teacher preventive intervention research promoting refugee student behavior, attention, and emotions and teacher self-care.Journal of Educational and Psychological Consultation. doi: 10.1080/10474412.2017.1287576
How True Is Grit? Assessing Its Relations to High School and College Students' Personality Characteristics, Self-Regulation, Engagement, and Achievement REFERENCE: Muenks, K., Wigfield, A., Yang, J. S., & O’Neal, C. R. (2016). How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology. http://dx.doi.org/10.1037/edu0000153 Download a PDF by clicking here.
Grit Under Duress: Stress, Strengths, and Academic Success Among Non-Citizen and Citizen Latina/o First-Generation College Students Dowload a PDF of the article by clicking here. REFERENCE: O'Neal, C.R., Espino, M. M., Goldthrite, A., Morin, M.F., Weston, L., Hernandez, P., Fuhrmann, A. (2016). Grit under duress: Stress, strengths, and academic success among non-citizen and citizen Latina/o first-generation college students. Hispanic Journal of Behavioral Sciences, 38(4), 446-466.
Undocumented Latina/o college students face obstacles and stressors; their stressful experiences and academic strengths merit empirical attention.
This cross-sectional, mixed-methods study explored stress, depression, grit, and grade point average (GPA) among non-citizen, Latina/o first-generation college students, as compared to citizen, Latina/o first-generation college students in Maryland.
The study explores similarities and differences between both groups, with implications for ecological processes and achievement for Latino/a undocumented college students.
Classroom Management and Socioemotional Functioning of Burmese Refugee Students Download a PDF of the article by clicking here. REFERENCE: O’Neal, C. R., Atapattu, R., Jegathesan, A., Ong, E., Clement, J., & Ganesan, A. (2016). Classroom management and socioemotional functioning of Burmese refugee students in Malaysia. Journal of Education and Psychological Consultation.
Refugee children in Malaysia are not allowed to attend public school. While hidden refugee schools exist, they only reach a fraction of the Burmese refugee children in Malaysia.
This journal article describes a participatory culture-specific consultation (PCSC) approach to examine the socioemotional and classroom management issues among Burmese refugee children in some of these hidden classrooms.
A number of themes emerged from consultation, including issues pertaining to the students' mental health, societal pressures, and the teachers' classroom management strategies.
This manual guides psychologists in collaborating with teachers to implement grit interventions for students.
Two successful case studies are used to show how this can be done, and recommendations are made for culturally-responsive adaptations to serve diverse school settings.
The manual includes a new set of questionnaires based on the original Grit Scale. These questionnaires are adapted for a younger population of students and for teachers' use. We are currently working on a new publication that describes the psychometric qualities of these adapted scales.
- PAST - American Psychological Association (APA) Conference, 2017 Boyars, M. Y. & O’Neal, C.R. (2017, August). Growth Mindset: Relations with Achievement Among Highly Gifted Students. Poster presented at the annual convention of the American Psychological Association, Washington, DC. Download a copy of the poster here.
National Association of School Psychologists (NASP), 2017 Boyars, M. Y., Gosnell, N., & O’Neal, C. R. (2017, February). “Pause Anger:” Two Schools’ Interventions for Emotion Regulation. Poster presented at the annual convention of the National Association of School Psychologists, San Antonio, TX. Download a copy of the poster here.
Invited Presentation at the Maryland State Department of Education, 2016 Biannual Meeting for School Psychologists Weston, L., Goldthrite, A., Boyars, M., & O’Neal, C. R. (March, 2016). Culturally proficient practices to promote social emotional learning and achievement: Translating school-based research into practice. Invited presentation at the Maryland State Department of Education School Psychologist Representatives biannual meeting, Baltimore, MD.
National Association of School Psychologists (NASP) 2016 Convention Boyars, M. Y., & O'Neal, C. R. (2016, February). Socioemotional skills and the Achievement Gap. Poster presented at the annual convention of the National Association of School Psychologists, New Orleans, LA. Download a copy of the poster here.
Harvard Student Research Conference, 2016 Convention Boyars, M. Y., & O'Neal, C. R. (2016, March). Engagement, Grit, and the Achievement Gap. Poster presented at the Harvard Student Research Conference, Cambridge, MA.
American Psychological Association (APA) Conference, 2015
We are presenting the manual and its development process at APA.
The presentation's focus is on translating the grit literature for school-based applications. Two successful case studies are used to show how this can be done.
Society for Research in Child Development (SRCD) 2015 Biennial Conference
Dr. O'Neal and Dr. Wigfield (from UMD's Human Development department) led a research symposium on motivation and academic achievement. The first research presentation was by our lab members Lynsey Weston, Ranga Attapatu, Meghan Green, Ben Perlow, and Dr. Colleen O'Neal, as well as Dr. Jade Wexler (from UMD's Special Education program). Please click on the presentation image below to scroll through the slides.
We were also invited to present a poster at SRCD's Friday night Special Reception. Please see the poster, below, authored by our lab members Meghan Green, Ben Perlow, and Dr. Colleen O'Neal.