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Christine Kerres Malecki

Christine Kerres Malecki

D-Index & Metrics

Psychology

D-Index
36
Citations
11843
World Ranking
9323
National Ranking
4927

Overview

Christine Kerres Malecki is affiliated with Northern Illinois University in the United States. Their research primarily spans the fields of Psychology and Social Sciences, with specific focus in subfields such as Clinical Psychology, Education, Social Psychology, Developmental and Educational Psychology, and Public Health, Environmental and Occupational Health.

The scientist's work addresses key topics including Child and Adolescent Psychosocial and Emotional Development, Bullying, Victimization, and Aggression, Early Childhood Education and Development, COVID-19 and Mental Health, Behavioral and Psychological Studies, Maternal Mental Health During Pregnancy and Postpartum, and Resilience and Mental Health.

Frequent publication venues for their research include:

  • Journal of School Psychology
  • PsycEXTRA Dataset
  • School Psychology Review
  • Psychology in the Schools
  • Child & Youth Care Forum

Christine Kerres Malecki has collaborated extensively with several coauthors, including:

  • Michelle K. Demaray
  • Julia Ogg
  • Kelly N. Clark
  • Kathleen M. Kelly
  • Yoonsun Pyun

Recent publications by this researcher include:

  • "Parent and peer social support compensation and internalizing problems in adolescence," 2020, Journal of School Psychology
  • "Measuring COVID-19-Related Stress Among 4th Through 12th Grade Students," 2021, School Psychology Review
  • "Disability, poverty, and other risk factors associated with involvement in bullying behaviors," 2020, Journal of School Psychology
  • "Deconstructing bullying roles: A longitudinal latent profile analysis of bullying participant behaviors for students in grades 4 through 12," 2021, Journal of School Psychology
  • "Associations among bullying role behaviors and academic performance over the course of an academic year for boys and girls," 2021, Journal of School Psychology

Best Publications

  • What Type of Support Do They Need? Investigating Student Adjustment as Related to Emotional, Informational, Appraisal, and Instrumental Support.

    Christine Kerres Malecki;Michelle Kilpatrick Demaray

  • Children's social behaviors as predictors of academic achievement: A longitudinal analysis.

    Christine Kerres Malecki;Stephen N. Elliot

  • Measuring perceived social support: Development of the child and adolescent social support scale (CASSS)

    Christine Kerres Malecki;Michelle Kilpatrick Demaray

  • A meta-analytic review of the association between perceived social support and depression in childhood and adolescence.

    Sandra Yu Rueger;Christine Kerres Malecki;Yoonsun Pyun;Chase Aycock

  • Relationship Between Multiple Sources of Perceived Social Support and Psychological and Academic Adjustment in Early Adolescence: Comparisons Across Gender

    Sandra Yu Rueger;Christine Kerres Malecki;Michelle Kilpatrick Demaray

  • Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban middle school

    Michelle Kilpatrick Demaray;Christine Kerres Malecki

  • The Relationship between Perceived Social Support and Maladjustment for Students at Risk.

    Michelle Kilpatrick Demaray;Christine Kerres Malecki

  • Social support as a buffer in the relationship between socioeconomic status and academic performance.

    Christine Kerres Malecki;Michelle Kilpatrick Demaray

  • Critical Levels of Perceived Social Support Associated with Student Adjustment

    Michelle Kilpatrick Demaray;Christine Kerres Malecki

  • The Relationship between Social Support and Student Adjustment: A Longitudinal Analysis.

    Michelle Kilpatrick Demaray;Christine Kerres Malecki;Lisa M. Davidson;Kelly K. Hodgson

  • Gender differences in the relationship between perceived social support and student adjustment during early adolescence.

    Sandra Yu Rueger;Christine Kerres Malecki;Michelle Kilpatrick Demaray

  • Students' Ratings of Teacher Support and Academic and Social-Emotional Well-Being.

    Jaclyn E. Tennant;Michelle Kilpatrick Demaray;Christine K. Malecki;Melissa N. Terry

  • Adolescents' ratings of perceived social support and its importance: Validation of the Student Social Support Scale.

    Christine Kerres Malecki;Stephen N. Elliott

  • New Directions in Social Skills Assessment and Intervention for Elementary and Middle School Students

    Stephen N. Elliott;Christine K. Malecki;Michelle K. Demaray

  • Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction

    Kelly N. Clark;Christine K. Malecki

  • DEVELOPMENTAL, GENDER, AND PRACTICAL CONSIDERATIONS IN SCORING CURRICULUM-BASED MEASUREMENT WRITING PROBES

    Christine Kerres Malecki;Jennifer Jewell

  • The Utility of CBM Written Language Indices: An Investigation of Production-Dependent, Production-Independent, and Accurate-Production Scores

    Jennifer Jewell;Christine Kerres Malecki

  • The Role of Youth's Ratings of the Importance of Socially Supportive Behaviors in the Relationship between Social Support and Self-Concept.

    Michelle Kilpatrick Demaray;Christine Kerres Malecki;Sandra Yu Rueger;Sarah E. Brown

  • Importance Ratings of Socially Supportive Behaviors by Children and Adolescents

    Michelle Kilpatrick Demaray;Christine Kerres Malecki

  • Child and Adolescent Social Support Scale

    C. K. Malecki;M. K. Demaray;S. N. Elliott;P. W. Nolten

  • Stability of peer victimization in early adolescence: effects of timing and duration.

    Sandra Yu Rueger;Christine Kerres Malecki;Michelle Kilpatrick Demaray

Frequent Co-Authors

Michelle K. Demaray
Michelle K. Demaray Northern Illinois University
Stephen N. Elliott
Stephen N. Elliott Arizona State University
Thomas R. Kratochwill
Thomas R. Kratochwill University of Wisconsin–Madison

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