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Psychology

D-Index
37
Citations
7847
World Ranking
9087
National Ranking
4817

Overview

George G. Bear is affiliated with the University of Delaware in the United States. Their research primarily focuses on the social sciences, with key contributions in psychology. Within these broader fields, their work spans several subfields including education, developmental and educational psychology, social psychology, experimental and cognitive psychology, and safety research.

Their scholarly output includes a selection of recent papers addressing various aspects of education and psychology. Notable publications include:

  • Good Intentions Are Not Enough: Centering Equity in School Discipline Reform (2021) published in School Psychology Review
  • A Multilevel Analysis of the Importance of School Climate for the Trajectories of Students' Self-concept and Self-esteem Throughout the Middle School Transition (2020) published in Journal of Youth and Adolescence
  • Identifying the helpfulness of school climate: Skipping school, cheating on tests, and elements of school climate (2022) published in Psychology in the Schools

George G. Bear frequently collaborates with several coauthors, including Anne Gregory, David Osher, Robert J. Jagers, Jeffrey R. Sprague, and Vítor Alexandre Coelho. These collaborations reflect a network of scholarly partnerships centered around topics of education, school climate, and youth development.

The scientist's research topics cover areas such as:

  • Education discipline and inequality
  • Behavioral and psychological studies
  • Bullying, victimization, and aggression
  • Education, achievement, and giftedness
  • Early childhood education and development
  • Youth development and social support
  • School choice and performance

George G. Bear publishes in venues that concentrate on psychology and education, including School Psychology Review, Journal of Youth and Adolescence, and Psychology in the Schools. These platforms align with the core focus areas of their research.

Best Publications

  • Relational Aggression and Peer Relations: Gender and Developmental Issues.

    Gail S. Rys;George G. Bear

  • How Can We Improve School Discipline

    David Osher;George G. Bear;Jeffrey R. Sprague;Walter Doyle

  • Teachers' Experiences with Inclusive Classrooms: Implications for Special Education Reform

    Kathleen M. Minke;George G. Bear;Sandra A. Deemer;Shaunna M. Griffin

  • Delaware School Climate Survey-Student: its factor structure, concurrent validity, and reliability.

    George G. Bear;Clare S. Gaskins;Jessica C. Blank;Fangfang Chen

  • Children's emotion processing: relations to emotionality and aggression.

    David Schultz;Carroll E. Izard;George G. Bear

  • School discipline in the United States: Prevention, correction, and long-term social development.

    George G. Bear

  • Self-Concept of Students with Learning Disabilities: A Meta-Analysis.

    George G. Bear;Kathleen M. Minke;Maureen A. Manning

  • Children's needs III: Development, prevention, and intervention.

    George G. Bear;Kathleen M. Minke

  • School Discipline and Self-Discipline: A Practical Guide to Promoting Prosocial Student Behavior

    George G. Bear

  • Self-Perceptions Of Nonhandicapped Children And Children With Learning Disabilities In Integrated Classes

    George G. Bear;Andrew Clever;Willis A. Proctor

  • Attitudes toward Computers: Validation of a Computer Attitudes Scale

    George G. Bear;Herbert C. Richards;Paul Lancaster

  • Self-Concept and Self-Esteem.

    Maureen A. Manning;George G. Bear;Kathleen M. Minke

  • Validation of a brief measure of teachers’ perceptions of school climate: relations to student achievement and suspensions

    George G. Bear;Chunyan Yang;Megan Pell;Clare Gaskins

  • Multilevel Associations Between School-Wide Social–Emotional Learning Approach and Student Engagement Across Elementary, Middle, and High Schools

    Chunyan Yang;George G. Bear;Henry May

  • Discrepancies Between Competence and Importance in Self-Perceptions of Children in Integrated Classes

    Andrew Clever;George G. Bear;Jaana Juvonen

  • Developing self-discipline and preventing and correcting misbehavior

    George G. Bear;Albert R. Cavalier;Maureen A. Manning

  • Positive Bias in Maintenance of Self-Worth among Children with LD

    George G. Bear;Kathleen M. Minke

  • Students' perceptions of school climate in the U.S. and China.

    Chunyan Yang;George G. Bear;Fang Fang Chen;Weigang Zhang

  • Impact of a full‐time integrated program on the achievement of nonhandicapped and mildly handicapped children

    George G. Bear;Willis A. Proctor

  • Differences in Bullying Victimization Between Students With and Without Disabilities

    George G. Bear;Lindsey S. Mantz;Joseph J. Glutting;Chunyan Yang

  • Children's Needs II: Development, Problems and Alternatives.

    George G. Bear;Kathleen M. Minke;Alex Thomas

Frequent Co-Authors

Jeffrey R. Sprague
Jeffrey R. Sprague University of Oregon
Joseph J. Glutting
Joseph J. Glutting University of Delaware
Jaana Juvonen
Jaana Juvonen University of California, Los Angeles
Carroll E. Izard
Carroll E. Izard University of Delaware
Anne Gregory
Anne Gregory Rutgers, The State University of New Jersey

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