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Nathaniel P. von der Embse

Nathaniel P. von der Embse

D-Index & Metrics

Psychology

D-Index
36
Citations
4998
World Ranking
9564
National Ranking
5057

Overview

Nathaniel P. von der Embse is affiliated with the University of South Florida in the United States and focuses primarily on research within psychology and social sciences. Their work concentrates on various subfields including clinical psychology, education, developmental and educational psychology, experimental and cognitive psychology, and social psychology.

Their research covers several main topics, specifically:

  • Child and Adolescent Psychosocial and Emotional Development
  • Early Childhood Education and Development
  • Behavioral and Psychological Studies
  • Mental Health Research Topics
  • Educational and Psychological Assessments
  • Resilience and Mental Health
  • Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes

Frequent coauthors in their scholarly contributions include:

  • Stephen P. Kilgus
  • David W. Putwain
  • Eunsook Kim
  • Katie Eklund
  • Shannon M. Suldo

von der Embse has been published multiple times in specific venues related to school psychology and clinical assessment. These include:

  • Journal of School Psychology
  • School Psychology
  • Journal of Psychopathology and Behavioral Assessment
  • Cognitive Therapy and Research
  • Journal of Psychoeducational Assessment

Some of their recent publications are:

  • Changes in Teacher Stress and Wellbeing Throughout the Academic Year, 2020, Journal of Applied School Psychology
  • Cognitive-behavioral intervention for test anxiety in adolescent students: do benefits extend to school-related wellbeing and clinical anxiety, 2020, Anxiety Stress & Coping
  • Test anxiety, anxiety disorders, and school-related wellbeing: Manifestations of the same or different constructs?, 2021, Journal of School Psychology
  • The Development and Validation of a New Multidimensional Test Anxiety Scale (MTAS), 2020, European Journal of Psychological Assessment
  • Editorial Statement About JCCAP's 2023 Special Issue on Informant Discrepancies in Youth Mental Health Assessments: Observations, Guidelines, and Future Directions Grounded in 60 Years of Research, 2023, Journal of Clinical Child & Adolescent Psychology

The body of work by von der Embse contributes across a blend of psychological and educational research disciplines, often addressing the intersections of mental health, anxiety, and assessment in school-related contexts.

Best Publications

  • Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review.

    Nathaniel von der Embse;Dane Jester;Devlina Roy;James Post

  • Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent

    Shannon V. Ryan;Nathaniel P. von der Embse;Laura L. Pendergast;Elina Saeki

  • HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ ANXIOUS RESPONSES TO HIGH-STAKES TESTING

    Natasha K. Segool;John S. Carlson;Anisa N. Goforth;Nathan von der Embse

  • Test Anxiety Interventions for Children and Adolescents: A Systematic Review of Treatment Studies from 2000–2010

    Nathaniel von der Embse;Justin Barterian;Natasha Segool

  • Measurement equivalence: A non-technical primer on categorical multi-group confirmatory factor analysis in school psychology.

    Laura L. Pendergast;Nathaniel von der Embse;Stephen P. Kilgus;Katie R. Eklund

  • Teacher Stress Interventions: A Systematic Review.

    Nathaniel von der Embse;Shannon V. Ryan;Tera Gibbs;Ariel Mankin

  • The influence of test-based accountability policies on school climate and teacher stress across four states

    Nathaniel P. von der Embse;Laura L. Pendergast;Natasha Segool;Elina Saeki

  • Test Anxiety and High-Stakes Test Performance Between School Settings: Implications for Educators

    Nathaniel P. Von Der Embse;Ramzi Hasson

  • Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies

    Nathaniel P. von der Embse;Lia E. Sandilos;Laura Pendergast;Ariel Mankin

  • Cognitive-behavioral intervention for test anxiety in adolescent students: do benefits extend to school-related wellbeing and clinical anxiety.

    David W Putwain;Nathaniel P von der Embse

  • Initial Development and Factor Structure of the Educator Test Stress Inventory.

    Nathaniel P. von der Embse;Stephen P. Kilgus;Hadley J. Solomon;Mark Bowler

  • The influence of test-based accountability policies on teacher stress and instructional practices: a moderated mediation model

    Nathaniel P. von der Embse;Alexander M. Schoemann;Stephen P. Kilgus;Maribeth Wicoff

  • Evaluating the applied use of a mental health screener: Structural validity of the Social, Academic, and Emotional Behavior Risk Screener.

    Nathaniel P. von der Embse;Laura L. Pendergast;Stephen P. Kilgus;Katie R. Eklund

  • Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress

    David W. Putwain;Nathaniel P. von der Embse

  • Psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) teacher rating scale and multiple gating procedure within elementary and middle school samples

    Stephen P. Kilgus;Katie Eklund;Nathaniel P. von der Embse;Crystal N. Taylor

  • Readying students to test: The influence of fear and efficacy appeals on anxiety and test performance

    Nathaniel P. von der Embse;Brandon K. Schultz;Jeremy D. Draughn

  • Test anxiety, anxiety disorders, and school-related wellbeing: Manifestations of the same or different constructs?

    David W. Putwain;Kristina Stockinger;Nathaniel P. von der Embse;Shannon M. Suldo

  • Multi-informant universal screening: Evaluation of rater, item, and construct variance using a trifactor model.

    Nathaniel von der Embse;Eun Sook Kim;Stephen Kilgus;Robert Dedrick

  • The Development and Validation of a New Multidimensional Test Anxiety Scale (MTAS)

    David W. Putwain;Nathaniel P. von der Embse;Emma C. Rainbird;Geoffrey West

  • Cognitive Behavioral Model of Test Anxiety in a High-Stakes Context: An Exploratory Study

    Natasha K. Segool;Nathaniel P. von der Embse;Andrea D. Mata;Jason Gallant

  • The influence of test‐based accountability policies on early elementary teachers: School climate, environmental stress, and teacher stress

    Elina Saeki;Natasha Segool;Laura Pendergast;Nathaniel von der Embse

  • High-Stakes Accountability: Student Anxiety and Large-Scale Testing

    Nathaniel P. von der Embse;Sara E. Witmer

Frequent Co-Authors

David W. Putwain
David W. Putwain Liverpool John Moores University
Shannon M. Suldo
Shannon M. Suldo University of South Florida
Ken Christensen
Ken Christensen University of South Florida
Gary L. Canivez
Gary L. Canivez Eastern Illinois University
Tyler L. Renshaw
Tyler L. Renshaw Utah State University
T. Chris Riley-Tillman
T. Chris Riley-Tillman University of Missouri

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