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Psychology

D-Index
50
Citations
12654
World Ranking
5370
National Ranking
2936

Research.com Recognitions

  • 2018 - Fellow of the American Psychological Association (APA)

Overview

Wendy M. Reinke is affiliated with the University of Missouri in the United States. Their research spans multiple areas within psychology and social sciences, focusing extensively on education and developmental topics.

Their main fields of study include:

  • Psychology
  • Social Sciences

Within these fields, their work delves into several subfields, notably:

  • Education
  • Clinical Psychology
  • Developmental and Educational Psychology
  • Social Psychology
  • General Health Professions

The primary topics covered by their research include:

  • Child and Adolescent Psychosocial and Emotional Development
  • Early Childhood Education and Development
  • Behavioral and Psychological Studies
  • Education Discipline and Inequality
  • Parental Involvement in Education
  • Bullying, Victimization, and Aggression
  • Resilience and Mental Health

Wendy M. Reinke has contributed to various scholarly articles with recent notable publications such as:

  • "Advances in understanding and intervening in teacher stress and coping: The Coping-Competence-Context Theory," published in 2020 in the Journal of School Psychology
  • "Individual and school predictors of teacher stress, coping, and wellness during the COVID-19 pandemic," published in 2021 in School Psychology
  • "Can effective classroom behavior management increase student achievement in middle school? Findings from a group randomized trial," published in 2020 in the Journal of Educational Psychology
  • "Does Teacher Emotional Exhaustion and Efficacy Predict Student Discipline Sanctions?" published in 2020 in School Psychology Review
  • "Effects of a universal classroom management teacher training program on elementary children with aggressive behaviors," published in 2020 in School Psychology

Their frequent co-authors include:

  • Keith C. Herman
  • Aaron M. Thompson
  • Melissa Stormont
  • Francis L. Huang
  • David Aguayo

Wendy M. Reinke has published extensively in several journals, with the highest number of contributions appearing in:

  • School Psychology Review
  • Journal of School Psychology
  • School Psychology
  • School Mental Health
  • Prevention Science

In recognition of their contributions, Wendy M. Reinke was awarded the title of Fellow of the American Psychological Association (APA) in 2018.

Best Publications

  • Supporting Children's Mental Health in Schools: Teacher Perceptions of Needs, Roles, and Barriers.

    Wendy M. Reinke;Melissa Stormont;Keith C. Herman;Rohini Puri

  • Self-Efficacy, Goal Orientation, and Fear of Failure as Predictors of School Engagement in High School Students.

    Kirsten Caraway;Carolyn M. Tucker;Wendy M. Reinke;Charles Hall

  • Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes:

    Keith C. Herman;Jal’et Hickmon-Rosa;Wendy M. Reinke

  • Classroom-Level Positive Behavior Supports in Schools Implementing SW-PBIS: Identifying Areas for Enhancement

    Wendy M. Reinke;Keith C. Herman;Melissa Stormont

  • The Classroom Check-up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior.

    Wendy M. Reinke;Teri Lewis-Palmer;Kenneth Merrell

  • Implementation of School-Wide Positive Behavioral Interventions and Supports (PBIS) in Elementary Schools: Observations from a Randomized Trial

    Catherine Pilcher Bradshaw;Wendy M. Reinke;Louis D. Brown;Katherine B. Bevans

  • Teacher and child variables as predictors of academic engagement among low‐income African American children

    Carolyn M. Tucker;Rose A. Zayco;Keith C. Herman;Wendy M. Reinke

  • Creating school environments that deter antisocial behaviors in youth

    Wendy M. Reinke;Keith C. Herman

  • Promoting Teacher Efficacy for Working With Culturally Diverse Students

    Carolyn M. Tucker;Terrence Porter;Wendy M. Reinke;Keith C. Herman

  • The effect of visual performance feedback on teacher use of behavior-specific praise.

    Wendy M. Reinke;Teri Lewis-Palmer;Emma Martin

  • Empirically Derived Subtypes of Child Academic and Behavior Problems: Co-Occurrence and Distal Outcomes

    Wendy M. Reinke;Keith C. Herman;Hanno Petras;Nicholas S. Ialongo

  • Teachers' Knowledge of Evidence-Based Interventions and Available School Resources for Children with Emotional and Behavioral Problems.

    Melissa Stormont;Wendy Reinke;Keith Herman

  • Using Coaching to Support Teacher Implementation of Classroom-based Interventions

    Wendy M. Reinke;Melissa Stormont;Keith C. Herman;Lori Newcomer

  • Promoting Cultural Responsivity and Student Engagement through Double Check Coaching of Classroom Teachers: An Efficacy Study.

    Catherine P. Bradshaw;Elise T. Pas;Jessika H. Bottiani;Katrina J. Debnam

  • The Incredible Years Teacher Classroom Management Training: The Methods and Principles that Support Fidelity of Training Delivery.

    Carolyn Webster-Stratton;Wendy M. Reinke;Keith C. Herman;Lori L. Newcomer

  • Children with co-occurring academic and behavior problems in first grade: Distal outcomes in twelfth grade

    Dana Darney;Wendy M. Reinke;Keith C. Herman;Melissa Stormont

  • Use of Coaching and Behavior Support Planning for Students with Disruptive Behavior within a Universal Classroom Management Program.

    Wendy M. Reinke;Melissa Stormont;Keith C. Herman;Ze Wang

  • RATES AND TYPES OF TEACHER PRAISE: A REVIEW AND FUTURE DIRECTIONS

    Lyndsay N. Jenkins;Margaret T. Floress;Wendy Reinke

  • Coaching Teachers' Use of Social Behavior Interventions to Improve Children's Outcomes: A Review of the Literature.

    Melissa Stormont;Wendy M. Reinke;Lori Newcomer;Dana Marchese

  • Low Academic Competence in First Grade as a Risk Factor for Depressive Cognitions and Symptoms in Middle School.

    Keith C. Herman;Sharon F. Lambert;Wendy M. Reinke;Nicholas S. Ialongo

  • Profiles of middle school teacher stress and coping: Concurrent and prospective correlates.

    Keith C. Herman;Sara L. Prewett;Colleen L. Eddy;Alyson Savala

Frequent Co-Authors

Keith C. Herman
Keith C. Herman University of Missouri
Melissa Stormont
Melissa Stormont University of Missouri
Catherine P. Bradshaw
Catherine P. Bradshaw University of Virginia
Nicholas S. Ialongo
Nicholas S. Ialongo Johns Hopkins University
Francis L. Huang
Francis L. Huang University of Missouri
Carolyn Webster-Stratton
Carolyn Webster-Stratton The Incredible Years
J. Mark Eddy
J. Mark Eddy New York University
T. Chris Riley-Tillman
T. Chris Riley-Tillman University of Missouri
Thomas J. Dishion
Thomas J. Dishion Arizona State University
Alexander von Eye
Alexander von Eye Michigan State University

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