Chunyan Yang

Dr. Yang is an associate professor of school psychology in the Berkeley School of Education at the University of California, Berkeley. Dr. Yang’s research interests focus on understanding how school members interact with their ecological contexts to find their resilience individually and collectively when facing risks and adversities, such as bullying, teacher-targeted violence, and mental health challenges. Three central questions focused in her research agenda are: (1) how to assess and counterbalance the risks and adversities experienced by vulnerable school members as individuals, and as groups; (2) how to leverage promotive and protective factors in school and community-based interventions to alleviate the negative impacts of risks and adversities among individuals and groups in schools; and (3) how do diverse socio-cultural and demographic backgrounds of individuals and groups generate or shape risks and resilience in different ways? Grounded in the socio-ecological framework, Dr. Yang has been conducting research examining the interactive and multilevel influences of risk and resilience processes (i.e., school climate, social-emotional learning, school-wide practice, and culture norms) on human development and school organizational outcomes across individual and school levels and different school stakeholders’ perspectives. She has also used cross-cultural and multi-cultural comparison approaches to explore both culturally specific and universal patterns of risk and resilience processes among diverse school populations.

Dr. Yang received her PhD in Education with a specialization in School Psychology from the University of Delaware, MSc in Research Methods in Psychology from the University of Bristol in England, and BS in Chemistry with a teaching credential from the Central China Normal University in China. Dr. Yang was an assistant professor in the Department of Counseling, Clinical, and School Psychology at UC Santa Barbara between 2016-2019. Prior to joining the faculty at the University of California, she worked as a school psychologist in the district-wide Multicultural Assessment and Consultation Team in northern Colorado.

Dr. Yang's scholarship has contributed to the fields of school psychology (e.g., School Psychology Review, School Psychology, and Journal of School Psychology), developmental psychology (e.g., Child Development, Journal of Youth and Adolescence), educational psychology (e.g., British Journal of Educational Psychology), international psychology (e.g., International Journal of School & Educational Psychology, School Psychology International), and the interdisciplinary field of school violence (e.g., Aggressive Behavior and Journal of Interpersonal Violence). Across the above fields, she has published over 60 scholarly works and given more than 70 presentations at national and international conferences.

Dr. Yang's research has been recognized and/or supported by the Society of Hellman Fellows (Hellman Fellowship in 2021), the National Academy of Education/Spencer Foundation (Postdoctoral Fellowship in 2020), the Society of the Study of School Psychology (Early Career Research Award in 2019 and Early Career Scholar in 2017). She was the recipient of the 2022 Lightner Witmer Early Career Award and 2016 Outstanding Dissertation Award from the American Psychological Association Division 16: School Psychology, the 2021 Outstanding Early Career Psychologist Award from the American Psychological Association Division 52: International Psychology, the 2019 Early Career Award for Distinguished Scholarly Contributions to Bullying Abuse Prevention from the Alberti Center for Bullying Abuse Prevention.

Dr. Yang is currently serving as the School Psychology Review Editorial Fellow and also serving on the editorial boards of the School Psychology Review, School Psychology (Quarterly), and Journal of School Psychology.

Publications

Peer-reviewed Journal Articles (n=49)

Yang, C., Chan, M.^†, Nickerson, A., Jenkins, L., Fredricks, S., & Xie, J. (2022). Teacher victimization and subjective wellbeing: Does school climate matter? Aggressive Behavior. https://doi.org/10.1002/ab.22030

Yang, C., Chan, M.^†, Lin, X.^†, Chen, C.^†, (2022). Teacher victimization and teacher burnout: Moderating role of school climate in a large-scale survey study. Journal of School Violence. https://doi.org/ 10.1080/15388220.2022.2041023

Teng, Z.^†, Yang, C., Stomski, M.^†, Nie, Q.^†, (2022). Violent video game exposure and bullying in early adolescence: A longitudinal study examining moderation of trait aggressiveness and moral identity. Psychology of Violence. https://doi.org/:10.1037/vio0000424

Yang, C., Manchanda, S.^†,& Greenstein, J.^† (2021). Educators’ Online Teaching Self-Efficacy and Compassion Fatigue During the COVID-19 Pandemic: The Dual Roles of “Connect.” School Psychology, 36(6), 504–515. https://doi.org/10.1037/spq0000475

Yang, C. (2021). Online teaching self-efficacy, social-emotional learning (SEL) competencies, and compassion fatigue among educators during the COVID-19 Pandemic. School Psychology Review. http://doi.org/10.1080/2372966X.2021.1903815

Grapin, S., Collier-Meek, M., Stacy-Ann, J., Yang, C., & Portillo, N. (2021). Reconceptualizing mentoring for the 21st Century: A systematic mapping of research in school psychology. School Psychology Review. https://doi.org/10.1080/2372966X.2021.1910861

Yang, C. Chan, M.,¹ Chen, C.,¹ & Jimerson, S. (2021). Parental perceptions of school climate in the United States and China: Advancing understanding of measurement and cross-national considerations. School Psychology. Advance Online Publication. https://doi.org/10.1080/2372966X.2020.1860427

Yang, C., Chen, C.,¹ Lin, X.,¹ & Chan, M.¹ (2021). School-wide social and emotional learning (SEL) and cyberbullying victimization among middle and high school students: Moderating role of school climate. School Psychology. Advance online publication. https://doi.org 10.1037/spq0000423

Yang, C., Lin, X.,1 & Stomski, M.1 (2021). Unequally safe: Association between bullying and perceived school safety and the moderating effects of race/ethnicity, gender, and grade levels. School Psychology Review. Advance online publication. https://doi.org/10.1080/2372966X.2020.1860427

Yang, C., Manchanda, S.,¹ Lin, X.,¹ & Teng, Z.¹ (2021). An intersectional examination of the effects of race/ethnicity and immigration status on school victimization in predominantly Hispanic/Latino high schools. School Psychology Review. Advance online publication. https://doi.org/10.1080/2372966X.2020.1840262

Chen, C.¹, Yang, C.,& Nie, Q¹. (2021). Social-emotional learning competencies and problematic Internet use among Chinese adolescents: A structural equation Modeling Analysis. Environmental Research and Public Health. 18(6), https://doi.org/10.3390/ijerph18063091

Nie, Q.¹, Yang, C., Stomski, M., Zhao, Z., Teng, Z., & Guo, C. (2021). Longitudinal link between bullying victimization and bullying perpetration: A multilevel moderation of perceived school climate. Journal of Interpersonal Violence. https://doi.org/10.1177/0886260521997940

Yang, C., Chen, C.,¹ Chan, M.,¹ Wang, C., Luo, H.,¹ & Lin, X.¹ (2020). Training experience in U.S. school psychology programs: Understanding Asian international students’ assets, challenges, and effective strategies. Contemporary School Psychology. Advance online publication. https://doi.org/10.1007/s40688-020-00320-x

Yang, C., Chan, M.,¹ & Ma, T-L (2020). School-wide social and emotional learning (SEL) and bullying victimization: Moderating role of school climate across elementary, middle, and high schools. Journal of School Psychology. Advance online publication. https://doi.org/10.1016/j.jsp.2020.08.002

Zhang, F.¹, Jiang, Y., Ming, H., Yang C., & Huang, S. (2020). Family socioeconomic status and adolescents' academic achievement: The moderating roles of subjective social mobility and attention. Journal of Youth and Adolescence. 49(9), 1821–1834. https://doi.org/10.1007/s10964-020-01287-x

Nie, Q.,¹ Teng, Z., Yang, C., Lu, X., Liu, C., Zhang, D., & Guo, C. (2020). Psychological suzhi and academic achievement in Chinese adolescents: A two-year longitudinal study. British Journal of Educational Psychology. Advance online publication. https://doi.org/10.1111/bjep.12384

Chen, C.,¹Yang, C., Chan, M.,¹ & Jimerson, S. (2020). Association between school climate and bullying victimization: A cross-cultural comparison from parents’ perspectives. School Psychology. 35(5), 311–320. https://doi.org/ 10.1037/spq0000405

Xie, J., Sun, X., Li, C., Zhang, Y., Yang C., & Bear, G. (2020). Chinese version of Delaware School Climate Scale – Home. Chinese Journal of Clinical Psychology. 28 (3), 477-482. http://doi.org/10.16128/j.cnki.1005-3611.2020.03.009

Nie, Q.,¹ Yang, C., Teng, Z., Pan, Y., Guo, C., & Zhang, D. (2020). Longitudinal association between school climate and depressive symptoms: Mediating role of psychological suzhi. School Psychology, 35(4), 267–276. https://doi.org/10.1037/spq0000374

Yang, C., Sharkey, J. D., Reed, L., & Dowdy, E. (2020).Cyberbullying victimization and student engagement among adolescents: Does school climate matter? School Psychology, 35(2), 158–169. https://doi.org/10.1037/spq0000353

Yang, C., Sharkey, J. D., Chen, C.,¹ & Jimerson, S. (2019). Teacher-home communication and bullying victimization: Does parents’ perception of fairness of rules matter? School Psychology Review, 48(3), 251-266. https://doi.org/ 10.17105/SPR-2018-0060.V48-3

Chan, M.,¹ Yang, C., Furlong, M., Dowdy, E., & Xie, J. (2019). Association between social-emotional strengths and school membership: A cross-cultural comparison. International Journal of School & Educational Psychology. Advance online publication. https://doi.org/10.1080/21683603.2019.1677539

Pan, Y., Yang, C., Liu, C, Chan, M.,¹ Liu, G., & Zhang, D. (2019). A moderated mediation model of peer victimization and problem behaviors: The roles of self-esteem and parental attachment among Chinese early adolescents. Child Development, 91(4), e968–e983. https://doi.org/10.1111/cdev.13319

Teng, Z.,¹ Bear, G.G., Yang, C. Nie, Q.,¹ & Guo, C. (2019). Moral disengagement and bullying perpetration: A longitudinal study of the moderating effect of school climate. School Psychology, 35(1), 99–109. https://doi.org/10.1037/spq0000348

Xie, J., Liu, J.,Wei, Yu., Yang, C., Bear, G. G. & Wang, W. (2019). Validation of the Chinese Version of Delaware Positive, Punitive, and Social-Emotional Learning (SEL) Techniques Scale - Teacher. Chinese Journal of Clinical Psychology. 28 (4),701 –706. https://doi.org/10.16128/j.cnki.1005-3611.2019.04.012

Xie, J., Lin, X., Qin, F., Yang, C., & Bear, G. G. (2019). Validation of the Chinese Version of Delaware Positive, Punitive, and Social-Emotional Learning (SEL) Techniques Scale - Student. Chinese Journal of Clinical Psychology. 27(2), 524-529. https://doi.org/10.16128/j.cnki.1005-3611.2019.03.020

Xie, J., Peng, Z.,Zhu, Z.,Yang, C., & Bear, G.G. (2018). Chinese Version of Delaware School Climate Scale – Teacher/Staff. Chinese Journal of Clinical Psychology. 26 (5). 891–996. https://doi.org/10.16128/ 10.16128/j.cnki.1005-3611.2018.05.012

Yang, C., Fredrick S. S., Nickerson, A., Jenkins L., & Xie, J. (2019). Initial development and validation of the Multidimensional Teacher Victimization Scale. School Psychology Quarterly. 34(2), 244–252. https://doi.org/10.1037/spq0000307

Yang, C., Jenkins, L., Fredrick, S. S., Chen, C.,¹Xie, J.-S., & Nickerson, A. B. (2019). Teacher victimization by students in china: a multilevel analysis. Aggressive Behavior, 45(2), 169–180. https://doi.org/10.1002/ab.21806

Yang, C., Sharkey, J. D., Reed, L., Chen, C*, & Dowdy, E. (2018).Bullying victimization and student engagement in Elementary, Middle, and High Schools: Moderating role of school climate. School Psychology Quarterly.33, 54-64. Doi: 10.1037/spq0000250 (Top 10 most downloaded journal article from APA journals in 2018)

Yang, C., Bear, G. G. & May, H. (2018). The association between social-emotional learning approach and student engagement across elementary, middle, and high schools. School Psychology Review. 47(1), 45–61. https://doi.org/10.17105/SPR-2017-0003.V47-1

Bear, G. G., Yang, C., Chen, D., He, X., Xie, J., & Huang, X. (2018). Differences in school climate and student engagement in China and the United States. School Psychology Quarterly, 33(2), 323–335. https://doi.org/10.1037/spq0000247[

Wang, C., Yang, C., Xu, J., &Furlong, M. (2018). Initial validation of the Social Emotional Health Survey-Primary in a Chinese sample. International Journal of School & Educational Psychology. 6(1), 62–74. https://doi.org/10.1080/21683603.2016.1272026

Wagle, R.,Dowdy, E., Yang, C., Palikara, O., Castro, S., & Nylund-Gibson, K. (2018). Preliminary investigation of the Psychological Sense of School Membership Scale with primary school students in a cross-cultural context. School Psychology International, 39(6), 568–586. https://doi.org/10.1177/0143034318803670

Xie, J., Shan, L., Yang, C., Furlong, M., Wang, C., Deng, T. & Deng, J. (2018). Validation of the Social and Emotional Health Survey- Primary for Chinese Students. Chinese Journal of Clinical Psychology. 26(3), 522–527. https://doi.org/10.16128/j.cnki.1005-3611.2018.03.023

Mantz L., Bear, G. G., Yang, C. & Harris, A. (2016). The Delaware Social-Emotional Competency Scale (DSECS-S): Evidence of validity and reliability. Child Indicators Research. 11 (1), 137–157. https://doi.org/10.1007/s12187-016-9427-6

Xie, J., Shan, L., Yang, C., & Furlong, M. (2017). Chinese version of the Social and Emotional Health Survey – Secondary School Version. Chinese Journal of Clinical Psychology. 25(6), 1012–1016. https://doi.org/ 10.16128/j.cnki.1005-3611.2017.06.004

Xie, J., Xiao, S., Yang, C., & Bear, G. (2017). A comparative study of perceptions of school climate in Chinese and American adolescents. Chinese Journal of Clinical Psychology. 25 (4), 714–718. https://doi.org/ 10.16128/j.cnki.1005-3611.2017.04.026

Bear, G. G., Yang, C., Mantz, L. S., & Harris, A. B. (2017). School-wide practices associated with school climate in elementary, middle, and high schools. Teaching and Teacher Education, 63, 372–383. https://doi.org/10.1016/j.tate.2017.01.012

Xie, J., Lu, X., Yang, C., Bear, G., G., & Ling, Y. (2016). A comparative study of bullying victimization in Chinese and American Adolescents. Chinese Journal of Clinical Psychology, 24 (4), 706–709, 683. https://doi.org/10.16128/j.cnki.1005-3611.2016.04.029

Xie, J., Lv, Y., Kun, M., Lu, X., Bear, G. G., Yang, C., Seth, M., & Rong, G. (2016). The validity and reliability of the Chinese version of the Delaware School Climate Survey – Student. Chinese Journal of Clinical Psychology, 24 (2), 250–253. https://doi.org/10.16128/j.cnki.1005-3611.2016.02.014

Bear, G. G., Chen, D., Mantz, L., Yang, C., Huang, X., & Shiomi, K. (2016). Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools. Teaching and Teacher Education, 53, 41–50. https://doi.org/10.1016/j.tate.2015.10.003

Bear, G., Holst, B., Lisboa, C., Chen, D., Yang, C., & Chen, F. F. (2016).A Brazilian Portuguese survey of school climate: Evidence of validity and reliability. International Journal of School & Educational Psychology, 4(3), 165–178. https://doi.org/10.1080/21683603.2015.1094430

Xie, J., Lv, Y., Bear, G. G., Yang, C., Seth, M., & Rong, G. (2015). The validity and reliability of the Chinese version of Delaware Bullying Victimization Scale – Student. Chinese Journal of Clinical Psychology, 23 (4), 594–596. https://doi.org/10.16128/j.cnki.1005-3611.2015.04.006

Bear, G. G., Mantz, L., Glutting, J., Yang, C., & Boyer, D.(2015). Differences in bullying victimization between students with and without disabilities. School Psychology Review, 44(1), 98–116.

Bear, G. G., Yang, C.,& Pasipanodya, E.(2015). School Climate: Validation of a brief measure of the perceptions of parents. Journal of Psychoeducational Assessment, 33(2), 115–129. https://doi.org/10.1177/0734282914545748

Bear, G. G., Yang, C., Glutting, J., Huang, X., He, X., Zhang, W., & Chen, D. (2014). Understanding teacher-student relationships, student-student relationships, and conduct problems in China and the United States. International Journal of School & Educational Psychology, 2(4), 247–260. https://doi.org/10.1080/21683603.2014.883342

Bear, G. G., Yang, C., Pell, M., & Gaskin, C. (2014). Validation of a brief measurement of teacher perceptions of school climate. Learning Environments Research, 17 (3), 339–354. https://doi.org/10.1007/s10984-014-9162-1

Yang, C., Bear, G. G., Chen, F. F., Zhang, W., Blank, J. C., & Huang, X. S. (2013). Student perceptions of school climate in the U.S. and China. School Psychology Quarterly, 28(1), 7–24. https://doi.org/10.1037/spq0000002 (Sample article on School Psychology Quarterly in 2013-2014)

Book Chapters Published and Accepted (n = 5)

Yoon, J., Yang, C., Tanaka, M. L. (in press). Toward understanding classroom socialization: Teacher roles in peer victimization. in Miller., T. (Eds). School Violence and Primary Prevention. New York, NY: Springer

Yang, C., Greenstein, J.^†, Manchanda, S.^†, Golshirazi, M.^†, & Yabiku, T.^† (in press). Preventing compassion fatigue among educators: An Educator Resiliency Study during the COVID-19 Pandemic. in Miller., T. (Eds). School Violence and Primary Prevention. New York, NY: Springer

Yang, C. (2022). Applications of Positive Psychology in Chinese School Contexts. In Allen, K.-A., Furlong, M. J., Suldo, S., & Vella-Brodrick, D. (Eds.). Handbook of positive psychology in schools: In support of positive educational processes (3^rd ed.). Routledge, Taylor and Francis

Furlong, M., Dowdy, E., Moffa, K.,¹ Beratone, A.,¹ Yang, C., Kim, E., & Ito, A. (accepted). Assessment of complete social emotional health: An international school psychology perspective. In C. Hatzichristou & B. K. Nastasi (Eds.), Handbook of school psychology in a global context. Dordrecht, Netherlands: Springer

O’Brennan, L., Furlong, M., & Yang, C. (2019). Promoting collaboration among education professionals to enhance school safety. In Mayer, M., & Jimerson, S. (Eds). School safety and violence prevention: Science, practice, and policy driving change. American Psychological Association.

Non-refereed Publications (n = 11)

Research Briefs for Research-Practice Partnership Projects

Stomski, M.^†, Lin, X.^†, Luo, E.^†, Cheung, R., Yang, C. (2022). Finding resilience during the COVID-19 pandemic: Perspectives from school leaders. Project brief for 21^st Century California School Leadership Academy.

Yang, C.& Stomski, M.^†, (2021). Understanding educators and school staff’s wellbeing in San Francisco Unified School District. Research Brief for San Francisco Unified School District – UC Berkeley Research-Practice Partnership.

Yang, C., Lin, X.^†, & Stomski, M.^†, (2021). First-year new teachers’ empowerment and silence. Research Brief for San Francisco Unified School District – UC Berkeley Research-Practice Partnership.

Lin, X.^†, Stomski, M.^†, & Yang, C. (2021). New teachers’ experience with social support and professional support. Research Brief for San Francisco Unified School District – UC Berkeley Research-Practice Partnership.

Yang, C., Greenstein, J., Stomski, M., & Lin, X.(2020)Educator resilience: Stressors, compassion fatigue and SEL competencies/support. Research Brief for Oakland Unified School District – UC Berkeley Research-Practice Partnership.

Yang, C., Greenstein, J., Stomski, M., & Lin, X.(2020)Educator resilience: Online teaching efficacy, school connectedness and frequency of contact attempts. Research Brief for Oakland Unified School District – UC Berkeley Research-Practice Partnership.

Technical Manuals and Research Reports

Bear, G. G., Yang, C., Harris, A., Mantz, L., Boyer, D., & Hearn, S. (2019). Technical Manual for the Delaware School Survey: Scales of school climate; bullying victimization; student engagement; positive, punitive, and social emotional learning techniques; and social and emotional competencies. Funded by the Delaware Positive Behavior Support Project at the Center for Disability Studies at the University of Delaware and Delaware Department of Education. Newark, DE.

Bear, G. G., Yang, C., Mantz, L., E. Pasipanodya, Hearn, S. & Boyer, D. (2014). Technical manual for Delaware School Survey: Scales of school climate, bullying victimization, student engagement, and positive, punitive, and social emotional learning techniques. Funded by the Delaware Positive Behavior Support Project at the Center for Disability Studies at the University of Delaware and Delaware Department of Education. Newark, DE.

Bear, G.G., & Yang, C. (2012) Technical manual for Delaware School Climate Surveys. Funded by the Delaware Positive Behavior Support Project at the Center for Disability Studies at the University of Delaware and Delaware Department of Education. Newark, DE.

Other Publications/Media

Keith, T. (2020). “Bullied” (Documentary). [Yang, C. as Cast/Researcher Interviewee].

Haddock, A., Jimerson, S., & Yang, C. (2019). Middle school transition; Helping at school and home. In G. Bear & K. Minke (Eds), Helping children at home and school III: Handouts for families and educators (SIH61-1 to SIH6-5. National Association of School Psychologists

Presentations/Professional Experience

CONFERENCE PRESENTATIONS (¹ doctoral and postdoctoral advisee & mentees; n = 72)

Manchanda, S.^† & Yang, C. (2022, April). Analyzing elementary students’ differences in peer victimization by race and disability. [Paper Presentation]. American Educational Research Association (AERA) 2021 Annual Meeting

Golshirazi, M.^†& Yang, C. (2022, April). Bullying victimization and substance use among Latinx Youth: Intersectional examination of immigration status and gender. [Paper Presentation]. American Educational Research Association (AERA) 2021 Annual Meeting

Lin, X. †, Chang, R., Stomski, M. †, Luo, H. †, & Yang, C. (2022, April). Understanding and Preventing Compassion Fatigue Among Principals During the COVID-19 Pandemic. In Yang. C. (Chair). Supporting the Well-Being of School Community During the COVID-19 Pandemic: Perspectives from Different School Stakeholders. [Symposium]. American Educational Research Association (AERA) 2022 Annual Meeting (Virtual)

Yang. C., Stomski, M.† & Lin, X. (2022, April). A Multilevel Analysis of Teachers' Compassion Fatigue and Compassion Satisfaction During the COVID-19 Pandemic. In Yang. C. (Chair). Supporting the Well-Being of School Community During the COVID-19 Pandemic: Perspectives from Different School Stakeholders. [Symposium]. American Educational Research Association (AERA) 2022 Annual Meeting (Virtual)

Lin, X.^† & Yang, C. (2022, February). School involvement of Chinese immigrant parents. [Poster Presentation]. 2022 National Association School Psychologists Annual Convention.

Manchanda, S.^†, Quennie, D.^†, & Yang, C. (2022, February). Understanding resources of educators’ compassion fatigue. [Poster Presentation]. 2022 National Association School Psychologists Annual Convention.

Yabiku, T.^†, Qiu, C.^†, Stomski, M.^†, & Yang, C. (2022, February). Educators’ challenges and success during the COVID-19 pandemic. [Poster Presentation]. 2022 National Association School Psychologists Annual Convention.

Yang, C. & Lin, X., Stomski, M.^†, Manchanda, S.^† (2022, February). Understanding and promoting well-being and resilience among new educators. [Paper Presentation]. 2022 National Association School Psychologists Annual Convention.

Yang. C. & Greenstein, J.¹ (2021, April). Understanding and Promoting Educators’ Wellbeing and Resilience During COVID19 Pandemic. In Yang. C. (Chair). Finding resilience during the COVID-19 pandemic: Perspectives from different stakeholders in schools. [Symposium]. American Educational Research Association (AERA) 2021 Annual Meeting (Virtual)

Lin, X.¹, Stomski, M.¹, & Yang. C. (2021, April). Distance learning engagement, family communication, and internalizing problems among Chinese American families during COVID-19 pandemic. In Yang. C. (Chair). Finding resilience during the COVID-19 pandemic: Perspectives from different stakeholders in schools. [Symposium]. American Educational Research Association (AERA) 2021 Annual Meeting (Virtual)

Yang, C., Stomski, M.¹ & Lin, X.¹ (2021, April). Bullying involvement and perceived school safety: Do students feel equally safe? [Paper Presentation]. American Educational Research Association (AERA) 2021 Annual Meeting (Virtual)

Yang, C. (2020, April).A multilevel analysis of novice educators’ self-efficacy, collective efficacy, and psychological wellbeing during the COVId-19 Pandemic. [Poster Presentation]. American Educational Research Association (AERA) 2021 Annual Meeting (Virtual)

Manchanda, M.¹ & Yang, C. (2021, April). Examining the effects of race/ethnicity and immigrant status on school victimization in predominantly Hispanic/Latino schools. [Paper Presentation]. American Educational Research Association (AERA) 2021 Annual Meeting (Virtual)

Lin, X.,¹ & Yang, C. (2021, February). Predictors of adolescent well-being during the COVID-19 pandemic. [Poster Session]. 2021 National Association School Psychologists Annual Convention (Virtual).

Stomski, M.,¹ & Yang, C. (2021, February). Educators’ online teaching efficacy during COVID-19 pandemic: Effects of demographics. [Poster Session]. 2021 National Association School Psychologists Annual Convention (Virtual).

Manchanda, S.,¹ & Yang, C. (2021, February). Teacher support and U.S. Immigrant students’ school violence experiences. [Poster Session]. 2021 National Association School Psychologists Annual Convention (Virtual).

Lee, J. Y.,¹ & Yang, C. (2021, February). Bullying victimization and distress: the role of support in schools. [Poster Session]. 2021 National Association School Psychologists Annual Convention (Virtual).

Chen, C.,¹ & Yang, C. (2021, February). Problematic internet use, social-emotional learning competencies, and bullying victimization. [Paper Session]. 2021 National Association School Psychologists Annual Convention (Virtual).

Yang, C., Chan, M.,¹ & Chen, C.¹ (2020, July). A Multilevel Approach to emotional Learning. In Yang. C. (Chair). Advancing bullying prevention research through the lens of school-wide social and emotional learning. [Symposium]. 2020 Annual Convention of American Psychological Association, Visual Conference

Yang. C. (2020, July). The role of race, bullying victimization, and perceived fairness of school rules among adolescents. In Wang. C. (Chair). Bullying and mental health among racial and sexual minority students. [Symposium]. 2020 Annual Convention of American Psychological Association, Visual Conference

Chen, C.,¹ Chan, M.,¹ & Yang, C. (2020, July). Social and emotional competencies and bullying victimization: a latent profile analysis. [Poster Session]. Presentation accepted for 2020 Annual Convention of American Psychological Association, Visual Conference

Nie, Q.,¹Yang, C., Teng, Z., Pan, Y., Guo, C., & Zhang, D. (2020). Longitudinal association between school climate and depressive symptoms: Mediating role of psychological suzhi. [Poster Session]. 2020 Annual Convention of American Psychological Association, Visual Conference

Manchanda, S.,¹ Yang, C., & Chen, C.¹(2020, July). An intersectional examination of the effects of immigration and ethnoracial identity on bullying victimization. [Poster Session]. 2020 Annual Convention of American Psychological Association, Visual Conference

Manchanda, S.,¹ Yang, C., & Chen, C.¹(2020, July). An Analysis of the Effects of Teacher Support on the School Violence Experiences of U.S. Immigrant Students. [Poster Session]. Presentation accepted for 2020 American Psychological Association, Visual Conference

Golshirazi, M. Yang, C., & Chen, C¹. (2020, July). Covitality moderates bullying victimization’s association with substance among Latinx Youth. [Poster Session]. Presentation accepted for 2020 Annual Convention of American Psychological Association, Visual Conference

Banas, A.,¹ Yang, C., & Chen, C.¹(2020, July). School violence and psychological distress among Latinx Youth: Moderating role of teacher support. [[Poster Session]. Presentation accepted for 2020 Annual Convention of American Psychological Association, Visual Conference

Franci, N.,¹ Yang, C., & Chen, C.¹ (2020, July). School violence and psychological distress among Latinx Youth: Moderating role of teacher support. [Poster Session]. Presentation accepted for 2020 Annual Convention of American Psychological Association, Visual Conference

Chun, R.,¹ & Yang, C. (2020, July). Profiles of Adolescents who have used substances despite their parents’ or peers’ disapproval. [Poster Session]. Presentation accepted for 2020 Annual Convention of American Psychological Association, Visual Conference

Lee, J.,¹ & Yang, C. (2020, July). Bullying victimization and distress: the moderating role of substance use. [Poster Session]. Presentation accepted for 2020 Annual Convention of American Psychological Association, Visual Conference

Yang, C., Chan, M.,¹ & Chen, C.¹ (2020, April) Schoolwide social-emotional learning and bullying victimization: How does School Climate Matter? Paper to be presented at the American Educational Research Association (AERA) 2020 Annual Meeting. San Francisco, CA, United States. http://tinyurl.com/v73ndav (Conference Cancelled)

Yang, C., Chan, M.,¹ Chen, C., ¹ Vo, R.,¹ & Lai, C.¹ (2020, April) Cross-cultural differences of parental perception of school climate between the United States and China. [Paper Session]. American Educational Research Association (AERA) 2020 Annual Meeting. San Francisco, CA, United States. http://tinyurl.com/yx2fzmcg (Conference Cancelled)

Chan, M.,¹ Yang, C., Chen, C.¹, & Vo, R.¹ (2020, April) Association between teacher perceived school disciplinary classes and school climate: A latent class analysis. [Paper Session]. American Educational Research Association (AERA) 2020 Annual Meeting. San Francisco, CA, United States. http://tinyurl.com/ucprmyy (Conference Cancelled)

Yang, C., Wang, C. & Kim, E. (2019, February). Training Asian international students in school psychology: Assets and challenges. [Poster Session]. 2019 Trainers of School Psychologists Conference. Atlanta, GA

Chan, M.,¹ Yang, C., Chen, C.,¹ & Furlong, M. (2019, February). The relationships between psychological strengths and school membership. [Poster Session]. 2019 National Association School Psychologists Annual Convention, Atlanta, GA

Chen, C.,¹ Yang, C., & Chan, M.¹ (2019, February). Latent profile analysis of parent perception of school climate: The effect of children’s race and grade level. [Poster Session]. 2019 National Association School Psychologists Annual Convention, Atlanta, GA

Rhea, W., Dowdy, E., Yang, C., Moffa, K., & Furlong, M. (2019, February). Psychological Sense of School Membership Scale with cross-cultural pre-adolescent Students. [Poster Session]. 2019 National Association School Psychologists Annual Convention, Atlanta, GA

Yang, C., Chan, M.,¹ Chen, C.,¹ Furlong M., & Dowdy, E. (2018, October). Promoting school membership through the strength-based approach: A cross-cultural comparison. [Poster Session]. Annual Conference on Advancing School Mental Health. Las Vegas, NV

Ruiz, L. E.,¹ Chen, C.,¹ Yang, C. (2018, July). Perception of school climate: Differences between Asian Americans and other racial/ethnic groups from students' and parents' perspectives. [Poster Session]. Asian American Psychological Association 2018 Annual Conference, San Francisco, CA.

Chen, C.,¹ Wang, K.,¹ Yang, C. (2018, July). Association between teacher-home communication and bullying victimization: Perspectives from Asian American parents. [Poster Session]. Asian American Psychological Association 2018 Annual Conference, San Francisco, CA.

Vo, R.,¹ Chen, C.,¹ Yang, C. (2018, July). Perception of bullying victimization: Differences between Asian Americans and other racial/ethnic groups from students' and parents' perspectives. [Poster Session]. Asian American Psychological Association 2018 Annual Conference, San Francisco, CA.

Wang, K.,¹ Chen, C.,¹ & Yang, C. (2018, July). Associations between teacher victimization, subjective wellbeing, and teacher burnout among Chinese teachers. Poster presented at the 2018 Annual Convention of American Psychological Association, San Francisco.

Yang, C., & Chen, C.¹ (2018, July). Resilience to bullying victimization: Moderating role of parents’ perceptions of school climate. [Poster Session]. Annual Convention of American Psychological Association, San Francisco.

Chen, C.,¹ & Yang, C. (2018, July). Chinese teacher victimization and wellbeing: Moderating effect of Home-School Collaboration. [Poster Session]. Annual Convention of American Psychological Association, San Francisco.

Yang, C., Chen, C.,¹ & Xie, J. (2018, July). The development and validation of the Multidimensional Teacher Victimization Scale - Chinese. [Poster Session]. Annual Convention of American Psychological Association, San Francisco.

Yang, C., Chen, C.,¹ Xie, J., & Wang, C. (2018, June). Teacher victimization and subjective wellbeing: Moderating role of school climate. [Poster Session]. 16^th ISQOLS Annual Conference, Hong Kong.

Chen, C.,¹ & Yang, C. (2018, June). Chinese teacher victimization and well-being: Moderating effect of home-school collaboration. [Poster Session]. 16^th ISQOLS Annual Conference, Hong Kong.

Yang, C., Sharkey, J., Chen, C.,¹ & Dowdy, E. (2018, Feb). Student engagement of bullying-victims: The moderating role of school climate, [Poster Session]. National Association of School Psychologists Annual Convention, Chicago, IL

Chen, C.,¹ Yang, C. & Bear, G. (2018, Feb). The relationships between social-emotional competencies and bullying victimization. [Poster Session]. National Association of School Psychologists Annual Convention, Chicago, IL

Yang, C. & Chen, C.¹ (2018, Feb). Adolescents’ social and emotional competencies and cyberbullying victimization: The protective role of school climate. [Paper Session]. National Association of School Psychologists Annual Convention, Chicago, IL

Yang, C. (2017, July). School safety: The role of race, bullying victimization, and perceived fairness of school rules among adolescents. [Poster Session]. Minority Fellowship Program Summer Institute, American Psychological Association. Washington, DC.

Yang, C., Wang, C. & Xie, J. (2017, August). Promote students’ resilience towards bullying victimization: A cross-cultural perspective. [Paper Session]. Annual Convention of American Psychological Association, Washington D.C.

Yang, C., Sharkey, J. D., & Dowdy, E. (2017, August). Adolescents’ resilience to cyberbullying victimization: protective role of school climate. [Paper Session]. Annual Convention of American Psychological Association Annual Convention, Washington D.C.

Yang, C. & Bear, G. G. (2017, February). Multilevel associations among bullying victimization, school engagement, and social-emotional learning. [Paper Session]. National Association of School Psychologists Annual Convention, San Antonio, TX.

Yang, C. (2017, February). Effects of student and school demographic factors on school engagement. [Poster Session]. National Association of School Psychologists Annual Convention, San Antonio, TX.

Mantz L., Bear, G. G., Yang, C. & Harris, A. (2017, February). Student social-emotional competencies: Development of a school-wide assessment. [Poster Session]. National Association of School Psychologists Annual Convention, San Antonio, TX.

Wang, C., Xu, J., Yang, C., & Furlong, M., (2015, September). Initial validation of the Social-Emotional Health Survey-Primary in a Chinese sample. [Paper Session]. 9th World Congress on the Promotion of Mental Health, Columbia, SC.

Bear, G. G., Chen, D., Mantz L., & Yang, C., (2015, March). Conduct problems, teacher-student relationships, and classroom management: Differences between China, Japan, and the U.S. [Paper Session]. Society for Research in Child Development Biennial Meeting, Philadelphia, PA.

Yang, C., Ginsburg-Block, M. & Bear, G. G. (2015, February). Racial disproportionality in school discipline: Implications from a longitudinal investigation. [Poster Session]. National Association of School Psychologists Annual Convention, Orlando, FL.

Yang, C., Bear, G. G., Boyer, D., & Hearn, S. (2014, February). Bullying victimization and school-wide discipline: Their relations to school climate. [Paper Session]. National Association of School Psychologists Annual Convention, Washington, DC.

Yang, C., & Bear, G. G. (2014, February). A brief measure of parent perception of school climate. [Poster Session]. National Association of School Psychologists Annual Convention, Washington, DC.

Bear, G. G., Yang, C., Chen, D., & Glutting, J. (2014, February). School discipline in cross-cultural Perspective. [Paper Session]. National Association of School Psychologists Annual Convention, Washington, DC.

Yang, C., & Bear, G. (2013, August). School climate and cyber victimization: How are they related? [Poster Session]. American Psychological Association Annual Convention, Honolulu, HI.

Bear, G., Yang, C., Huang, X., Zhang, W., & Chen, D. (2013, August). Student relationships and conduct problems in China and U.S. [Poster Session]. American Psychological Association Annual Convention, Honolulu, HI.

Chen, D., & Yang, C. (2013, February). School engagement as a mediator between school climate and achievement. [Poster Session]. National Association of School Psychologists Annual Convention, Seattle, WA.

Yang, C., Blank, J. C., Bear, G. G., & Pell, M. (2012, February). A longitudinal investigation of School-Wide Positive Behavior Support. [Poster Session]. National Association of School Psychologists Annual Convention, Philadelphia, PA.

Yang, C., & Blank, J. C. (2012, February). Effect of discipline on school liking: Culture and fairness matter. [Poster Session]. National Association of School Psychologists Annual Convention, Philadelphia, PA.

Yang, C., & Blank, J. C. (2011, May). Chinese and American students’ perceptions of school climate. [Paper Session]. Annual School of Education Graduate Research Forum. University of Delaware, Newark, DE.

Blank, J. C., & Yang, C. (2011, May). Perceptions of school climate in China. [Paper Session]. University of Delaware 1^st Graduate Forum, Newark, DE.

Yang, C., Blank, J. C., & Bear, G. G. (2011, February). School climate and classroom management in China and U.S. [Paper Session]. National Association of School Psychologists Annual Convention, San Francisco, CA.

Blank, J. C., Yang, C., & Bear, G. G. (2011, February). Relationships among disciplinary techniques, school climate, and student conduct problems. [Poster Session]. National Association of School Psychologists Annual Convention, San Francisco, CA.

Yang, C., & Settles, B. (2009, May). Parenting stress in families with children with Autism. [Paper Session]. the 24^th Annual Marion H. Steele Symposium, Newark, DE.

Activities and Honors (selected)

2021 Hellman Fellowship, Society of Hellman Fellows

2020 National Academy of Education/Spencer Postdoctoral Fellow

2019 Early Career Research Award from the Society of the Study of School Psychology

2019 Early Career Award from the Alberti Center for Bullying Abuse Prevention for Distinguished Scholarly Contributions to Bullying Abuse Prevention

2017 Early Career Scholar, School Psychology Research Collaboration Conference, Society for the Study of School Psychology

2016 Outstanding Dissertation Award from American Psychological Association Division 16: School Psychology

Specialization and Interests

Risk, Resilience, and Culture

School Climate

Bullying and School Violence Prevention

Teacher Wellbeing

Bilingual Assessment, Consultation, Counseling, and Intervention in School Psychology Services

Cluster

Critical Studies of Race, Class, and Gender

Learning Sciences and Human Development

Policy, Politics, and Leadership

Social Research Methodologies

Publications

Presentations/Professional Experience

Activities and Honors (selected)

Specialization and Interests

Cluster

Topics

Degrees

Personal Webpage

Office #4220

Phone

Email

Chunyan Yang

Publications

Presentations/Professional Experience

Activities and Honors (selected)

Specialization and Interests

Cluster

Topics

Degrees

Personal Webpage

Contact

Office #4220

Phone

Email