Frank C. Worrell

Q: What Schools Are Affiliated With Frank C. Worrell

Frank C. Worrell is affiliated with the following schools: University of California, Berkeley, Pennsylvania State University

Frank C. Worrell's AcademicInfluence.com Rankings

Frank C. Worrell

Psychology

#3774

World Rank

#4232

Historical Rank

Educational Psychology

#123

World Rank

#133

Historical Rank

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Psychology

Frank C. Worrell's Degrees

Bachelors Psychology University of California, Berkeley

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Frank C. Worrell's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Rethinking Giftedness and Gifted Education (2011) (619)
Rethinking Giftedness and Gifted Education : A Proposed Direction Forward Based on Psychological Science (2011) (310)
Validating the Cross Racial Identity Scale (2002) (310)
Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School. (2016) (237)
Formative and Summative Assessment in the Classroom (2016) (228)
Cross's nigrescence model: From theory to scale to theory (2001) (198)
Nigrescence theory: Current status and challenges for the future (2001) (166)
The relationship of hope in the future and perceived school climate to school completion. (2001) (161)
The Relationship of Time Perspective to Age, Gender, and Academic Achievement among Academically Talented Adolescents (2006) (151)
Ethnic Identity, Academic Achievement, and Global Self-Concept in Four Groups of Academically Talented Adolescents (2007) (142)
The Reliability and Validity of Zimbardo Time Perspective Inventory Scores in Academically Talented Adolescents (2007) (138)
Gifted Students. (2019) (121)
Assessment Practices and the Underrepresentation of Minority Students in Gifted and Talented Education (2012) (108)
Predicting Educational Outcomes and Psychological Well-Being in Adolescents Using Time Attitude Profiles. (2014) (103)
Beyond perceived ability: the contribution of psychosocial factors to academic performance (2016) (100)
A Validity Study of Scores on the Multigroup Ethnic Identity Measure Based on a Sample of Academically Talented Adolescents (2000) (98)
The Past, the Present, and the Future: A Conceptual Model of Time Perspective in Adolescence (2015) (93)
Best Practices in Identifying Students for Gifted and Talented Education Programs (2011) (90)
Aloha teachers: teacher autonomy support promotes Native Hawaiian and Pacific Islander students’ motivation, school belonging, course-taking and math achievement (2016) (89)
Introducing English and German Versions of the Adolescent Time Attitude Scale (2013) (88)
Parental autonomy support, community feeling and student expectations as contributors to later achievement among adolescents (2017) (87)
Teacher–student relationships, psychological need satisfaction, and happiness among diverse students (2019) (84)
THEORIES SCHOOL PSYCHOLOGISTS SHOULD KNOW: CULTURE AND ACADEMIC ACHIEVEMENT (2014) (72)
The Relationship Between Racial and Ethnic Identity in Black Adolescents: The Cross Racial Identity Scale and the Multigroup Ethnic Identity Measure (2006) (72)
Profiles of hope: How clusters of hope relate to school variables (2017) (70)
The relationship between time attitudes profiles and self-efficacy, sensation seeking, and alcohol use: An exploratory study (2016) (67)
A Proposed Direction Forward for Gifted Education Based on Psychological Science (2012) (65)
Multigroup Ethnic Identity Measure Scores in a Sample of Adolescents From Zimbabwe (2006) (61)
The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement (2018) (60)
Demographic group differences in adolescents' time attitudes. (2013) (59)
Generalizing Nigrescence Profiles (2006) (59)
Antecedent and concurrent psychosocial skills that support high levels of achievement within talent domains (2015) (57)
Elementary reading attitude survey (ERAS) scores in academically talented students (2006) (56)
Recruiting and Retaining Underrepresented Gifted Students (2018) (54)
Reliability and Structural Validity of Cross Racial Identity Scale Scores in a Sample of African American Adults (2004) (53)
Clusters of CRIS scores and psychological adjustment. (2013) (52)
The Reliability and Validity of Scores on the Almost Perfect Scale–Revised With Academically Talented Middle School Students (2002) (52)
Construct Validity of the WISC-III for White and Black Students from the WISC-III Standardization Sample and for Black Students Referred for Psychological Evaluation (2001) (50)
Introducing an instrument to assess time orientation and time relation in adolescents. (2013) (50)
What do temporal profiles tell us about adolescent alcohol use? Results from a large sample in the United Kingdom. (2014) (50)
The Reliability and Validity of Big Five Inventory Scores With African American College Students (2004) (49)
Cross Racial Identity Scale (2012) (48)
Adolescent time attitude scale (ATAS) scores and academic outcomes in secondary school females in New Zealand (2013) (48)
The Effects of Stigma Priming on Forensic Screening in African American Youth Ψ (2015) (48)
Time attitudes profile stability and transitions: An exploratory study of adolescent health behaviours among high school students. (2018) (48)
Psychometric Properties of Scores on Three Black Racial Identity Scales (2008) (48)
School and academic interventions. (2014) (47)
Myth 4: A Single Test Score or Indicator Tells Us All We Need to Know About Giftedness (2009) (46)
Do I belong?: it depends on when you ask. (2011) (41)
The Use of Student Ratings of Teacher Behaviors With Academically Talented High School Students (2001) (41)
Conceptualizations of Giftedness and the Development of Talent: Implications for Counselors (2015) (40)
Stereotype Threat and School Belonging in Adolescents from Diverse Racial/Ethnic Backgrounds. (2012) (40)
Demographic Differences in Adolescent Time Attitude Profiles in an Urban High School: A Person-Oriented Analysis Using Model-Based Clustering (2016) (40)
Introduction—A University’s Role in Secondary School Reform (2016) (39)
Developing International Partnerships: American School Psychologists Consulting in Other Countries (2014) (39)
A Study of Academically Talented Students’ Participation in Extracurricular Activities (2005) (38)
Nigrescence Attitudes in Adolescence, Emerging Adulthood, and Adulthood (2008) (38)
The Influence of Instrumentality Beliefs on Intrinsic Motivation: A Study of High-Achieving Adolescents (2010) (37)
Psychometric properties of time attitude scores in young, middle, and older adult samples (2016) (37)
APA Book Talk: The Psychology of High Performance: Developing Human Potential Into Domain-Specific Talent (2020) (37)
Less is not always more: The case of the 36-item short form of the Zimbardo Time Perspective Inventory (2015) (36)
Measuring nigrescence attitudes in school-aged adolescents. (2007) (36)
The window, the river, and the novel: examining adolescents' conceptions of the past, the present, and the future. (2009) (35)
Racial and ethnic identity (2015) (35)
Cross Racial Identity Scale (CRIS) Scores: Stability and Relationships With Psychological Adjustment (2011) (35)
A Theoretical Approach to Resolving the Psychometric Problems Associated With the Zimbardo Time Perspective Inventory: Results From the USA, Australia, Slovenia, and the United Kingdom (2018) (33)
Helping Disadvantaged and Spatially Talented Students Fulfill Their Potential (2016) (32)
The factor structure of The Fear Survey Schedule for Children--II in Trinidadian children and adolescents. (2006) (32)
Aiming Talent Development Toward Creative Eminence in the 21st Century (2016) (31)
Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research (2020) (31)
Construct Validity of the Learning Behavior Scale with an Independent Sample of Students. (2001) (30)
A Psychometric Examination of Multidimensional Inventory of Black Identity (MIBI) Scores (2009) (28)
A Confirmatory Factor Analysis of Cross Racial Identity Scale (CRIS) Scores (2008) (28)
Multi-Year Persistence of Nontraditional Students in an Academic Talent Development Program (2000) (28)
The influence of time attitudes on alcohol-related attitudes, behaviors and subjective life expectancy in early adolescence (2018) (28)
Evaluating the State of a Field: Effect Size Reporting in Gifted Education (2008) (27)
What time is it? Temporal psychology measures relate differently to alcohol-related health outcomes (2018) (27)
Concurrent validity of Zimbardo Time Perspective Inventory profiles: A secondary analysis of data from the United Kingdom. (2015) (27)
Reliability and Validity of Learning Behaviors Scale (LBS) Scores With Academically Talented Students: A Comparative Perspective (2004) (26)
Professional Psychology Training in the Era of a Thousand Flowers: Dilemmas and Challenges for the Future (2011) (26)
Ethnic Identity, Stereotype Threat, and Perceived Discrimination Among Native American Adolescents. (2016) (26)
(Re)Examining Racial Identity Attitude Differences Across Gender, Community Type, and Socioeconomic Status Among African American College Students (2010) (25)
Measuring time perspective in adolescents: Can you get the right answer by asking the wrong questions? (2015) (25)
Age and Gender Differences in the Self-Concepts of Academically Talented Students. (1998) (25)
Time Perspective and Risky Behaviors Among Nigerian Young Adults (2018) (24)
Important Issues, Some Rhetoric, and a Few Straw Men (2012) (24)
Cross Racial Identity Scale (CRIS) scores and profiles in African American adolescents involved with the juvenile justice system. (2014) (24)
Psychosocial Keys to African American Achievement? Examining the Relationship Between Achievement and Psychosocial Variables in High Achieving African Americans (2017) (23)
Diagnostic utility of the number of Wisc‐III subtests deviating from mean performance among students with learning disabilities (2000) (23)
What does gifted mean? Personal and social identity perspectives on giftedness in adolescence. (2009) (23)
Reliability and factorial validity of Adolescent Time Inventory–Time Attitude (ATI-TA) Scores in Scottish and Northern Irish adolescents (2015) (22)
Back to “the Future”: Evidence of a Bifactor Solution for Scores on the Consideration of Future Consequences Scale (2015) (22)
University-Partnered New School Designs: Fertile Ground for Research–Practice Partnerships (2017) (22)
Time perspective, psychological outcomes, and risky behavior among runaway adolescents (2018) (22)
The Relationship of Risk Status to Self-Esteem and Perceived Life Chances. (1999) (21)
The Reliability and Validity of the Instructional Climate Inventory-Student Form. (2000) (20)
Time perspective and alcohol-use indicators in France and the United Kingdom: results across adolescents, university students, and treatment outpatients (2018) (19)
Benchmarking Psychosocial Skills Important for Talent Development. (2019) (19)
The Factor Structure of Preschool Learning Behaviors Scale Scores in Peruvian Children (2009) (19)
Comparing Metacognition Assessments of Mathematics in Academically Talented Students (2018) (19)
An Item-Level Examination of the Factorial Validity of NEO Five-Factor Inventory Scores (2010) (18)
The Role of Domains in the Conceptualization of Talent (2017) (18)
An Exploratory Factor Analysis of Harter's Self-Perception Profile for Adolescents with Academically Talented Students (1997) (18)
The Most Blessed Room in the City: The Influence of a Youth Development Program on Three Young Black Males. (2009) (17)
Psychometric Properties of Adolescent Time Inventory Time Attitude (ATI-TA) Scores in Three Waves of Longitudinal Data (2018) (17)
The Japanese Version of the Adolescent Time Inventory–Time Attitudes (ATI-TA) Scale: Internal Consistency, Structural Validity, and Convergent Validity (2019) (17)
A balanced time perspective: Is it an exercise in empiricism, and does it relate meaningfully to health and well-being outcomes? (2018) (17)
Introducing a New Assessment Tool for Measuring Ethnic-Racial Identity: The Cross Ethnic-Racial Identity Scale–Adult (CERIS-A) (2019) (17)
The Zimbardo time perspective inventory: Time for a new strategy, not more new shortened versions (2017) (16)
Academically Talented Students' Attitudes Toward Service in the Community (2008) (16)
Time attitudes predict changes in adolescent self-efficacy: A 24-month latent transition mover-stayer analysis. (2018) (15)
Global and Domain-Specific Self-Concepts in Academically Talented Asian American and White Adolescents (2002) (15)
A Longitudinal Investigation of African American and Hispanic Adolescents' Educational and Occupational Expectations and Corresponding Attainment in Adulthood (2012) (15)
Reliability of the Social Skills Rating System with Rural Appalachian Children from Families with Low Incomes (2001) (15)
Competition's Role in Developing Psychological Strength and Outstanding Performance (2016) (15)
The development and validation of the Memory Support Rating Scale. (2016) (15)
Talent development: A path toward eminence. (2018) (14)
Culture as Race/Ethnicity (2015) (14)
Talent development as the most promising focus of giftedness and gifted education. (2018) (14)
Adolescent and Adult Time Inventory-Time Attitude Scales: Validity and Contributions to Physical Activity and Self-Concept in Spanish Adolescents (2018) (13)
Achieving College Dreams: How a University-Charter District Partnership Created an Early College High School (2016) (13)
Positive and negative time attitudes, intrinsic motivation, behavioral engagement and substance use among urban adolescents (2020) (13)
Psychometric Properties of Turkish Adolescent Time Inventory-Time Attitude (ATI-TA) Scores (2017) (12)
Predictors of Success in Accelerated and Enrichment Summer Mathematics Courses for Academically Talented Adolescents (2011) (12)
TIME ATTITUDE PROFILES IN AMERICAN ADOLESCENTS: EDUCATIONAL AND PSYCHOLOGICAL CORRELATES (2019) (12)
Promising principles for translating psychological science into teaching and learning. (2010) (12)
A critical examination of the reliability and validity of the SZTPI-15 in British, American and Australian samples (2014) (12)
Time Perspective Constructs in Albanian and Italian Adolescents: Exploratory Analyses (2020) (11)
Participation in extracurricular activities by students attending assisted and prestige schools in Trinidad (2004) (10)
An Analysis of Cross Racial Identity Scale Scores Using Classical Test Theory and Rasch Item Response Models (2013) (10)
The Reliability and Utility of Self-Concept Instruments with At-Risk Populations. (2000) (10)
Environmental Factors and Personal Characteristics Interact to Yield High Performance in Domains (2019) (10)
How talented low-income kids are left behind (2020) (9)
The influence of time attitudes on adolescent alcohol use behaviours: a 33-month prospective study in the United Kingdom (2018) (8)
The Learning Behaviors Scale: National standardization in Trinidad and Tobago (2018) (8)
Reliability and Validity of Self-Concept Scores in Secondary School Students in Trinidad and Tobago (2008) (8)
The Talent Development Megamodel: A Domain-Specific Conceptual Framework Based on the Psychology of High Performance (2020) (8)
The psychology of high performance: Overarching themes. (2019) (8)
Assessing and Evaluating Teacher Preparation Programs. APA Task Force Report. (2014) (8)
From Central Guidance Unit to Student Support Services Unit: The Outcome of a Consultation Process in Trinidad and Tobago (2014) (8)
Assessing the Assessments of Teacher Preparation (2016) (8)
Advancing Diversity, Equity, and Inclusion in School Psychology: Be the Change (2021) (8)
Time attitudes and mental well-being, psychological, and somatic symptomatology in final year high school students (2019) (8)
Parents' Reports on Homework Amount and Problems in Academically Talented Elementary Students (1999) (7)
Measuring time attitudes in Slovenia: Psychometric proprieties of the Adolescent and Adult Time Attitude Scale (AATI-TA) (2017) (7)
The Risk-Resiliency Paradigm in Research on Dropping Out. (1996) (7)
Psychology’s core knowledge, scientific subfields, and health service specialization: Preparing a competent workforce—recommendations from the Opening Doors Summit. (2016) (7)
Identifying Gifted Learners : Utilizing Nonverbal Assessment (2017) (7)
School Psychological Practice with Gifted Students (2017) (7)
The Relationship Between Expertise and Giftedness (2017) (7)
Psychological health in school-age populations. (2009) (7)
Who will teach the teachers? Examining implicit bias in the educator workforce (2021) (7)
Achieving Equity in Gifted Education: Ideas and Issues (2022) (7)
Intersections of Race, Identity, and Academic Achievement (2012) (6)
Gender Differences in the Motivation for and Selection of Courses in a Summer Program for Academically Talented Students (2001) (6)
Academically Talented Students and Resilient At-Risk Students: Differences on Self-Reported Risk and Protective Factors. (1997) (6)
Trinidad and Tobago National Standardization of the Adjustment Scales for Children and Adolescents (2015) (6)
Ethnic and Gender Differences in Self-Reported Achievement and Achievement-Related Attitudes in Secondary School Students in Trinidad (2006) (6)
Re-pensando las altas capacidades: una aproximación evolutiva = Rethinking Giftedness: A Developmental Approach (2015) (6)
Parent and teacher perspectives on psychological adjustment: A national measurement study in Trinidad and Tobago (2017) (6)
Fully Developing the Potential of Academically Advanced Students: Helping Them Will Help Society (2017) (5)
Commentary: Consensus findings and future directions. (2018) (5)
Pre-Reading Skills in Trinidad and Tobago Students in the First Three Years of School (2002) (5)
Factor structure of child behavior scale scores in peruvian preschoolers (2011) (5)
Talented Students and Resilient At-Risk Students: Similarities and Differences (2007) (5)
INTRODUCTION TO THE SPECIAL ISSUE: CULTURE COUNTS (2014) (5)
The future of intelligence research and gifted education (2021) (5)
Psychometric Properties of the Shipley Block Design Task: A Study With Jamaican Young Adults (2017) (5)
2014 Standards for Educational and Psychological Testing: Implications for ethnic minority youth. (2016) (5)
Review of Critical issues and practices in gifted education: What the research says. (2009) (4)
Commentary on Perspectives on Fair Assessment (2016) (4)
The Talent Development Framework: Overview of Components and Implications for Policy and Practice (2021) (4)
Different Version, Similar Result? A Critical Analysis of the Multiplicity of Shortened Versions of the Zimbardo Time Perspective Inventory (2020) (4)
Technical comment on Stolarski, M., Zajenkowski, M., Jankowski, K. S., & Szymaniak, K. (2020). Deviation from the balanced time perspective: A systematic review of empirical relationships with psychological variables. Personality and Individual Differences, 156, 109772. (2020) (4)
Classroom Contexts as the Framework for Assessing Social-Emotional Adjustment: A National Study in Trinidad and Tobago. (2016) (4)
The talent gap. The U.S. is neglecting its most promising science students. (2014) (4)
Psychometric properties of the Chinese version of the Zimbardo Time Perspective Inventory (2022) (4)
Master’s Level Practice: Introduction, History, and Current Status (2018) (4)
Assessing Nigrescence Beyond the United States: Black Racial Identity Attitudes in Jamaica (2017) (4)
SPECIAL ISSUE COMMENTARY: Consultation in the Gifted-Education Arena: Old Wine in a New Skin (2007) (4)
Nurturing the Young Genius (2012) (4)
Media, Symbolic Violence and Racialized Habitus: Voices from Chinese Canadian Youth (2019) (4)
Time Attitude Profiles and Health-Related Behaviors: Validation of a Spanish Version of the Adolescent and Adult Time Inventory–Time Attitudes (AATI-TA) (2020) (4)
Motivation: A Critical Lever for Talent Development (2021) (3)
Sociocultural Perspectives on the Talent Development Megamodel (2021) (3)
The Assessment of Youth Psychopathology in Trinidad and Tobago: A Cross- Cultural Construct Validity Study of the Adjustment Scales for Children and Adolescents (2012) (3)
Developing academic talent as a practicing school psychologist: From potential to expertise (2020) (3)
Measuring time perspective in Ethiopian young adults using the Adolescent and Adult Time Inventory (AATI) (2020) (3)
Self-Reported Differences on Risk and Protective Factors in Rural Honor Students, At-Risk Dropouts, and At-Risk Graduates. (2003) (3)
From traditional practice to tiered comprehensive services for all: Developing a responsive school culture for the future. (2020) (3)
The 15-Minute Audition: Translating a Proof of Concept Into a Domain-Specific Screening Device for Mathematical Talent (2017) (3)
Using Temporal Profiles and a Deviation from Balanced Approach to Understand Alcohol and Mental Health Problems (2018) (3)
Race and Stereotypes Matter When You Ask About Conduct Problems: Implications for Violence Risk Assessment in Juvenile Justice Settings (2019) (3)
7. CHILDREN AND YOUTH IN POVERTY IN TRINIDAD AND TOBAGO: A LACK OF COMMITMENT IN THE MIDST OF PLENTY (2004) (3)
Let Us Dance (2017) (3)
The Development and Validation of the Memory Support Rating Scale (MSRS) (2016) (3)
Differences Between Elementary and Secondary School Teachers in Trinidad and Tobago on Teacher Self-Efficacy (2003) (3)
Incorporating a Race Salience Subscale Into the Cross Racial Identity Scale (CRIS) (2020) (2)
Programming for Talent Development Beyond the Classroom (2021) (2)
Response to ACCEL: Emphasize Development, Domains, and Application (2017) (2)
Succeeding as a Person of Color in School Psychology (2020) (2)
MACI Scores of African American Males in a Forensic Setting: Are We Measuring What We Think We Are Measuring? (2014) (2)
Elementary and secondary schools. (2016) (2)
Promising Practices in Serving Academically Talented Youth in Urban Settings (2011) (2)
Book Review: The clinical use and interpretation of the Wechsler Intelligence Scale for Children-Third Edition (2000) (2)
The Consistent Influence of General Cognitive Ability in College, Career, and Lifetime Achievement (2017) (2)
Aloha teachers: teacher autonomy support promotes Native Hawaiian and Pacific Islander students’ motivation, school belonging, course-taking and math achievement (2016) (2)
Aesthetic Development in Female Students in Iran (2014) (2)
Psychometric Properties of Cross Ethnic-Racial Identity Scale-Adult (CERIS-A) Scores: A Replication Study (2020) (2)
THE RELATIONSHIP OF SOCIAL SKILLS AND LEARNING BEHAVIORS TO ACADEMIC ACHIEVEMENT IN A LOW-INCOME URBAN ELEMENTARY SCHOOL POPULATION (2005) (2)
Ethnic-racial identity, relatedness, and school belonging for adolescent New Zealanders: does student gender make a difference? (2020) (2)
Domain-specific abilities and characteristics: Evolving central components of the talent development megamodel (2022) (1)
The California College Preparatory Academy: An Enduring School-University Partnership (2019) (1)
Searching for Something Positive in Future Negative: The Adolescent and Adult Time Inventory–Time Attitudes Scale (2020) (1)
Adolescent Time Inventory-Time Attitude Scale (2017) (1)
“Even a broken clock is right twice a day”: The case of the Zimbardo Time Perspective Inventory (2022) (1)
Reflections on talent development in academics. (2019) (1)
A pathway model for emotional distress and implications for therapeutic jurisprudence in African American juvenile court respondents. (2016) (1)
Gifted African Americans (2017) (1)
Ethnic and Cultural Identity (2020) (1)
Reconceptualizing School Psychology for the 21st Century: The Future of School Psychology in the United States (2022) (1)
Diversity and Gifted Education (2021) (1)
A fossiliferous horizon from the lower Permian of Caddo County, Oklahoma (1936) (1)
Identity Development in Gifted Children (2021) (1)
Aesthetic Development in Male Students in Iran (2015) (1)
Talent Development in Music (2022) (1)
Giftedness and eminence: Clarifying the relationship (2021) (1)
Attitudes Toward the Past, Present, and Future: Associations With Self-Reported Academic Outcomes in Academically Talented Adolescents (2021) (1)
Unlocking Creative Productivity: A Talent Development Approach (2021) (1)
The Psychological Science of Talent Development (2021) (1)
Domain-specific Consideration of Future Consequences: Further Evidence Using Academic Attainment Data (2020) (1)
Racial/Ethnic and Gender Identity in Gifted Classrooms (2015) (1)
Psychology in the Caribbean: Broadening Our Knowledge Base (2019) (1)
Flipping a Classroom for Academically Talented Students (2020) (1)
What Was Not Said and What to Do About It (2022) (0)
Addressing Misconceptions About the Talent Development Framework and Implications for Policy (2021) (0)
Being Gifted and Adolescent (2021) (0)
Adolescent and Adult Time Inventory-Time Attitude Scale—Spanish (2018) (0)
Adolescent and Adult Time Inventory--Italian Version (2021) (0)
Engaging in Advocacy and Affecting Public Policy (2018) (0)
Adolescent and Adult Time Inventory--Albanian Version (2021) (0)
Community and belonging (2020) (0)
African American Racial Identity and Learning (2013) (0)
Time Attitude Profiles and Risky Behaviors Among Adolescents in the United States and Germany (2022) (0)
Approaches to Learning Survey Revised (2015) (0)
Rising to the Challenge: A School Psychology for All Students (2020) (0)
Succeeding as a Man in Higher Education as an Advocate of Diversity, Equity, and Inclusion in School Psychology (2020) (0)
Broadening the Focus of School Psychology Practice (2020) (0)
Self-Efficacy and Conceptions of Ability of Intelligence, and (2018) (0)
Exploring student motivation, time attitudes, and ethnic beliefs: The ethnic identity project. (2012) (0)
Talent management (2021) (0)
The Center Cannot Hold: School Psychology Across the Globe. (2007) (0)
Bridging the Divide (2021) (0)
Identifying and Serving Gifted and Talented Students (2020) (0)
Complicating the Thinking of Trainee Consultants in Consultee-Centered Consultation (2017) (0)
Talent Development as a Framework for the Delivery of Services to Gifted Children (2021) (0)
Time Perspective and Risky Behaviors Among Nigerian Young Adults (2018) (0)
Sociocultural factors that affect the identification and development of talent in children and adolescents (2022) (0)
Adolescent Time Inventory-Time Attitude Scale--Japanese Version (2019) (0)
Educational Career Maturity Attitude Scale--Modified Version (2019) (0)
Gifted Children in Urban Settings (2021) (0)
Validity of Child-Behavior Scale Scores in a Peruvian Sample: (712172007-001) (2007) (0)
Academic Achievement, Identity, and Hope (2020) (0)
Positive and negative time attitudes, intrinsic motivation, behavioral engagement and substance use (2020) (0)
Editorial (2012) (0)
Age and Gender Differences 2 (2012) (0)
Serving Gifted Students: A Talent Development Perspective (2021) (0)
Models of education for science talented adolescents in the United States (2017) (0)
Time to change your attitude? Socio-economic status, academic attainment, and time attitudes in Glasgow school children (2021) (0)
Transforming Gifted Education Into Talent Development (2021) (0)
Adolescent and Adult Time Inventory—Time Attitude Scale; Polish Version (2021) (0)
Frank C. Worrell, PhD: 2020 President-elect candidate statement (2020) (0)
The Association of Social Emotional Constructs and Academic Motivation with Academic Achievement in Adolescents (2022) (0)
Disability self-worth and personal meaning relate to psychosocial functioning among employed U.S. adults with LD and ADHD. (2023) (0)
Failure to Conduct a Pilot Study (2020) (0)
The Development of the Steel Band in Trinidad and Tobago (2006) (0)
School-Based Interventions for Refugee Children and Adolescents (2020) (0)
Evaluating the Effectiveness of Talent Development Programs (2021) (0)
Call for 100-Year Reviews (2014) (0)
Development and Validation of the Singapore Secondary Mathematics Self-Efficacy Scale By Siao (2016) (0)
Contextual specificity in classroom adjustment: Latent profiles of primary school behavior problems in Trinidad and Tobago (2022) (0)
Denying Abortions Endangers Women's Mental and Physical Health. (2023) (0)
Gatekeeping in High-Performance Settings (2020) (0)
POSTER: The Contextual Dimensionality of Classroom Behavior Disturbances Across Trinidad and Tobago (2016) (0)
Memory Support Rating Scale (2016) (0)
Racialized Habitus and Immigrant/Minority Youth (2018) (0)
Aesthetic Development in Female Students in Iran (2013) (0)
Conclusion—The Power of a University–District Partnership (2016) (0)
The Assessment of Time Attitudes Among Adolescents and Young Adults With the Polish Adolescent and Adult Time Inventory – Time Attitude Scale (AATI-TA-Polish) (2021) (0)
The Development of Gifted and Talented Students’ Creativity in School Contexts (2021) (0)
Parent Involvement and the Home–School Divide (2016) (0)

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