Peer-Reviewed Journal Publications

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Yang, C. Rho, E., Dong, Q., Lim, J.H., & Kodaiarasu, K. (in press). Revisiting the healthy context paradox and emotional contagion debate: A pre-registered replication study on the interplay of teacher victimization, burnout, and school climate in the U.S. School Psychology.

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Yang, C., Lim, J.H., & Rho, E. (2025). A correlational meta-analysis of inhibiting and promotive factors of racial/ethnic bullying among youth. Aggression and Violent Behavior. https://doi.org/10.1016/j.avb.2025.102104  

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Rho, E. & Yang, C. (2025). Tracing silent struggles: Examining the characteristics and correlates of teacher victimization through egocentric network analysis.​ School Psychology. https://doi.org/10.1037/spq0000699​

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​Lim, J.H., Rho, E., & Yang, C. (2024). Exploring evidence-based practices of the culturally responsive social and emotional learning (SEL): A systematic review and meta-analysis. School Psychology Review. ​https://doi.org/10.1080/2372966X.2024.2432853

 

Yang, C., Lim, J.H., Lin, X., Rho, E. & Dong, Q. (2024). An initial validation of transformative social and emotional learning (SEL) competencies scale among Asian American Pacific Islander (AAPI) teachers. School Psychology Review, 1-16. http://dx.doi.org/10.1080/2372966X.2024.2355670  ​ 

 

Yang, C., Rho, E., Lin, X. & Stomski, M. (2024). Empowerment and silence: A grounded theory exploration among new teachers. School Psychology, 39(3), 291–301. https://doi.org/10.1037/spq0000612

 

Yang, C., Dong, Q., Rho, E., & Zhaojun, T. (2023). Associations between school-wide practices and school-wide bullying: Advancing the cross-country understanding of teachers’ perspectives from the U.S. and China. School Psychology, 39(2), 213–223. https://doi.org/10.1037/spq0000557

 

Kester, K., Abura, M., Sohn, C., & Rho, E. (2022). Higher education peacebuilding in conflict-affected societies: beyond the good/bad binary. International Journal of Comparative Education and Development, 24(3/4), 160-176. https://doi.org/10.1108/IJCED-04-2022-0027​​

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Rho, E., Kodaiarasu, K., Yang, C., Lin, X., Dong, Q., & Cheung, R. (under revision). “We understand, but need support”: Teachers’ perspectives on trauma-informed practices in universal transitional kindergarten. 

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Yang, C., Rho, E., Dong. Q, & Cheung, R. (under revision). A mixed-method analysis of the support systems and well-being of teachers as the early implementers of universal pre-kindergarten policy in California.​

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Yang, C., Rho, E., Dong, Q., & Lee, M.X. (under revision). Unveiling the invisible and silence: Empowerment and silence of Asian American educators.

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Yang, C., Lim, J.H., & Rho, E. (under revision). Understanding risk and resilience factors associated with racial/ethnic bullying: A correlational meta-analysis. 

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Yang, C., Lim, J.H., Rho, E., Dong, Q., Lin, X. & Zhang, Y. (under revision). Replication and re-validation of the multidimensional teacher victimization scale (MTVS) in the United States.

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Book Chapters

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Dong, Q., Yang, C., Lee, M. X., & Rho, E. (in press). Stress and coping among minoritized teachers. In Stress and Coping Among Minoritized Teachers. Information Age Publishing. 

 

Rho, E., Lim, J.H., Yang, C., Stomski, M., & Hacifazlioglu, O. (accepted). Navigating the first year: Exploring the professional and social support systems for new teachers. In Leading with Resilience: Voices of Teacher, School, and System Leaders in Challenging Times. Information Age Publishing.

 

Yang, C. & Rho, E. (accepted). Building resilience and mitigating risk in new teachers during the pandemic: A job demand-resources perspective. In Motivation and Achievement during the COVID-19 Pandemic (Advances in Motivation and Achievement, Vol. 23). 

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Research Briefs

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Rho, E., Dong, Q., & Yang, C. (2025). Professional and social support networks for California Universal Transitional Kindergarten (UTK) teachers (Part 1). 21st Century California School Leadership Academy. https://21cslacenter.berkeley.edu/publications/support-networks-utk-teachers-1 

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Kodaiarasu, K., Rho, E., Dong, Q., & Yang, C. (2025). Creating safe spaces: Exploring trauma-informed practices in transitional kindergarten education (Part 2). 21 Century California School Leadership Academy (21CSLA) Brief. https://21cslacenter.berkeley.edu/publications/creating-safe-spaces 

 

Zhang, Y., Rho, E., Dong, Q., & Yang, C. (2025). School climate and teacher well-being at Universal Transitional Kindergarten (UTK): Insights into compassion fatigue, compassion satisfaction, and turnover intention (Part 3). 21 Century California School Leadership Academy (21CSLA) Brief. https://21cslacenter.berkeley.edu/publications/school-climate-and-tk-teacher-well-being

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Kodaiarasu, K., Rho, E., Dong, Q., & Yang, C. (2025). Building bridges: Family engagement approaches among transitional kindergarten teachers (Part 4). 21 Century California School Leadership Academy (21CSLA) Brief. https://21cslacenter.berkeley.edu/publications/building-bridges-family-engagement-tk