von der Embse, Nathaniel

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

von der Embse, N., Jester, D., Roy, D., & Post, J. (2018) · Journal of Affective Disorders

Education, Achievement, and GiftednessAnxiety, Depression, Psychometrics, Treatment, Cognitive Processes

Cited by 691

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

Ryan, S. V., von der Embse, N. P., Pendergast, L. L., Saeki, E., Segool, N., & Schwing, S. (2017) · Teaching and Teacher Education

Teacher Professional Development and MotivationSchool Choice and Performance

Cited by 367

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

von der Embse, N., Barterian, J., & Segool, N. (2013) · Psychology in the Schools

Education, Achievement, and GiftednessStudent Stress and Coping

Cited by 273

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

Pendergast, L. L., von der Embse, N., Kilgus, S. P., & Eklund, K. R. (2017) · Journal of School Psychology

Psychometric Methodologies and TestingEducational Assessment and Pedagogy

Cited by 229

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

von der Embse, N. P., Schultz, B. K., & Draughn, J. D. (2015) · School Psychology International

Education, Achievement, and GiftednessCommunication in Education and Healthcare

Cited by 45

Potential Psychosocial and Instructional Consequences of the Common Core State Standards: Implications for Research and Practice

Saeki, E., Pendergast, L., Segool, N. K., & von der Embse, N. P. (2015) · Contemporary School Psychology

Educational Assessment and ImprovementTeacher Education and Assessments

Cited by 29