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Robert W. Roeser

Affiliations: 
Stanford University, Palo Alto, CA 
Area:
Educational Psychology Education, Sciences Education, Guidance and Counseling Education
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"Robert Roeser"
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Angela M. Haydel grad student 2002 Stanford
Gisell Quihuis grad student 2002 Stanford
Karen R. Strobel grad student 2002 Stanford
Shun Lau grad student 2003 Stanford
Hunter Gehlbach grad student 2004 Stanford

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Publications

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Tumminia MJ, Colaianne BA, Roeser RW, et al. (2020) How is Mindfulness Linked to Negative and Positive Affect? Rumination as an Explanatory Process in a Prospective Longitudinal Study of Adolescents. Journal of Youth and Adolescence
Braun SS, Schonert-Reichl KA, Roeser RW. (2020) Effects of teachers' emotion regulation, burnout, and life satisfaction on student well-being Journal of Applied Developmental Psychology. 69: 101151
Braun SS, Cho S, Colaianne BA, et al. (2020) Impacts of a Mindfulness-Based Program on Teachers’ Forgiveness Mindfulness. 11: 1978-1992
Loyd AB, Derlan CL, Smith EV, et al. (2019) Evaluating the Psychometric Properties of a Measure of Ethnic Identity Among Black South African Youth. Identity (Mahwah, N.J.). 19: 44-61
Rickert NP, Skinner EA, Roeser RW. (2019) Development of a multidimensional, multi-informant measure of teacher mindfulness as experienced and expressed in the middle school classroom International Journal of Behavioral Development. 44: 5-19
Abujaradeh H, Colaianne BA, Roeser RW, et al. (2019) Evaluating a short-form Five Facet Mindfulness Questionnaire in adolescents: Evidence for a four-factor structure and invariance by time, age, and gender International Journal of Behavioral Development. 44: 20-30
Colaianne BA, Galla BM, Roeser RW. (2019) Perceptions of mindful teaching are associated with longitudinal change in adolescents’ mindfulness and compassion International Journal of Behavioral Development. 44: 41-50
Roeser R. (2019) Towards a Developmental Contemplative Science Human Development. 63: 132-138
Braun SS, Roeser RW, Mashburn AJ, et al. (2019) Middle School Teachers’ Mindfulness, Occupational Health and Well-Being, and the Quality of Teacher-Student Interactions Mindfulness. 10: 245-255
Dvořáková K, Greenberg MT, Roeser RW. (2018) On the Role of Mindfulness and Compassion Skills in Students' Coping, Well-being and Development across the Transition to College: A Conceptual Analysis. Stress and Health : Journal of the International Society For the Investigation of Stress
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