Esha Vaid
Biographic Data
| ID | 148682 |
|---|---|
| NAME | Esha Vaid |
| GIVEN NAMES | Esha |
| FAMILY NAME | Vaid |
| SIGNATURE | VAID E |
| AFFILIATIONS | Pennsylvania State University |
| ORCID | 0000-0003-2582-9088 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Utilizing sociocultural identity to cope with poverty-related stress
Cultural identity affirmation, pride, and belongingness are known to protect youth from negative outcomes in the face of uncontrollable stress such as discrimination, economic hardship, and community violence. Scholars have argued that racial, cultural, and other social identities serve as important coping resources , encouraging active coping and the use of social support and mitigating the impact of stress for marginalized youth. The Building a…
Perceived Racial Discrimination, Poverty-Related Stress, Civic Efficacy, and Psychological Problems in Low Socioeconomic Preadolescents
This study examined the intersecting experiences of perceived racial discrimination, poverty-related stress (PRS), and civic efficacy with psychological functioning in preadolescents. The sample consisted of 129 low-income, racially and ethnically diverse preadolescents. Hierarchical linear regression analyses found that perceived racial discrimination and PRS were associated with greater psychological problems, as reported by parents and youth. …
The impact of school climate in social‐normative expectations in low and high SES schools
This study examined the associations among race/ethnicity, school climate, and social‐normative expectations (expectations about peers' future achievement) in high and low socioeconomic status (SES) schools, with a particular focus on school climate as a process that might influence social‐normative expectations. Results showed that more positive perceptions of school climate were significantly associated with higher levels of social‐normative ex…
Promotion of social and emotional learning in a Chinese elementary school
Although there is substantial evidence for the merits of integrating social and emotional learning (SEL) into educational settings, little empirical research on this learning approach has been conducted in Mainland China. We synthesized the frameworks of Western SEL and the guidelines of Chinese mental health education, and conducted a preliminary assessment of a short-term SEL curriculum that we designed and piloted in an elementary school. We r…
Attentional bias to diabetes cues mediates disease management improvements in a pilot randomized controlled trial for adolescents with type 1 diabetes
For type 1 diabetes management, the role of attentional bias remains unclear. This secondary analysis examined type 1 diabetes attentional bias and adolescent type 1 diabetes management prior to and during a cognitive and behavioral intervention. Youth with type 1 diabetes and above target glycemic control were assigned to intervention or usual care control. Participants completed baseline and follow-up type 1 diabetes Stroop tasks, HbA1c tests, …
Social-Normative Expectations Mediates School Climate’s Association With Academic Achievement in Latino Middle School Students
Many Latino students miss opportunities to develop their full potential in U.S. schools. Increasing attention is being paid to the malleable, nonacademic, factors that can affect student learning. The current study sought to evaluate the impact of school climate on Language Arts grade for Latino students in a large, low-income, urban middle school. In addition, the novel construct of Social-Normative Expectations, student perceptions of school-wi…
Social-Normative Expectations Mediates School Climate’s Association With Academic Achievement in Latino Middle School Students
Many Latino students miss opportunities to develop their full potential in U.S. schools. Increasing attention is being paid to the malleable, nonacademic, factors that can affect student learning. The current study sought to evaluate the impact of school climate on Language Arts grade for Latino students in a large, low-income, urban middle school. In addition, the novel construct of Social-Normative Expectations, student perceptions of school-wi…
Utilizing sociocultural identity to cope with poverty-related stress
Cultural identity affirmation, pride, and belongingness are known to protect youth from negative outcomes in the face of uncontrollable stress such as discrimination, economic hardship, and community violence. Scholars have argued that racial, cultural, and other social identities serve as important coping resources , encouraging active coping and the use of social support and mitigating the impact of stress for marginalized youth. The Building a…
Perceived Racial Discrimination, Poverty-Related Stress, Civic Efficacy, and Psychological Problems in Low Socioeconomic Preadolescents
This study examined the intersecting experiences of perceived racial discrimination, poverty-related stress (PRS), and civic efficacy with psychological functioning in preadolescents. The sample consisted of 129 low-income, racially and ethnically diverse preadolescents. Hierarchical linear regression analyses found that perceived racial discrimination and PRS were associated with greater psychological problems, as reported by parents and youth. …
Social-Normative Expectations Mediates School Climate’s Association With Academic Achievement in Latino Middle School Students
Many Latino students miss opportunities to develop their full potential in U.S. schools. Increasing attention is being paid to the malleable, nonacademic, factors that can affect student learning. The current study sought to evaluate the impact of school climate on Language Arts grade for Latino students in a large, low-income, urban middle school. In addition, the novel construct of Social-Normative Expectations, student perceptions of school-wi…
Promotion of social and emotional learning in a Chinese elementary school
Although there is substantial evidence for the merits of integrating social and emotional learning (SEL) into educational settings, little empirical research on this learning approach has been conducted in Mainland China. We synthesized the frameworks of Western SEL and the guidelines of Chinese mental health education, and conducted a preliminary assessment of a short-term SEL curriculum that we designed and piloted in an elementary school. We r…
Attentional bias to diabetes cues mediates disease management improvements in a pilot randomized controlled trial for adolescents with type 1 diabetes
For type 1 diabetes management, the role of attentional bias remains unclear. This secondary analysis examined type 1 diabetes attentional bias and adolescent type 1 diabetes management prior to and during a cognitive and behavioral intervention. Youth with type 1 diabetes and above target glycemic control were assigned to intervention or usual care control. Participants completed baseline and follow-up type 1 diabetes Stroop tasks, HbA1c tests, …
Perceived Racial Discrimination, Poverty-Related Stress, Civic Efficacy, and Psychological Problems in Low Socioeconomic Preadolescents
This study examined the intersecting experiences of perceived racial discrimination, poverty-related stress (PRS), and civic efficacy with psychological functioning in preadolescents. The sample consisted of 129 low-income, racially and ethnically diverse preadolescents. Hierarchical linear regression analyses found that perceived racial discrimination and PRS were associated with greater psychological problems, as reported by parents and youth. …
The impact of school climate in social‐normative expectations in low and high SES schools
This study examined the associations among race/ethnicity, school climate, and social‐normative expectations (expectations about peers' future achievement) in high and low socioeconomic status (SES) schools, with a particular focus on school climate as a process that might influence social‐normative expectations. Results showed that more positive perceptions of school climate were significantly associated with higher levels of social‐normative ex…
Utilizing sociocultural identity to cope with poverty-related stress
Cultural identity affirmation, pride, and belongingness are known to protect youth from negative outcomes in the face of uncontrollable stress such as discrimination, economic hardship, and community violence. Scholars have argued that racial, cultural, and other social identities serve as important coping resources , encouraging active coping and the use of social support and mitigating the impact of stress for marginalized youth. The Building a…
Psychology (5 works) · Social Psychology (5 works) · Developmental psychology (4 works) · Early Childhood Education and Development (4 works) · Political science (4 works) · Social Psychology (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Clinical Psychology (3 works) · Sociology (3 works) · Clinical Psychology (2 works)