Christopher J Anthony

Biographic Data

ID	151961
NAME	Christopher J Anthony
GIVEN NAMES	Christopher J
FAMILY NAME	Anthony
SIGNATURE	ANTHONY C J
AFFILIATIONS	University of Florida
ORCID	0000-0003-1883-8322
VERIFIED	Yes
TOTAL WORKS	16
TOTAL CITATIONS	66
WORKS AS AUTHOR	16
WORKS AS EDITOR	0
FIRST PUBLICATION YEAR	2014
LATEST PUBLICATION YEAR	2026
H-INDEX	1

An Examination of Secondary Teachers’ Perceptions of Personal Mental Health and the Recognition and Referral of Adolescent Anxiety Disorders
Open AccessKendra V Saunders, Diana Joyce-Beaulieu et al.ARTICLEBehavioral Disorders2026
Anxiety disorders are the most commonly diagnosed mental health challenge in adolescents. Teachers have emerged as frontline referral agents for students in emotional distress. However, teachers do not consistently identify and refer anxious students for services. Ajzen’s Theory of Planned Behavior posits that attitudes predict behavior, which provides a useful framework for this issue. Using vignettes, the current study examined the relationship…
Phronesis and flourishing in school leadership
María Soledad Hershey, Christopher J Anthony et al.ARTICLEJournal of Moral Education2026
Utility of the social skills improvement system–rating scales for capturing dynamic social constructs
Open AccessKatherine E Frye, Christopher J Anthony et al.ARTICLEChild Development2025References: 40
Social skills are dynamic developmental constructs typically measured using assessments developed via cross-sectional methods. The measurement model of derivatives (MMOD), a factor analytic approach targeting individual growth trajectories, was used to evaluate the longitudinal factor structure of the Social Skills Improvement System—Rating Scales (SSIS-RS) teacher form with a sample of 1320 first and second grade students (51.6% female, 54.8% wh…
Kids these days and kids those days
Open AccessKatherine E Frye, Christopher J Anthony et al.ARTICLEJournal of School Psychology2024
Dynamics of a dynamic interrelationship
Open AccessChristopher J Anthony, Julia Ogg et al.ARTICLEJournal of School Psychology2024
Student-teacher conflict or student-school conflict? Exploring bidirectional relationships between externalizing behavior and teacher conflict
Open AccessJulia Ogg, Christopher J Anthony et al.ARTICLEEarly Childhood Research Quarterly2023References: 8
Parents' assessment of students' social emotional learning competencies
Open AccessStephen N Elliott, Christopher J Anthony et al.ARTICLEFamily Relations2022
Examining the structural validity of the SSIS SEL brief scales—Teacher and student forms
Open AccessChristopher J Anthony, Kristy L Brann et al.ARTICLEPsychology in the Schools2022
Although interest in social‐emotional learning (SEL) is growing, there are few efficient measures of SEL constructs, especially those of the popular CASEL Framework. To address this need, the SSIS SEL Brief Scales (SSIS SEL b ) were developed. Initial evidence for the SSIS SEL b is promising, but evidence is needed for its structural validity. The purpose of this study was to provide such evidence. We used confirmatory factor analysis to evaluate…
Academic enablers as dynamic moderators
Open AccessChristopher J Anthony, Julia Ogg et al.ARTICLEJournal of School Psychology2021
Are ratings in the eye of the beholder? A non-technical primer on many facet Rasch measurement to evaluate rater effects on teacher behavior rating scales
Open AccessKara M Styck, Christopher J Anthony et al.ARTICLEJournal of School Psychology2021
Bidirectional associations between biased language exposure and school-based relationships across gender
Open AccessJulia Ogg, Julia A Ogg et al.ARTICLEJournal of School Psychology2021
Examining Rater Effects on the Classroom Assessment Scoring System
Open AccessKara M Styck, Christopher J Anthony et al.ARTICLEChild Development2021
The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) is a popular measure of teacher–child interactions. Despite its prominence, CLASS scores have fairly weak relations with various child outcomes (e.g., Zaslow et al., 2010). One potential reason for these findings could be systematic differences in observer severity. As such, the purpose of this study was to explore the scope and impact of rater effects on CLASS scores with a sam…
Process and context
Open AccessJulia Ogg, Christopher J AnthonyARTICLEJournal of School Psychology2020
Executive function, learning-related behaviors, and science growth from kindergarten to fourth grade
Christopher J Anthony, Julia OggARTICLEJournal of Educational Psychology2020
Recent research has indicated that science-based achievement gaps open early in children’s educational careers and are explained largely by malleable factors. Two potentially important variables to consider include children’s executive function (EF) and learning-related behaviors exhibited in the classroom. These variables have been identified as key factors promoting reading and mathematics achievement, but have not been extensively examined for…
Multirater assessment of young children's social and emotional learning via the SSIS SEL Brief Scales – Preschool Forms
Open AccessChristopher J Anthony, Stephen N Elliott et al.ARTICLEEarly Childhood Research Quarterly2020
Estimating the Effects of Parental Divorce and Death With Fixed Effects Models
Open AccessPaul R Amato, Christopher J AnthonyARTICLEJournal of Marriage and the Family2014Cited by: 66References: 50
The authors used child fixed effects models to estimate the effects of parental divorce and death on a variety of outcomes using 2 large national data sets: (a) the Early Childhood Longitudinal Study, Kindergarten Cohort (kindergarten through the 5th grade) and (b) the National Educational Longitudinal Study (8th grade to the senior year of high school). In both data sets, divorce and death were associated with multiple negative outcomes among ch…