Robert W Roeser
Biographic Data
| ID | 206160 |
|---|---|
| NAME | Robert W Roeser |
| GIVEN NAMES | Robert W |
| FAMILY NAME | Roeser |
| SIGNATURE | ROESER R W |
| AFFILIATIONS | Portland State University |
| ORCID | 0000-0003-3326-5921 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 439 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Psychological Impacts of a Teacher Mindfulness‐Based Program
This study extends previous research on a Mindfulness Based Program (MBP) for teachers by examining whether psychological impacts of MBP participation were moderated by changes in teachers' neuroendocrine stress across the program. Teachers ( n = 60, 54 women) were randomly assigned to MBP or waitlist control conditions and assessed at pre‐program, post‐program, and 3‐month follow‐up. The interaction of change in teachers' peak daily cortisol wit…
Core instructor competencies of mindfulness-based programming for youth
21) identified by scientist participants and peer instructor nomination. In Rounds 2 and 3 the full participant sample (expert scientists and instructors) were asked to consider the preceding Round's results and whether each of the 33 identified codes were an essential core instructor competency of MBPs for youth. Final Round 3 results indicated consensus (≥75% endorsement) of 11 of the 33 identified codes as core instructor competencies of MBP f…
Teachers’ stress and training in a school-based mindfulness program
School-based mindfulness trainings (SBMT) are a contemporary approach for intervening to promote students' social and emotional skills and well-being. Despite evidence from the larger field of evidence-based social and emotional learning programs demonstrating the importance of high-quality implementation, few studies have investigated factors impacting the implementation of SBMTs, particularly teacher-level influences. The present study addresse…
Extensions beyond program impacts
Social–emotional learning (SEL) programs are frequently evaluated using randomized controlled trial (RCT) methodology as a means to assess program impacts. What is often missing in RCT studies is a robust parallel investigation of the multi-level implementation of the program. The field of implementation science bridges the gap between the RCT framework and understanding program impacts through the systematic data collection of program implementa…
Mindfulness training improves middle school teachers’ occupational health, well-being, and interactions with students in their most stressful classrooms
Mindfulness training (MT) for teachers has become popular, yet gaps remain in our understanding of the time-course of the impacts of MT on teacher and classroom-outcomes; the generalizability of MT impacts on elementary versus secondary teachers; and how characteristics of teachers and schools may moderate the impacts of MT. In this randomized-controlled trial, we examine the near and longer-term impacts of the Mindfulness-Based Emotional Balance…
Assessing psychological well-being in early adulthood
The transitional years of early adulthood, with key tasks of identity and intimacy development, engender both opportunities and risks for well-being. We propose that the conceptualization and measurement of early adults’ well-being can be improved through (a) an integration of ideas from developmental and psychological science on well-being, (b) the use of short, daily momentary assessments of well-being, and (c) a developmentally-informed examin…
Cultivating Compassion for Self and Others
Many have called for school-based student programs that teach skills related to self-care and caring for others. Here, such a program for peer-nominated adolescents was developed and piloted virtually at one high school during the COVID-19 pandemic. Results of a longitudinal, quasi-experimental evaluation of the program showed high-quality program implementation and promising program impacts. Effect sizes indicated moderate to large program impac…
Effects of teachers' emotion regulation, burnout, and life satisfaction on student well-being
How is Mindfulness Linked to Negative and Positive Affect? Rumination as an Explanatory Process in a Prospective Longitudinal Study of Adolescents
Towards a Developmental Contemplative Science
Evaluating the Psychometric Properties of a Measure of Ethnic Identity Among Black South African Youth
1.22; 51% female). Further analyses revealed that configural and metric models were excellent across the four South African ethnic groups and the African American group. However, scalar invariance (i.e., intercept) was not found; the item intercepts were different for the South African ethnic groups and African Americans. Findings are discussed with consideration for conducting research on ethnic identity among youth in South Africa
Development of Achievement Motivation and Engagement
In this chapter we review the research on the development of children's motivation and engagement. We organize our review into four major sections: the development of children's achievement motivation; gender, cultural, and ethnic differences in children's motivation; socialization of motivation in the family; and socialization of motivation in school. We take a social‐cognitive expectancy‐value theoretical perspective to organize our discussion …
Mindfulness and compassion in human development
Research on contemplative practices (e.g., mindfulness or compassion training) is growing rapidly in the clinical, health and neuro-sciences, but almost none of this research takes an explicitly developmental life span perspective. At present, we know rather little about the naturalistic development of mindfulness or compassion in children and adolescents, or the processes by which parents can socialize these positive qualities in their offspring…
Mindfulness training and reductions in teacher stress and burnout
Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials
Globalization and the Identity Remix Among U rban Adolescents in I ndia
This study examined adolescents' perceptions of cultural change and identity development during an age of globalization in India. Analyses of data from 1497 I ndian, urban, middle‐class 12–15‐year‐olds (46% girls) revealed that these youth were aware of changes in their daily lives due to globalization and evaluated such changes in a pragmatic light of losses, gains, and a need for adaptation. Furthermore, results showed adolescents remained stro…
Schools as Developmental Contexts During Adolescence
Considerable strides have been made in the past decade in recognizing the centrality of the cultural context of schooling to adolescent development. In this review, adopting a developmental systems conceptualization of the context of schooling, we focus on selected new research findings regarding how (a) teachers, curricular tasks and classroom environments; (b) aspects of the school as an organization; and (c) district policies and practices can…
Mindfulness Training and Teachers' Professional Development
This article focuses on how mindfulness training (MT) programs for teachers, by cultivating mindfulness and its application to stress management and the social-emotional demands of teaching, represent emerging forms of teacher professional development (PD) aimed at improving teaching in public schools. MT is hypothesized to promote teachers' “habits of mind,” and thereby their occupational health, well-being, and capacities to create and sustain …
Mindfulness training effects for parents and educators of children with special needs
Parents and teachers of children with special needs face unique social-emotional challenges in carrying out their caregiving roles. Stress associated with these roles impacts parents' and special educators' health and well-being, as well as the quality of their parenting and teaching. No rigorous studies have assessed whether mindfulness training (MT) might be an effective strategy to reduce stress and cultivate well-being and positive caregiving…
Schools as Developmental Contexts During Adolescence
Considerable strides have been made in the past decade in recognizing the centrality of the cultural context of schooling to adolescent development. In this review, adopting a developmental systems conceptualization of schooling, we focus on selected new research findings from the past decade regarding how (a) teachers, curricular tasks, and classroom environments; (b) aspects of the school as an organization; and (c) district policies and practi…
Schools, Academic Motivation, and Stage‐Environment Fit
An Ecological View of Schools and Their Impact on Development During Adolescence Level 1: Classrooms Level 1: Summary Level 2: School Buildings Summary of School-Level Effects Level 3: School Districts and Secondary School Transitions Level 4: Schools as Embedded Organizations in the Larger Community Secondary School Reform Efforts Summary and Conclusions
Identity Representations in Patterns of School Achievement and Well-Being Among Early Adolescent Girls
This study examines relations between early adolescent girls' well-being, achievement, and emerging identities. Variable-centered results showed that girls' moral and student identities were the strongest predictors of their achievement, whereas their moral, student, physical, and peer identities predicted their well-being. Person-centered results delineated four subgroups of girls based on their profiles of well being and achievement. The larges…
Exploring the Roles of Extracurricular Activity Quantity and Quality in the Educational Resilience of Vulnerable Adolescents
This longitudinal study examines how extracurricular activity involvement contributes to “educational resilience”—the unexpected educational attainments of adolescents who are otherwise vulnerable to curtailed school success due to personal‐ and social‐level risks. Educationally vulnerable youth characterized by significant risks and an absence of assets were identified during early adolescence (approximately age 14) using measures of academic mo…
South African-ness Among Adolescents
We assessed the emergence of a South African identity among Black, Colored (mixed ancestral origin), White (predominantly English speaking), and Indian adolescents participating in a birth cohort study called "Birth to Twenty" in Johannesburg, South Africa. We examined young people's certainty of their self-categorization as South African, the centrality of their personal, racial and linguistic, and South African identities in their self-definiti…
School as a Context of Early Adolescents' Academic and Social-Emotional Development
Successful youth development during adolescence is an intergenerational process, one in which youth are responsible for being open to and taking advantage of new experiences, and adults are responsible for providing youth with nourishing, growth-enhancing opportunities. In this article, we examine how adolescents perceive the nature of the opportunities they are provided by teachers and staff in middle school, and how such opportunities are relat…
Academic Functioning and Mental Health in Adolescence
The current study examines patterns of academic functioning and mental health in 184 middle school children and the relation of such patterns to their prior and subsequent functioning. Data were collected from children during their second, third, fourth, eighth, and ninth grade school years. Cluster analyses were used to delineate patterns of academic functioning and mental health during eighth grade. The authors examined the relation of these pa…
Schools as Developmental Contexts During Adolescence
Considerable strides have been made in the past decade in recognizing the centrality of the cultural context of schooling to adolescent development. In this review, adopting a developmental systems conceptualization of schooling, we focus on selected new research findings from the past decade regarding how (a) teachers, curricular tasks, and classroom environments; (b) aspects of the school as an organization; and (c) district policies and practi…
Adolescents' Perceptions of Middle School
We present results of a longitudinal study of 1,046 adolescents in 23 middle schools that examined relations between adolescents' perceptions of their middle school learning environment during 8th grade (school goal structures, autonomy provisions, positive teacher regard) and changes in their academic motivation, achievement, and psychological adjustment from 7th to 8th grade. Hierarchical regression analyses showed that adolescents' school perc…
Academic Functioning and Mental Health in Adolescence
The current study examines patterns of academic functioning and mental health in 184 middle school children and the relation of such patterns to their prior and subsequent functioning. Data were collected from children during their second, third, fourth, eighth, and ninth grade school years. Cluster analyses were used to delineate patterns of academic functioning and mental health during eighth grade. The authors examined the relation of these pa…
Exploring the Roles of Extracurricular Activity Quantity and Quality in the Educational Resilience of Vulnerable Adolescents
This longitudinal study examines how extracurricular activity involvement contributes to “educational resilience”—the unexpected educational attainments of adolescents who are otherwise vulnerable to curtailed school success due to personal‐ and social‐level risks. Educationally vulnerable youth characterized by significant risks and an absence of assets were identified during early adolescence (approximately age 14) using measures of academic mo…
Classroom and Individual Differences in Early Adolescents' Motivation and Self-Regulated Learning
The relations between classroom experience and individual differences in motivation and self-regulated learning were examined in a correlational study of seventh graders (N = 100, mean age = 12.3 years) from a middle school in the Midwest. Motivational beliefs (intrinsic value, self-efficacy, and test anxiety) and self-regulated learning (cognitive strategy use and self-regulation) were assessed in the fall and spring of the school year using a r…
Mindfulness training effects for parents and educators of children with special needs
Parents and teachers of children with special needs face unique social-emotional challenges in carrying out their caregiving roles. Stress associated with these roles impacts parents' and special educators' health and well-being, as well as the quality of their parenting and teaching. No rigorous studies have assessed whether mindfulness training (MT) might be an effective strategy to reduce stress and cultivate well-being and positive caregiving…
South African-ness Among Adolescents
We assessed the emergence of a South African identity among Black, Colored (mixed ancestral origin), White (predominantly English speaking), and Indian adolescents participating in a birth cohort study called "Birth to Twenty" in Johannesburg, South Africa. We examined young people's certainty of their self-categorization as South African, the centrality of their personal, racial and linguistic, and South African identities in their self-definiti…
Globalization and the Identity Remix Among U rban Adolescents in I ndia
This study examined adolescents' perceptions of cultural change and identity development during an age of globalization in India. Analyses of data from 1497 I ndian, urban, middle‐class 12–15‐year‐olds (46% girls) revealed that these youth were aware of changes in their daily lives due to globalization and evaluated such changes in a pragmatic light of losses, gains, and a need for adaptation. Furthermore, results showed adolescents remained stro…
How is Mindfulness Linked to Negative and Positive Affect? Rumination as an Explanatory Process in a Prospective Longitudinal Study of Adolescents
Mindfulness and compassion in human development
Research on contemplative practices (e.g., mindfulness or compassion training) is growing rapidly in the clinical, health and neuro-sciences, but almost none of this research takes an explicitly developmental life span perspective. At present, we know rather little about the naturalistic development of mindfulness or compassion in children and adolescents, or the processes by which parents can socialize these positive qualities in their offspring…
Identity Representations in Patterns of School Achievement and Well-Being Among Early Adolescent Girls
This study examines relations between early adolescent girls' well-being, achievement, and emerging identities. Variable-centered results showed that girls' moral and student identities were the strongest predictors of their achievement, whereas their moral, student, physical, and peer identities predicted their well-being. Person-centered results delineated four subgroups of girls based on their profiles of well being and achievement. The larges…
Classroom and Individual Differences in Early Adolescents' Motivation and Self-Regulated Learning
The relations between classroom experience and individual differences in motivation and self-regulated learning were examined in a correlational study of seventh graders (N = 100, mean age = 12.3 years) from a middle school in the Midwest. Motivational beliefs (intrinsic value, self-efficacy, and test anxiety) and self-regulated learning (cognitive strategy use and self-regulation) were assessed in the fall and spring of the school year using a r…
Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school
In a sample of 296 8th-grade middle school students, the authors examined the role of personal achievement goals and feelings of school belonging in mediating the relation between perceptions of the school psychological environment and school-related beliefs, affect, and achievement. Sequential regression analyses indicated that perceiving a task goal structure in middle school was positively related to academic self-efficacy and that this relati…
The Development and Validation of Scales Assessing Students' Achievement Goal Orientations
Adolescents' Perceptions of Middle School
We present results of a longitudinal study of 1,046 adolescents in 23 middle schools that examined relations between adolescents' perceptions of their middle school learning environment during 8th grade (school goal structures, autonomy provisions, positive teacher regard) and changes in their academic motivation, achievement, and psychological adjustment from 7th to 8th grade. Hierarchical regression analyses showed that adolescents' school perc…
Academic Functioning and Mental Health in Adolescence
The current study examines patterns of academic functioning and mental health in 184 middle school children and the relation of such patterns to their prior and subsequent functioning. Data were collected from children during their second, third, fourth, eighth, and ninth grade school years. Cluster analyses were used to delineate patterns of academic functioning and mental health during eighth grade. The authors examined the relation of these pa…
School as a Context of Early Adolescents' Academic and Social-Emotional Development
Successful youth development during adolescence is an intergenerational process, one in which youth are responsible for being open to and taking advantage of new experiences, and adults are responsible for providing youth with nourishing, growth-enhancing opportunities. In this article, we examine how adolescents perceive the nature of the opportunities they are provided by teachers and staff in middle school, and how such opportunities are relat…
Identity Representations in Patterns of School Achievement and Well-Being Among Early Adolescent Girls
This study examines relations between early adolescent girls' well-being, achievement, and emerging identities. Variable-centered results showed that girls' moral and student identities were the strongest predictors of their achievement, whereas their moral, student, physical, and peer identities predicted their well-being. Person-centered results delineated four subgroups of girls based on their profiles of well being and achievement. The larges…
Exploring the Roles of Extracurricular Activity Quantity and Quality in the Educational Resilience of Vulnerable Adolescents
This longitudinal study examines how extracurricular activity involvement contributes to “educational resilience”—the unexpected educational attainments of adolescents who are otherwise vulnerable to curtailed school success due to personal‐ and social‐level risks. Educationally vulnerable youth characterized by significant risks and an absence of assets were identified during early adolescence (approximately age 14) using measures of academic mo…
South African-ness Among Adolescents
We assessed the emergence of a South African identity among Black, Colored (mixed ancestral origin), White (predominantly English speaking), and Indian adolescents participating in a birth cohort study called "Birth to Twenty" in Johannesburg, South Africa. We examined young people's certainty of their self-categorization as South African, the centrality of their personal, racial and linguistic, and South African identities in their self-definiti…
Schools, Academic Motivation, and Stage‐Environment Fit
An Ecological View of Schools and Their Impact on Development During Adolescence Level 1: Classrooms Level 1: Summary Level 2: School Buildings Summary of School-Level Effects Level 3: School Districts and Secondary School Transitions Level 4: Schools as Embedded Organizations in the Larger Community Secondary School Reform Efforts Summary and Conclusions
Schools as Developmental Contexts During Adolescence
Considerable strides have been made in the past decade in recognizing the centrality of the cultural context of schooling to adolescent development. In this review, adopting a developmental systems conceptualization of schooling, we focus on selected new research findings from the past decade regarding how (a) teachers, curricular tasks, and classroom environments; (b) aspects of the school as an organization; and (c) district policies and practi…
Schools as Developmental Contexts During Adolescence
Considerable strides have been made in the past decade in recognizing the centrality of the cultural context of schooling to adolescent development. In this review, adopting a developmental systems conceptualization of the context of schooling, we focus on selected new research findings regarding how (a) teachers, curricular tasks and classroom environments; (b) aspects of the school as an organization; and (c) district policies and practices can…
Mindfulness Training and Teachers' Professional Development
This article focuses on how mindfulness training (MT) programs for teachers, by cultivating mindfulness and its application to stress management and the social-emotional demands of teaching, represent emerging forms of teacher professional development (PD) aimed at improving teaching in public schools. MT is hypothesized to promote teachers' “habits of mind,” and thereby their occupational health, well-being, and capacities to create and sustain …
Mindfulness training effects for parents and educators of children with special needs
Parents and teachers of children with special needs face unique social-emotional challenges in carrying out their caregiving roles. Stress associated with these roles impacts parents' and special educators' health and well-being, as well as the quality of their parenting and teaching. No rigorous studies have assessed whether mindfulness training (MT) might be an effective strategy to reduce stress and cultivate well-being and positive caregiving…
Mindfulness training and reductions in teacher stress and burnout
Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials
Globalization and the Identity Remix Among U rban Adolescents in I ndia
This study examined adolescents' perceptions of cultural change and identity development during an age of globalization in India. Analyses of data from 1497 I ndian, urban, middle‐class 12–15‐year‐olds (46% girls) revealed that these youth were aware of changes in their daily lives due to globalization and evaluated such changes in a pragmatic light of losses, gains, and a need for adaptation. Furthermore, results showed adolescents remained stro…
Development of Achievement Motivation and Engagement
In this chapter we review the research on the development of children's motivation and engagement. We organize our review into four major sections: the development of children's achievement motivation; gender, cultural, and ethnic differences in children's motivation; socialization of motivation in the family; and socialization of motivation in school. We take a social‐cognitive expectancy‐value theoretical perspective to organize our discussion …
Mindfulness and compassion in human development
Research on contemplative practices (e.g., mindfulness or compassion training) is growing rapidly in the clinical, health and neuro-sciences, but almost none of this research takes an explicitly developmental life span perspective. At present, we know rather little about the naturalistic development of mindfulness or compassion in children and adolescents, or the processes by which parents can socialize these positive qualities in their offspring…
Towards a Developmental Contemplative Science
Evaluating the Psychometric Properties of a Measure of Ethnic Identity Among Black South African Youth
1.22; 51% female). Further analyses revealed that configural and metric models were excellent across the four South African ethnic groups and the African American group. However, scalar invariance (i.e., intercept) was not found; the item intercepts were different for the South African ethnic groups and African Americans. Findings are discussed with consideration for conducting research on ethnic identity among youth in South Africa
Effects of teachers' emotion regulation, burnout, and life satisfaction on student well-being
How is Mindfulness Linked to Negative and Positive Affect? Rumination as an Explanatory Process in a Prospective Longitudinal Study of Adolescents
Extensions beyond program impacts
Social–emotional learning (SEL) programs are frequently evaluated using randomized controlled trial (RCT) methodology as a means to assess program impacts. What is often missing in RCT studies is a robust parallel investigation of the multi-level implementation of the program. The field of implementation science bridges the gap between the RCT framework and understanding program impacts through the systematic data collection of program implementa…
Mindfulness training improves middle school teachers’ occupational health, well-being, and interactions with students in their most stressful classrooms
Mindfulness training (MT) for teachers has become popular, yet gaps remain in our understanding of the time-course of the impacts of MT on teacher and classroom-outcomes; the generalizability of MT impacts on elementary versus secondary teachers; and how characteristics of teachers and schools may moderate the impacts of MT. In this randomized-controlled trial, we examine the near and longer-term impacts of the Mindfulness-Based Emotional Balance…
Assessing psychological well-being in early adulthood
The transitional years of early adulthood, with key tasks of identity and intimacy development, engender both opportunities and risks for well-being. We propose that the conceptualization and measurement of early adults’ well-being can be improved through (a) an integration of ideas from developmental and psychological science on well-being, (b) the use of short, daily momentary assessments of well-being, and (c) a developmentally-informed examin…
Psychology (25 works) · Developmental psychology (17 works) · Early Childhood Education and Development (15 works) · Social Psychology (13 works) · Clinical Psychology (9 works) · Mindfulness (9 works) · Mindfulness and Compassion Interventions (9 works) · Social Psychology (9 works) · Youth Development and Social Support (8 works) · Child and Adolescent Psychosocial and Emotional Development (7 works)