Crystal Bryce
Biographic Data
| ID | 3913678 |
|---|---|
| NAME | Crystal Bryce |
| GIVEN NAMES | Crystal |
| FAMILY NAME | Bryce |
| SIGNATURE | BRYCE C |
| AFFILIATIONS | The University of Texas at Tyler |
| ORCID | 0000-0002-1995-9356 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Hope in Early Childhood: Novel Methodology for Measuring Hope in 5‐ and 6‐Year‐Olds
Hope, as conceptualized by Snyder's Hope Theory, is a cognitive process that involves goal setting, pathway thinking, and agency. While hope has been widely studied in older children and adults, limited research exists on measuring hope in early childhood. The present study addresses this gap by introducing two novel developmentally appropriate tasks—the Maze Task and the Egg Hunt Task—to assess hope in children aged 5 and 6. The Maze Task evalua…
Unveiling Potential: Achieving Mission by Integrating Enrollment Management With Identity-Masked Holistic Admissions Practices
A Prospective Study of Maternal Supportiveness among ADHD and non-ADHD Children and Adolescents
Hope longitudinally predicts achievement: Mediation of cognitive engagement, teacher, and peer support
Hope is a malleable cognitive-motivational skill that helps students identify personal goals and construct routes to achieve them. Hope is sustained through engaging contexts and supportive relationships. We examined cognitive school engagement, teacher support, and peer support during high school (297 students; 9th–11th grade; 45% female; 52% White, 45% Latinx, 3% other) as potential mechanisms in the process of sustaining hope over time, and pr…
Adolescent Hope: An Exploratory Investigation of Individual and Family Correlates by Racial/Ethnic Groups
Social support and positive future expectations, hope, and achievement among Latinx students: Implications by gender and special education
A cultural-ecological approach posits that multiple sources of relational support can contribute to youths' strengths development. Some such strengths are positive future expectations (PFE) and hope, both of which represent beneficial, future-oriented cognitive-motivational constructs; however, they have not been fully explored among Latinx youth. Furthermore, it is unknown how different socializing agents (i.e., family, teachers, friends) influe…
The Benefits of Buddies: Strategically Pairing Preschoolers with Other-Gender Classmates Promotes Positive Peer Interactions
Research Findings: We tested whether a universal classroom peer pairing intervention – Buddy Up – would strengthen dyadic peer interactions among preschoolers (N = 140; Mage = 56.49 months; 53.6% boys; 77.9% Latinx). The Buddy Up intervention was informed by Intergroup Contact Theory, which specifies the benefits of exposure to heterogeneous others. Teachers buddied children with other-gender peers. We hypothesized positive intervention effects o…
Emphasizing Geographical Ties in Holistic Admission: A Community-Oriented School of Medicine Approach
Purpose: The Association of American Medical Colleges (AAMC) has described and supported holistic admissions processes to diversify the medical student population while encouraging medical schools to focus on all aspects of the applicant.1 However, many medical schools still prioritize academic metrics in admissions. Achieving diversity in admissions outcomes is made more challenging where using race as an individual factor is precarious or expli…
Describing Teachers’ Well-Being Prior to and 18 Months After Covid-19 School Closures, with a Focus on Early-Career Teachers and Teachers of Color
The COVID-19 pandemic has introduced several unprecedented challenges to the U.S. public education system that have negatively impacted the nation’s teaching workforce. This study describes fourth grade teachers’ depressive and anxious symptoms and burnout prior to and 18 months after prolonged COVID-19 school closures in the 2020/2021 academic year. Within this, we provide further insight into the well-being of early-career teachers and teachers…
Hope, Context, and Equity: Existing Shortcomings and Implications for Future Research on Hope in Children
College students’ media habits, concern for themselves and others, and mental health in the era of Covid-19
The COVID-19 pandemic has entirely disrupted college students’ education plans, often their physical location, and it remains elusive when life will return to pre-pandemic normalcy. The current study examined changing media use patterns during the COVID-19 pandemic, the effect of these patterns on feelings of concern regarding one’s future and society, and the moderating roles of anxiety and depression in relations. Seventy-four college students …
A multimethod examination of hope and adolescent STEM career expectancies
INTRODUCTION: Science, technology, engineering, and mathematics (STEM) fields are growing rapidly and understanding adolescent's interest and hope for pursuing a STEM career is essential for additional growth and opportunity collectively and individually. Hope is a cognitive-motivational construct that includes three components: hopeful future expectations (HFEs), intentional self-regulation (ISR), and connection, and is associated with academic …
A preliminary investigation of collective teacher efficacy and student hope: Understanding the role of student-teacher relationships
Preschoolers’ interactions with other-gender peers promote prosocial behavior and reduce aggression: An examination of the Buddy Up intervention
Hope levels across adolescence and the transition to high school: Associations with school stress and achievement
INTRODUCTION: Feeling hopeful is an important condition for adolescents' health, well-being, and educational success and attainment, yet limited research has examined hope at different ages throughout adolescence. Information regarding hope levels across grade could help educators know when to capitalize on goal-setting behaviors, and when to intervene should hope levels be low. Additionally, hope could help with the middle to high school transit…
The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching
Stress physiology and memory for emotional information: Moderation by individual differences in pubertal hormones
In contrast to a large body of work concerning the effects of physiological stress reactivity on children's socioemotional functioning, far less attention has been devoted to understanding the effects of such reactivity on cognitive, including mnemonic, functioning. How well children learn and remember information under stress has implications for a range of educational, clinical, and legal outcomes. We evaluated 8-14 year olds' (N = 94, 50 femal…
Classroom-level adversity: Associations with children’s internalizing and externalizing behaviors across elementary school
Concerns regarding the social-behavioral maladjustment of U.S. youth have spurred efforts among educators and policymakers to identify and remedy educational contexts that exacerbate children's anxiety, depression, aggression, and misconduct. However, investigations of the influence of collective classroom student characteristics on individuals' social-behavioral functioning are few. The present study examined concurrent and longitudinal relation…
Social support and positive future expectations, hope, and achievement among Latinx students: Implications by gender and special education
A cultural-ecological approach posits that multiple sources of relational support can contribute to youths' strengths development. Some such strengths are positive future expectations (PFE) and hope, both of which represent beneficial, future-oriented cognitive-motivational constructs; however, they have not been fully explored among Latinx youth. Furthermore, it is unknown how different socializing agents (i.e., family, teachers, friends) influe…
Classroom-level adversity: Associations with children’s internalizing and externalizing behaviors across elementary school
Concerns regarding the social-behavioral maladjustment of U.S. youth have spurred efforts among educators and policymakers to identify and remedy educational contexts that exacerbate children's anxiety, depression, aggression, and misconduct. However, investigations of the influence of collective classroom student characteristics on individuals' social-behavioral functioning are few. The present study examined concurrent and longitudinal relation…
Preschoolers’ interactions with other-gender peers promote prosocial behavior and reduce aggression: An examination of the Buddy Up intervention
The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching
A preliminary investigation of collective teacher efficacy and student hope: Understanding the role of student-teacher relationships
Stress physiology and memory for emotional information: Moderation by individual differences in pubertal hormones
In contrast to a large body of work concerning the effects of physiological stress reactivity on children's socioemotional functioning, far less attention has been devoted to understanding the effects of such reactivity on cognitive, including mnemonic, functioning. How well children learn and remember information under stress has implications for a range of educational, clinical, and legal outcomes. We evaluated 8-14 year olds' (N = 94, 50 femal…
Classroom-level adversity: Associations with children’s internalizing and externalizing behaviors across elementary school
Concerns regarding the social-behavioral maladjustment of U.S. youth have spurred efforts among educators and policymakers to identify and remedy educational contexts that exacerbate children's anxiety, depression, aggression, and misconduct. However, investigations of the influence of collective classroom student characteristics on individuals' social-behavioral functioning are few. The present study examined concurrent and longitudinal relation…
Stress physiology and memory for emotional information: Moderation by individual differences in pubertal hormones
In contrast to a large body of work concerning the effects of physiological stress reactivity on children's socioemotional functioning, far less attention has been devoted to understanding the effects of such reactivity on cognitive, including mnemonic, functioning. How well children learn and remember information under stress has implications for a range of educational, clinical, and legal outcomes. We evaluated 8-14 year olds' (N = 94, 50 femal…
The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching
Hope levels across adolescence and the transition to high school: Associations with school stress and achievement
INTRODUCTION: Feeling hopeful is an important condition for adolescents' health, well-being, and educational success and attainment, yet limited research has examined hope at different ages throughout adolescence. Information regarding hope levels across grade could help educators know when to capitalize on goal-setting behaviors, and when to intervene should hope levels be low. Additionally, hope could help with the middle to high school transit…
College students’ media habits, concern for themselves and others, and mental health in the era of Covid-19
The COVID-19 pandemic has entirely disrupted college students’ education plans, often their physical location, and it remains elusive when life will return to pre-pandemic normalcy. The current study examined changing media use patterns during the COVID-19 pandemic, the effect of these patterns on feelings of concern regarding one’s future and society, and the moderating roles of anxiety and depression in relations. Seventy-four college students …
A multimethod examination of hope and adolescent STEM career expectancies
INTRODUCTION: Science, technology, engineering, and mathematics (STEM) fields are growing rapidly and understanding adolescent's interest and hope for pursuing a STEM career is essential for additional growth and opportunity collectively and individually. Hope is a cognitive-motivational construct that includes three components: hopeful future expectations (HFEs), intentional self-regulation (ISR), and connection, and is associated with academic …
A preliminary investigation of collective teacher efficacy and student hope: Understanding the role of student-teacher relationships
Preschoolers’ interactions with other-gender peers promote prosocial behavior and reduce aggression: An examination of the Buddy Up intervention
The Benefits of Buddies: Strategically Pairing Preschoolers with Other-Gender Classmates Promotes Positive Peer Interactions
Research Findings: We tested whether a universal classroom peer pairing intervention – Buddy Up – would strengthen dyadic peer interactions among preschoolers (N = 140; Mage = 56.49 months; 53.6% boys; 77.9% Latinx). The Buddy Up intervention was informed by Intergroup Contact Theory, which specifies the benefits of exposure to heterogeneous others. Teachers buddied children with other-gender peers. We hypothesized positive intervention effects o…
Emphasizing Geographical Ties in Holistic Admission: A Community-Oriented School of Medicine Approach
Purpose: The Association of American Medical Colleges (AAMC) has described and supported holistic admissions processes to diversify the medical student population while encouraging medical schools to focus on all aspects of the applicant.1 However, many medical schools still prioritize academic metrics in admissions. Achieving diversity in admissions outcomes is made more challenging where using race as an individual factor is precarious or expli…
Describing Teachers’ Well-Being Prior to and 18 Months After Covid-19 School Closures, with a Focus on Early-Career Teachers and Teachers of Color
The COVID-19 pandemic has introduced several unprecedented challenges to the U.S. public education system that have negatively impacted the nation’s teaching workforce. This study describes fourth grade teachers’ depressive and anxious symptoms and burnout prior to and 18 months after prolonged COVID-19 school closures in the 2020/2021 academic year. Within this, we provide further insight into the well-being of early-career teachers and teachers…
Hope, Context, and Equity: Existing Shortcomings and Implications for Future Research on Hope in Children
Hope longitudinally predicts achievement: Mediation of cognitive engagement, teacher, and peer support
Hope is a malleable cognitive-motivational skill that helps students identify personal goals and construct routes to achieve them. Hope is sustained through engaging contexts and supportive relationships. We examined cognitive school engagement, teacher support, and peer support during high school (297 students; 9th–11th grade; 45% female; 52% White, 45% Latinx, 3% other) as potential mechanisms in the process of sustaining hope over time, and pr…
Adolescent Hope: An Exploratory Investigation of Individual and Family Correlates by Racial/Ethnic Groups
Social support and positive future expectations, hope, and achievement among Latinx students: Implications by gender and special education
A cultural-ecological approach posits that multiple sources of relational support can contribute to youths' strengths development. Some such strengths are positive future expectations (PFE) and hope, both of which represent beneficial, future-oriented cognitive-motivational constructs; however, they have not been fully explored among Latinx youth. Furthermore, it is unknown how different socializing agents (i.e., family, teachers, friends) influe…
Unveiling Potential: Achieving Mission by Integrating Enrollment Management With Identity-Masked Holistic Admissions Practices
A Prospective Study of Maternal Supportiveness among ADHD and non-ADHD Children and Adolescents
Hope in Early Childhood: Novel Methodology for Measuring Hope in 5‐ and 6‐Year‐Olds
Hope, as conceptualized by Snyder's Hope Theory, is a cognitive process that involves goal setting, pathway thinking, and agency. While hope has been widely studied in older children and adults, limited research exists on measuring hope in early childhood. The present study addresses this gap by introducing two novel developmentally appropriate tasks—the Maze Task and the Egg Hunt Task—to assess hope in children aged 5 and 6. The Maze Task evalua…
Psychology (17 works) · Developmental psychology (11 works) · Social Psychology (9 works) · Medicine (8 works) · Optimism, Hope, and Well-being (8 works) · Social Psychology (6 works) · Clinical Psychology (5 works) · Academic achievement (4 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Grit, Self-Efficacy, and Motivation (4 works)