Sabina Low
Biographic Data
| ID | 3983145 |
|---|---|
| NAME | Sabina Low |
| GIVEN NAMES | Sabina |
| FAMILY NAME | Low |
| SIGNATURE | LOW S |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0001-8606-2816 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 65 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Small Group Instruction Can Improve Adolescent Mental Health and Peer Relations: Findings From A Technology‐Assisted Cooperative Learning Intervention
Internalizing symptoms in adolescents (e.g., anxiety, loneliness, depression) increased following the COVID‐19 pandemic, and can have detrimental impacts on engagement, learning, and overall school success. Cooperative Learning (CL), a small‐group instructional approach that creates intergroup collaboration among students, has an extensive track record of improving peer relations and school belonging, which may reduce social stress and protect ag…
Short‐ and long‐term associations between recent stressful life events and adjustment among adolescents: The role of coping orientations
This study explores the influence of experiencing one, two or more stressful life events (SLE) in the past year in associations with adolescent sleep and depression symptomatology in the short and long term in the context of coping. Participants were 2323 Hispanic (44.1%), non-Hispanic Black (30.5%), non-Hispanic White (8.6%), and non-Hispanic Asian (16.7%) eighth graders (51.1% female) from 24 public middle schools in southeast Texas in 2019. Mu…
We Need a Village: School Connectedness Empowers Students to Move Beyond Bystanding Under an Anti-Bullying Climate
The Ecosystem of Middle School Math Achievement: Intersections of Student Demographic, Parent, and School Factors
Ecological factors, such as family involvement and school context, are important to consider in understanding middle schoolers’ math development. In this study, we examined the relations of middle school student‐reported parental monitoring and school climate as well as school‐averaged teacher reports of school organizational health (OH) to students’ math growth from grades 6–8. We also examined whether student‐reported race and ethnicity and per…
A review of research on the school climate of transgender middle and high schoolers: An ecological-transactional approach
Racial and ethnic disparities in middle school suspension trajectories: An integrated bioecological approach
Cooperative Learning Intervention Predicts Changes in Patterns of Friendship Networks Related To Peer Belonging and Cross-Group Ties
How Did the Relationship Between Technology Use and Sleep Change During the Pandemic for High Schoolers? Evidence from a County‐Wide Sample
Research consistently indicates that adolescents in the 21st century are not getting adequate sleep, which may put them behind developmentally and at risk of poor mental and physical well‐being as well as diminished social and academic performance throughout high school. There are elevated concerns regarding the impact of the COVID‐19 pandemic on adolescent development, as it led to remote learning and increased recreational screen use. The prese…
Aggression and Academic Misconduct Among Justice-Involved Youth: The Roles of Facility Environment, Adverse Childhood Experiences and Social Competency
As compared to adult populations, there is a significant dearth of studies examining official misconduct among juveniles, leaving important gaps in our knowledge. Utilizing a sample of youth completing juvenile justice residential placement in Florida across four fiscal years ( n = 5739), the current study seeks to examine the joint effects of facility environment and individual characteristics on institutional misconduct, represented by aggressi…
Racial/ethnic disparities in academic achievement in U.S. middle schools: An integrated multilevel modeling approach
11 years; 40% Latino, 31% Black, and 29% White) of US students attending 36 urban public middle schools in the Midwest, this study explored the effects of parents, teachers, and school context at the beginning of middle school (fall of sixth grade) on academic achievement at the end of middle school (spring of eighth grade). The results of a hierarchical linear model indicated that a higher level of parental monitoring (b = 0.31, p < .001), posit…
Traditional and Race-based Bullying in Racial-Minority Majority and Racially Diverse Schools
Peer learning can modify the reciprocal relationship between peer support and victimization in middle school
INTRODUCTION: This research investigated how peer victimization and support are reciprocally related and how Cooperative Learning (CL) can reverse the progressive cascade that, unchecked, can culminate in youth mental health problems. METHODS: The sample (N = 1890; 53% male) was derived from a randomized trial of CL in 15 middle schools in the United States. Students were recruited in the 7th grade. Structural Equation Modeling (SEM) was used to …
Contribution of School and Family Factors to Racial Disparities in Bullying Involvement
Limited research attention has been devoted to disparate vulnerabilities to social-ecological risk factors and how these may explain group differences in bullying by race. To address this gap, the present study used data of early adolescent respondents (Mage = 11.2 years) from 36 public middle schools ( N = 2701) to assess the nexus of race, social-ecological risk factors, and bullying perpetration. Multilevel modeling was employed to quantify th…
Examining the Differential Effects of a Universal SEL Curriculum on Student Functioning Through the Dual Continua Model of Mental Health
Two-year impact of a universal social-emotional learning curriculum: Group differences from developmentally sensitive trends over time
This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with assessments collected in the fall and spring across 2 years. We developed 8 theoretically derived gro…
Family, Peer, and Pubertal Determinants of Dating Involvement Among Adolescents
This study examines the influence of family, peer, and biological contributors to dating involvement among early adolescents (11-14 years of age; n = 244). Further, we assess how parental monitoring may be modified by pubertal maturation and older sibling risky behavior. Data on delinquent peer affiliation, pubertal maturation, parental monitoring, older sibling risky behavior, and dating involvement were gathered through observations and surveys…
Differentiating cyber bullying perpetration from non-physical bullying: Commonalities across race, individual, and family predictors.
Objective: We are surprisingly limited in our understanding of mechanisms specific to cyber-bullying perpetration, and how these might be modified by subgroup differences such as race. Social learning theory was used to assess the role of maladaptive family social dynamics on cyber-bullying and nonphysical bullying (i.e., verbal and relational) involvement through individual risk and protective factors. Method: Moderated mediation models were ana…
Family Violence, Bullying, Fighting, and Substance Use Among Adolescents: A Longitudinal Mediational Model
Social interaction learning theory provides a framework for understanding the potential overlap among adolescent problem behaviors such as family violence, aggression, and substance use. The current study assessed the longitudinal, reciprocal relations among family violence, bullying perpetration, fighting perpetration, and adolescent substance use using a sample of 1,232 students from four M idwestern middle schools. Students completed measures …
The Role of Social Networks in Physical and Relational Aggression Among Young Adolescents
The Role of Social-Emotional Learning In Bullying Prevention Efforts
This article examines how social emotional learning contributes to bullying prevention efforts in schools. Bullying behavior is impacted by multiple levels of the social-ecology of schools. Social emotional learning (SEL) is a structured way to improve a wide range of students' social and emotional competencies and impact bullying at the individual and peer levels of the school social-ecology. SEL has been shown to be an effective component in co…
Associations Between Peer Victimization and Academic Performance
This article reviews the extant literature on the links between peer victimization and academic performance and engagement among children and adolescents. Although most of the research on this association is based on cross-sectional investigations, research using longitudinal designs is starting to point to the fact that peer victimization does impact changes in academic performance over time. This research also points to several mediators and mo…
Use of a Social–Ecological Framework to Understand How and Under What Conditions Family Violence Exposure Affects Children’s Adjustment
The Drift Toward Problem Behavior During the Transition to Adolescence: The Contributions of Youth Disclosure, Parenting, and Older Siblings
Prospective associations of mothers' parenting processes, youth disclosure and youth problem behavior were examined in a longitudinal design following 244 adolescent sibling dyads over a three year period. For both siblings, authoritative parenting was positively associated with youth disclosure and negatively related to problem behavior, and coercive parenting was negatively associated with youth disclosure and positively related to problem beha…
Associations Between Peer Victimization and Academic Performance
This article reviews the extant literature on the links between peer victimization and academic performance and engagement among children and adolescents. Although most of the research on this association is based on cross-sectional investigations, research using longitudinal designs is starting to point to the fact that peer victimization does impact changes in academic performance over time. This research also points to several mediators and mo…
Family Violence, Bullying, Fighting, and Substance Use Among Adolescents: A Longitudinal Mediational Model
Social interaction learning theory provides a framework for understanding the potential overlap among adolescent problem behaviors such as family violence, aggression, and substance use. The current study assessed the longitudinal, reciprocal relations among family violence, bullying perpetration, fighting perpetration, and adolescent substance use using a sample of 1,232 students from four M idwestern middle schools. Students completed measures …
The Role of Social Networks in Physical and Relational Aggression Among Young Adolescents
The Role of Social-Emotional Learning In Bullying Prevention Efforts
This article examines how social emotional learning contributes to bullying prevention efforts in schools. Bullying behavior is impacted by multiple levels of the social-ecology of schools. Social emotional learning (SEL) is a structured way to improve a wide range of students' social and emotional competencies and impact bullying at the individual and peer levels of the school social-ecology. SEL has been shown to be an effective component in co…
The Drift Toward Problem Behavior During the Transition to Adolescence: The Contributions of Youth Disclosure, Parenting, and Older Siblings
Prospective associations of mothers' parenting processes, youth disclosure and youth problem behavior were examined in a longitudinal design following 244 adolescent sibling dyads over a three year period. For both siblings, authoritative parenting was positively associated with youth disclosure and negatively related to problem behavior, and coercive parenting was negatively associated with youth disclosure and positively related to problem beha…
Contribution of School and Family Factors to Racial Disparities in Bullying Involvement
Limited research attention has been devoted to disparate vulnerabilities to social-ecological risk factors and how these may explain group differences in bullying by race. To address this gap, the present study used data of early adolescent respondents (Mage = 11.2 years) from 36 public middle schools ( N = 2701) to assess the nexus of race, social-ecological risk factors, and bullying perpetration. Multilevel modeling was employed to quantify th…
Two-year impact of a universal social-emotional learning curriculum: Group differences from developmentally sensitive trends over time
This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with assessments collected in the fall and spring across 2 years. We developed 8 theoretically derived gro…
Traditional and Race-based Bullying in Racial-Minority Majority and Racially Diverse Schools
Family, Peer, and Pubertal Determinants of Dating Involvement Among Adolescents
This study examines the influence of family, peer, and biological contributors to dating involvement among early adolescents (11-14 years of age; n = 244). Further, we assess how parental monitoring may be modified by pubertal maturation and older sibling risky behavior. Data on delinquent peer affiliation, pubertal maturation, parental monitoring, older sibling risky behavior, and dating involvement were gathered through observations and surveys…
Use of a Social–Ecological Framework to Understand How and Under What Conditions Family Violence Exposure Affects Children’s Adjustment
The Drift Toward Problem Behavior During the Transition to Adolescence: The Contributions of Youth Disclosure, Parenting, and Older Siblings
Prospective associations of mothers' parenting processes, youth disclosure and youth problem behavior were examined in a longitudinal design following 244 adolescent sibling dyads over a three year period. For both siblings, authoritative parenting was positively associated with youth disclosure and negatively related to problem behavior, and coercive parenting was negatively associated with youth disclosure and positively related to problem beha…
Use of a Social–Ecological Framework to Understand How and Under What Conditions Family Violence Exposure Affects Children’s Adjustment
Differentiating cyber bullying perpetration from non-physical bullying: Commonalities across race, individual, and family predictors.
Objective: We are surprisingly limited in our understanding of mechanisms specific to cyber-bullying perpetration, and how these might be modified by subgroup differences such as race. Social learning theory was used to assess the role of maladaptive family social dynamics on cyber-bullying and nonphysical bullying (i.e., verbal and relational) involvement through individual risk and protective factors. Method: Moderated mediation models were ana…
Family Violence, Bullying, Fighting, and Substance Use Among Adolescents: A Longitudinal Mediational Model
Social interaction learning theory provides a framework for understanding the potential overlap among adolescent problem behaviors such as family violence, aggression, and substance use. The current study assessed the longitudinal, reciprocal relations among family violence, bullying perpetration, fighting perpetration, and adolescent substance use using a sample of 1,232 students from four M idwestern middle schools. Students completed measures …
The Role of Social Networks in Physical and Relational Aggression Among Young Adolescents
The Role of Social-Emotional Learning In Bullying Prevention Efforts
This article examines how social emotional learning contributes to bullying prevention efforts in schools. Bullying behavior is impacted by multiple levels of the social-ecology of schools. Social emotional learning (SEL) is a structured way to improve a wide range of students' social and emotional competencies and impact bullying at the individual and peer levels of the school social-ecology. SEL has been shown to be an effective component in co…
Associations Between Peer Victimization and Academic Performance
This article reviews the extant literature on the links between peer victimization and academic performance and engagement among children and adolescents. Although most of the research on this association is based on cross-sectional investigations, research using longitudinal designs is starting to point to the fact that peer victimization does impact changes in academic performance over time. This research also points to several mediators and mo…
Family, Peer, and Pubertal Determinants of Dating Involvement Among Adolescents
This study examines the influence of family, peer, and biological contributors to dating involvement among early adolescents (11-14 years of age; n = 244). Further, we assess how parental monitoring may be modified by pubertal maturation and older sibling risky behavior. Data on delinquent peer affiliation, pubertal maturation, parental monitoring, older sibling risky behavior, and dating involvement were gathered through observations and surveys…
Examining the Differential Effects of a Universal SEL Curriculum on Student Functioning Through the Dual Continua Model of Mental Health
Two-year impact of a universal social-emotional learning curriculum: Group differences from developmentally sensitive trends over time
This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with assessments collected in the fall and spring across 2 years. We developed 8 theoretically derived gro…
Contribution of School and Family Factors to Racial Disparities in Bullying Involvement
Limited research attention has been devoted to disparate vulnerabilities to social-ecological risk factors and how these may explain group differences in bullying by race. To address this gap, the present study used data of early adolescent respondents (Mage = 11.2 years) from 36 public middle schools ( N = 2701) to assess the nexus of race, social-ecological risk factors, and bullying perpetration. Multilevel modeling was employed to quantify th…
Peer learning can modify the reciprocal relationship between peer support and victimization in middle school
INTRODUCTION: This research investigated how peer victimization and support are reciprocally related and how Cooperative Learning (CL) can reverse the progressive cascade that, unchecked, can culminate in youth mental health problems. METHODS: The sample (N = 1890; 53% male) was derived from a randomized trial of CL in 15 middle schools in the United States. Students were recruited in the 7th grade. Structural Equation Modeling (SEM) was used to …
Aggression and Academic Misconduct Among Justice-Involved Youth: The Roles of Facility Environment, Adverse Childhood Experiences and Social Competency
As compared to adult populations, there is a significant dearth of studies examining official misconduct among juveniles, leaving important gaps in our knowledge. Utilizing a sample of youth completing juvenile justice residential placement in Florida across four fiscal years ( n = 5739), the current study seeks to examine the joint effects of facility environment and individual characteristics on institutional misconduct, represented by aggressi…
Racial/ethnic disparities in academic achievement in U.S. middle schools: An integrated multilevel modeling approach
11 years; 40% Latino, 31% Black, and 29% White) of US students attending 36 urban public middle schools in the Midwest, this study explored the effects of parents, teachers, and school context at the beginning of middle school (fall of sixth grade) on academic achievement at the end of middle school (spring of eighth grade). The results of a hierarchical linear model indicated that a higher level of parental monitoring (b = 0.31, p < .001), posit…
Traditional and Race-based Bullying in Racial-Minority Majority and Racially Diverse Schools
The Ecosystem of Middle School Math Achievement: Intersections of Student Demographic, Parent, and School Factors
Ecological factors, such as family involvement and school context, are important to consider in understanding middle schoolers’ math development. In this study, we examined the relations of middle school student‐reported parental monitoring and school climate as well as school‐averaged teacher reports of school organizational health (OH) to students’ math growth from grades 6–8. We also examined whether student‐reported race and ethnicity and per…
A review of research on the school climate of transgender middle and high schoolers: An ecological-transactional approach
Racial and ethnic disparities in middle school suspension trajectories: An integrated bioecological approach
Cooperative Learning Intervention Predicts Changes in Patterns of Friendship Networks Related To Peer Belonging and Cross-Group Ties
How Did the Relationship Between Technology Use and Sleep Change During the Pandemic for High Schoolers? Evidence from a County‐Wide Sample
Research consistently indicates that adolescents in the 21st century are not getting adequate sleep, which may put them behind developmentally and at risk of poor mental and physical well‐being as well as diminished social and academic performance throughout high school. There are elevated concerns regarding the impact of the COVID‐19 pandemic on adolescent development, as it led to remote learning and increased recreational screen use. The prese…
Small Group Instruction Can Improve Adolescent Mental Health and Peer Relations: Findings From A Technology‐Assisted Cooperative Learning Intervention
Internalizing symptoms in adolescents (e.g., anxiety, loneliness, depression) increased following the COVID‐19 pandemic, and can have detrimental impacts on engagement, learning, and overall school success. Cooperative Learning (CL), a small‐group instructional approach that creates intergroup collaboration among students, has an extensive track record of improving peer relations and school belonging, which may reduce social stress and protect ag…
Short‐ and long‐term associations between recent stressful life events and adjustment among adolescents: The role of coping orientations
This study explores the influence of experiencing one, two or more stressful life events (SLE) in the past year in associations with adolescent sleep and depression symptomatology in the short and long term in the context of coping. Participants were 2323 Hispanic (44.1%), non-Hispanic Black (30.5%), non-Hispanic White (8.6%), and non-Hispanic Asian (16.7%) eighth graders (51.1% female) from 24 public middle schools in southeast Texas in 2019. Mu…
We Need a Village: School Connectedness Empowers Students to Move Beyond Bystanding Under an Anti-Bullying Climate
Psychology (19 works) · Developmental psychology (17 works) · Child and Adolescent Psychosocial and Emotional Development (13 works) · Bullying, Victimization, and Aggression (12 works) · Medicine (10 works) · Social Psychology (9 works) · Clinical Psychology (8 works) · Poison control (8 works) · Social Psychology (6 works) · Aggression (5 works)