Christopher J Mccarthy

Biographic Data

ID4460440
NAMEChristopher J Mccarthy
GIVEN NAMESChristopher J
FAMILY NAMEMccarthy
SIGNATUREMCCARTHY C J
AFFILIATIONSThe University of Texas at Austin
ORCID0000-0001-6675-5818
VERIFIEDYes
TOTAL WORKS15
TOTAL CITATIONS17
AUTHOR COUNT15
EDITOR COUNT0
FIRST PUBLICATION YEAR2000
LATEST PUBLICATION YEAR2025
H-INDEX2

  • A student like me

    Open AccessJp Dillard, Kristen C Mosley et al.ARTICLETeaching and Teacher Education2025References: 11

  • A longitudinal qualitative exploration of teachers' experiences of stress and well‐being during Covid‐19

    Open AccessMadison Blaydes, Cassandra A Gearhart et al.ARTICLEPsychology in the Schools2024

    Teachers, a population already vulnerable to high stress, experienced heightened demands, and reduced resources during the COVID‐19 pandemic. This longitudinal study utilized inductive thematic analysis to explore 241 K‐12 teachers' qualitative accounts of stressors, supports, and pandemic‐specific impacts through their responses to three open‐ended questions. Responses were collected across 5 months. Three domains emerged: demands (e.g., navigat…

  • Understanding teacher professional intentions

    Open AccessKristen C Mosley, Christopher J Mccarthy et al.ARTICLESocial Psychology of Education2024Cited by: 1References: 6

  • ‘The bread and butter of a difficult profession’

    Kristen C Mosley, Emily Claire Playfair et al.ARTICLETeachers and Teaching2023

    Teacher stress continues to threaten the stability of the U.S. teaching workforce, but teacher mentoring, an increasingly prevalent type of teacher support, may uniquely support teachers with their risk-for-stress. The current study investigated how teacher mentoring experiences differ based on vulnerability to stress and teacher experience level. Semi-structured focus groups were conducted and analysed using the Consensual Qualitative Research (…

  • Elementary teacher occupational health outcomes across schools with varying resources and demographics

    Open AccessKristen C Mosley, Christopher J Mccarthy et al.ARTICLEPsychology in the Schools2023

    Equity for students includes access to a healthy teacher workforce across all school settings. This study sought to disentangle the role of racial/ethnic (in)congruence in teacher stress from school resources by using propensity score analysis to match Black, Hispanic, and White elementary teachers on individual, classroom, and school characteristics, and examining whether these matched teachers reported differences in stress outcomes when workin…

  • Understanding the impact of receiving gratitude on teachers

    Open AccessEmily Turinas, Kristen C Mosley et al.ARTICLETeaching and Teacher Education2023References: 1

  • Associations Between Teacher–Student Racial/Ethnic Congruence and Public School Teachers’ Risk for Stress

    Open AccessChristopher J Mccarthy, Jp Dillard et al.ARTICLEUrban Education2023Cited by: 1References: 50

    Using national data from the National Center for Education Statistics 2011–2012 Schools and Staffing Survey and Common Core of Data, we examined the relationship between K–12 practitioners’ risk for stress and the teacher-to-student racial/ethnic congruence. Analyses indicated significant variation in risk for stress by school racial composition and suggested that the likelihood of being categorized as most at-risk for stress is associated with t…

  • Teacher stress and Covid-19

    Open AccessChristopher J Mccarthy, Madison Blaydes et al.ARTICLEPhi Delta Kappan2022

    Teachers, a population already vulnerable to high stress, experienced increased demands and threats to their coping resources during the COVID-19 pandemic. The pandemic likely will continue to exact a toll on the mental health of the teaching workforce. A silver lining from COVID-19 could come from teacher stress research conducted during the pandemic, which provides directions for how to improve the occupational lives of teachers. To this end, C…

  • Examining the intersectionality among teacher race/ethnicity, school context, and risk for occupational stress

    Open AccessPaul G Fitchett, Jp Dillard et al.ARTICLEEducation Policy Analysis Archives2020

    Combining secondary data from the National Center for Education Statistics National Teacher Principal Survey (NTPS) and Common Core of Data (CCD), this exploratory study examined the distribution of teacher race/ethnicity across the race/ethnicity of the schools in which they work and the extent that teacher and school race/ethnicity was associated with occupational stress. Findings indicate that teachers are more likely to work in schools with h…

  • Assessing Teacher Appraisals and Stress in the Classroom

    Open AccessChristopher J Mccarthy, Richard G Lambert et al.ARTICLEEducational Psychology Review2016

  • They Think I Am a Pervert

    Sally Lineback, Molly Allender et al.ARTICLEEducational Studies2016Cited by: 8References: 42

    Qualitative methodologies were used to identify the demands and resources lesbian and gay (LG) teachers face in their schools. Data sources included 2 interviews each with 11 teachers who each identified as lesbian or gay. Analyses of interview data indicated 3 main findings. First, although all teachers experienced demands because of their sexual orientation, the nature of the demands were different depending on their level of openness. Second, …

  • Examination of Internal Consistency and Construct Validity of Scores on the Parental Attachment Scale

    Rachel T Fouladi, Naomi Moller et al.ARTICLEMeasurement and Evaluation in…2006

    The Parental Attachment Scale was developed through exploratory factor analysis, confirmatory factor analysis, and validation of a final 23-item scale. Comparison with existing parental attachment measures and a subliminally primed lexical decision task was also conducted. Results across the 3 studies suggested satisfactory internal consistency and construct validity

  • Validity Evidence for the Use of the Preventive Resources Inventory With College Students

    Richard G Lambert, Christopher J Mccarthy et al.ARTICLEMeasurement and Evaluation in…2006

    Measurement properties of scores from the Preventive Resources Inventory (C. J. McCarthy & R. G. Lambert, 2001), a measure of stress-prevention resources, were evaluated. Sample-specific construct validity of 3 primary scales u ”,(supported. A 4th. Self-Acceptance, functioned as a higher order factor. Differences were found between those reporting no psychological symptoms and symptom-reporting subgroups on all scales

  • Continued Attachment to Parents

    Christopher J Mccarthy, Naomi Moller et al.ARTICLEMeasurement and Evaluation in…2001Cited by: 7References: 8

    The factor pattern of parental attachment measures was examined as well as the relationship of the resultant oblique factors to emotional functioning and perceived stress

  • Factor Analysis of the Coping Resources Inventory Scales for Educational Enhancement

    Christopher J Mccarthy, Anne E Seraphine et al.ARTICLEMeasurement and Evaluation in…2000References: 8

    This study examined the factor structure of the Coping Resources Inventory Scales for Educational Enhancement (W. L. Curlette et al., 1993), an instrument designed to measure coping resources in youth