Nicole R Brass

Biographic Data

ID5763307
NAMENicole R Brass
GIVEN NAMESNicole R
FAMILY NAMEBrass
SIGNATUREBRASS N R
AFFILIATIONSUniversity of Michigan
ORCID0000-0003-3766-7880
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS18
WORKS AS AUTHOR9
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2018
LATEST PUBLICATION YEAR2026
H-INDEX3

  • Social and Emotional Learning Programs and Students’ Prosocial Behavior

    Open AccessChenYu Hung, Nicole R Brass et al.ARTICLEReview of Educational Research2026

    This meta-analysis describes the effectiveness of school-based social and emotional learning (SEL) programs for K–12 students’ prosocial behavior. Prosocial behavior, defined as voluntary behavior intended to benefit others, is a critical social competency. To date, the field lacks a clear synthesis of the effectiveness of SEL programs in promoting students’ prosocial behavior due to broad or disparate operationalizations of prosocial behavior in…

  • Reducing Teacher Burnout and Promoting Student Prosocial Behavior Using the Echo Telementoring Model in Middle Schools

    Open AccessNicole R Brass, Christi Bergin et al.ARTICLEPsychology in the Schools2026

    Reducing teacher burnout and improving student behavior are national challenges. This study reports on a randomized controlled trial testing effectiveness of a telementoring professional development (PD) model, called ECHO, to build teachers' capacity to promote their students' prosocial behavior while supporting their own well‐being. The sample included 109 middle school teachers (59 intervention, 50 waitlist control) and their 1091 students. Th…

  • Developmental trajectories of students' beliefs about social success

    Open AccessNicole R Brass, Allison M RyanARTICLEJournal of Adolescence2025

    INTRODUCTION: Attaining social success is a significant concern during early adolescence. The characteristics that youth believe will bring social success are known to change over time and vary across contexts, especially over the transition to middle school. METHODS: The analytic sample included 614 students (52% girls, 48% boys; 53% Black, 47% White) from the Midwestern United States. At yearly intervals during grades 6-8, participants complete…

  • Student’s and Classmates’ Prosocial Behavior predict Academic Engagement in Middle School

    Open AccessNicole R Brass, ChenYu Hung et al.ARTICLEJournal of Youth and Adolescence2024References: 65

  • The role of school friendship stability, instability, and network size in early adolescents’ social adjustment

    Sharlyn Ferguson, Nicole R Brass et al.ARTICLEDevelopmental Psychology2022Cited by: 3

    This study examined longitudinal associations between early adolescents' school friendship stability, instability, and network size and their perceived social adjustment. The final sample consisted of 430 early adolescents residing in seven Midwestern schools (52% female, 47% Black, 42% White, 5% Hispanic or Latinx, and 6% Other). School friendship stability, instability, and network size were assessed via students' peer nominations of their same…

  • Teachers' Emphasis on Mastery Goals Moderates the Behavioral Correlates of Coolness in Early Adolescent Classrooms

    McKellar McKellar, Ryan Ryan et al.ARTICLEMerrill-Palmer Quarterly2021

    This study investigated how two aspects of the classroom environment (teachers' emphasis on mastery goals and descriptive norms (i.e., the average student disruptive, prosocial, and achievement-related behavior in a classroom), moderated the relationship between student behaviors and coolness. The sample included 976 students nested in 54 fifth-and sixth-grade classrooms. Students completed peer nominations of coolness and three behaviors (prosoc…

  • Changes in behavioral correlates of social status during early adolescence

    Nicole R Brass, Allison M RyanARTICLEDevelopmental Psychology2021Cited by: 5

    This study investigated the role of school context in changes in the behaviors associated with having high social status during early adolescence. Three waves of surveys were collected from students (N = 542, 53% girls; 44% Black, 44% White, 5% Hispanic/Latinx, and 7% other; 60% free/reduced-fee lunch) in the middle of their sixth, seventh, and eighth grade school years. Peer nominations were used to assess two types of social status (peer accept…

  • Social Status and Classroom Behavior in Math and Science during Early Adolescence

    Open AccessElizabeth A North, Allison M Ryan et al.ARTICLEJournal of Youth and Adolescence2019Cited by: 3References: 37

  • Early Adolescents’ Adjustment at School

    Open AccessNicole R Brass, Sarah E McKellar et al.ARTICLEThe Journal of Early Adolescence2018Cited by: 7References: 8

    This study examined group differences by grade (fifth graders in elementary school and sixth graders in middle school) and gender in academic (behavioral and emotional engagement, academic self-concept, and worry) and socio-emotional adjustment (self-esteem, social satisfaction, social self-concept, and worry). Self-report data were collected from 1,003 students in the fall and spring of the school year (51.2% female, 36.7% Black, 47.2% White, 7.…