Nathaniel P von der Embse

Biographic Data

ID5807046
NAMENathaniel P von der Embse
GIVEN NAMESNathaniel P
FAMILY NAMEvon der Embse
SIGNATUREVON DER EMBSE N P
AFFILIATIONSUniversity of South Florida
ORCID0000-0003-2545-7691
VERIFIEDYes
TOTAL WORKS17
TOTAL CITATIONS50
WORKS AS AUTHOR17
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2016
LATEST PUBLICATION YEAR2026
H-INDEX2

  • Development of a New Multidimensional Resiliency Measure

    Open AccessJoseph Latimer, Frances L Coolman et al.ARTICLEJournal of Psychoeducational…2026

    With the widespread use of preventive science frameworks in schools, these settings have become prominent contexts in providing youth with supports through programs that promote resilience. Increasing resilience in students is linked to positive outcomes; however, existing assessment practices for resilience have multiple limitations. This study aimed to develop a multidimensional resiliency measure through a rigorous, multi-stage process that in…

  • Reconciling discrepant universal screening data to improve decision-making

    Open AccessNathaniel von der Embse, Nathaniel P von der Embse et al.ARTICLEJournal of School Psychology2025

  • Education training to support the collection and use of Intervention Selection Profile-Function data

    Open AccessStephen Kilgus, Stephen P Kilgus et al.ARTICLEJournal of School Psychology2025

  • Advancing equity in access to school mental health through multiple informant decision-making

    Open AccessNathaniel von der Embse, Nathaniel P von der Embse et al.ARTICLEJournal of School Psychology2024

  • Emotional intersection

    Open AccessDave W Putwain, Nathaniel P von der Embse et al.ARTICLEJournal of School Psychology2024

    Previous studies have shown how test anxiety is positively related to symptoms of emotion disorder and that highly test anxious persons can meet diagnostic thresholds for emotion disorder. However, many studies are somewhat dated and based on older conceptualizations of key constructs. In addition, well-being is rarely considered alongside test anxiety and emotion disorder. In the present study, we addressed this limitation by using contemporaneo…

  • Measuring Depression in Young Adults

    Open AccessLinda Ruan‐iu, Laura L Pendergast et al.ARTICLEInternational Journal of…2023

    Depression is a common and debilitating condition that impacts individuals with various cultural backgrounds, medical conditions, and life circumstances. Thus, assessment tools need to be useful among different cultural groups. The 21-item Teate Depression Inventory (TDI) was developed in Italy, is designed to assess major depression, and focuses on cognitive and affective rather than somatic symptoms. This study aims to examine the factor struct…

  • Identifying type and evaluating stability of behavioral risk

    Open AccessAndrew Jenkins, Sarah Thoman et al.ARTICLEPsychology in the Schools2021

    Detecting mental health concerns in youth accurately and promptly may prevent poor school outcomes, long‐term mental illness, and adverse lifelong outcomes. Practitioners often use universal behavioral risk screeners to identify students at‐risk on indicators related to mental health concerns. However, research is needed to inform the stability of risk identification scores across the academic year. Using a sample of N = 1496 elementary and middl…

  • Test anxiety, anxiety disorders, and school-related wellbeing

    Open AccessDave W Putwain, Kristina Stockinger et al.ARTICLEJournal of School Psychology2021

  • Development and validation of the Intervention Skills Profile–Skills

    Open AccessStephen P Kilgus, Wes Bonifay et al.ARTICLEJournal of School Psychology2020

  • Combined Approach to Multi-Informant Data Using Latent Factors and Latent Classes

    Open AccessEunsook Kim, Nathaniel von der Embse et al.ARTICLEEducational and Psychological…2020

    Although collecting data from multiple informants is highly recommended, methods to model the congruence and incongruence between informants are limited. Bauer and colleagues suggested the trifactor model that decomposes the variances into common factor, informant perspective factors, and item-specific factors. This study extends their work to the trifactor mixture model that combines the trifactor model and the mixture model. This combined appro…

  • Does Class Size Matter in the University Setting

    Open AccessEthan Ake-Little, Nathaniel von der Embse et al.ARTICLEEducational Researcher2020Cited by: 1References: 33

    University class size is a frequently debated topic among stakeholders given its relation to student achievement, teaching and learning, program evaluation, and education economics. However, the extant literature in both K–12 and higher education contexts regarding class size is equivocal, with some citing evidence of an adverse effect on student achievement for larger class sizes and others suggesting minimal effect. This study aims to explore t…

  • Teacher stress interventions

    Open AccessNathaniel P von der Embse, Shannon V Ryan et al.ARTICLEPsychology in the Schools2019

    Due to the increased pressure from test‐based accountability practices, teachers have reported high levels of stress and burnout. High teacher stress has an impact on school outcomes, including links to absenteeism, burnout, school climate, and teacher behavior management. Teacher stress interventions may be an important first step toward reducing these negative outcomes. Although there have been several recent intervention studies in the domain …

  • Test anxiety effects, predictors, and correlates

    Open AccessNathaniel P von der Embse, Dane Jester et al.ARTICLEJournal of Affective Disorders2018

  • Teachers use of fear appeals and timing reminders prior to high-stakes examinations

    Open AccessDave W Putwain, Nathaniel P von der EmbseARTICLESocial Psychology of Education2018References: 9

    Teachers often communicate to students the consequences of success and failure (fear appeals) and the timing (timing reminders) of forthcoming examinations. Prior research has examined how fear appeals and teaching reminders are evaluated by students and how they relate to educational outcomes such as engagement. Few studies have addressed the use of these behaviours from a teacher’s perspective. We examined teacher use of consequence and timing …

  • Measurement equivalence

    Open AccessLaura L Pendergast, Nathaniel von der Embse et al.ARTICLEJournal of School Psychology2017

  • Leaving the teaching profession

    Open AccessShannon Ryan, Shannon V Ryan et al.ARTICLETeaching and Teacher Education2017Cited by: 43References: 5

  • The influence of test-based accountability policies on school climate and teacher stress across four states

    Open AccessNathaniel P von der Embse, Laura L Pendergast et al.ARTICLETeaching and Teacher Education2016Cited by: 6References: 8