Crystal I Bryce
Biographic Data
| ID | 761754 |
|---|---|
| NAME | Crystal I Bryce |
| GIVEN NAMES | Crystal I |
| FAMILY NAME | Bryce |
| SIGNATURE | BRYCE C I |
| AFFILIATIONS | Arizona State University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
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…
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…
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 …
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…
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…
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…
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…
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 …
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…
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…
A Prospective Study of Maternal Supportiveness among ADHD and non-ADHD Children and Adolescents
Psychology (7 works) · Developmental psychology (6 works) · Social Psychology (5 works) · Optimism, Hope, and Well-being (4 works) · Academic achievement (3 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Clinical Psychology (3 works) · Social Psychology (3 works) · Clinical Psychology (2 works) · Cognition (2 works)