TPC Journal V8, Issue 4- FULL ISSUE

340 The Professional Counselor | Volume 8, Issue 4 McCown, B., Blake, I. K., & Keiser, R. (2012). Content analyses of the beliefs of academic procrastinators. Journal of Rational-Emotive & Cognitive-Behavior Therapy , 30 , 213–222. doi:10.1007/s10942-012-0148-6 Noltemeyer, A. L., Ward, R. M., & Mcloughlin, C. (2015). Relationship between school suspension and student outcomes: A meta-analysis. School Psychology Review , 44 , 224–240. doi:10.17105/spr-14-0008.1 Pinquart, M. (2016). Associations of parenting styles and dimensions with academic achievement in children and adolescents: A meta-analysis. Educational Psychology Review , 28 , 475–493. doi:10.1007/s10648-015-9338-y Pinquart, M., & Kauser, R. (2018). Do the associations of parenting styles with behavior problems and academic achievement vary by culture? Results from a meta-analysis. Cultural Diversity and Ethnic Minority Psychology , 24 , 75–100. doi:10.1037/cdp0000149 Ray, S. L., Lambie, G., & Curry, J. (2007). Building caring schools: Implications for professional school counselors. Journal of School Counseling , 5 (14). Retrieved from http://jsc.montana.edu/articles/v5n14.pdf Reitman, D., Rhode, P. C., Hupp, S. D. A., & Altobello, C. (2002). Development and validation of the Parental Authority Questionnaire–Revised. Journal of Psychopathology and Behavioral Assessment , 24 (2), 119–127. doi:10.1023/A:1015344909518 Roby, D. E. (2004). Research on school attendance and student achievement: A study of Ohio schools. Educational Research Quarterly , 28 , 3–14. Sapp, M. (1996). Irrational beliefs that can lead to academic failure for African American middle school students who are academically at-risk. Journal of Rational-Emotive & Cognitive-Behavior Therapy , 14 , 123– 134. doi:10.1007/BF02238186 Sapp, M., Farrell, W., & Durand, H. (1995). Cognitive-behavioral therapy: Applications for African American middle school at-risk students. Journal of Instructional Psychology , 22 (2), 169–177. Schwerdt, G., West, M. R., & Winters, M. A. (2017). The effects of test-based retention on student outcomes over time: Regression discontinuity evidence from Florida.  Journal of Public Economics ,  152 , 154–169. doi:10.1016/j.jpubeco.2017.06.004 Sedlacek, W. E. (2017). Measuring noncognitive variables: Improving admissions, success and retention for underrepresented students. Herndon, VA: Stylus. Snyder, T. D., de Brey, C., & Dillow, S. A. (2018). Digest of Education Statistics 2016 (NCES 2017-094). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. SOAR Learning Inc. (2018). SOAR ® Learning & Soft Skills Curriculum for College & Career Readiness. Retrieved from https://studyskills.com Spengler, M., Brunner, M., Martin, R., & Lüdtke, O. (2016). The role of personality in predicting (change in) students’ academic success across four years of secondary school. European Journal of Psychological Assessment , 32 , 95–103. doi:10.1027/1015-5759/a000330 Terjesen, M. D., & Kurasaki, R. (2009). Rational emotive behavior therapy: Applications for working with parents and teachers. Estudos de Psicologia (Campinas) , 26 , 3–14. doi:10.1590/S0103-166X2009000100001 Warren, J. M. (2017). School consultation for student success: A cognitive behavioral approach. New York, NY: Springer. Warren, J. M., & Dowden, A. R. (2012). Elementary school teachers’ beliefs and emotions: Implications for school counselors and counselor educators. Journal of School Counseling , 10 (19). Retrieved from https:// files.eric.ed.gov/fulltext/EJ981200.pdf Warren, J. M., & Gerler, E. R., Jr. (2013). Effects of school counselors’ cognitive behavioral consultation on irrational and efficacy beliefs of elementary school teachers. The Professional Counselor , 3 , 6–15. doi:10.15241/jmw.3.1.6 Warren, J. M., & Hale, R. W. (2016). Fostering non-cognitive development of underrepresented students through rational emotive behavior therapy: Recommendations for school counselor practice. The Professional Counselor , 6 , 89–106 . doi:10.15241/jw.6.1.89 Warren, J. M., & Hale, R. W. (in press). Predicting grit and resilience: Exploring college students’ academic rational beliefs. Journal of College Counseling. York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research & Evaluation ,  20 (5), 1–20. ®

RkJQdWJsaXNoZXIy NDU5MTM1