Dr. Yang’s research interests focus on understanding how children and adolescents interact with their social contexts to find their resilience in the face of a variety of risk factors, including bullying, teacher-targeted violence, and mental health challenges. She has been conducting research using multilevel and multi-informant approaches to understand the functions of malleable factors (i.e., school climate, social-emotional learning, school-wide practice, and culture norms) in school-based prevention and intervention targeting at wellbeing and engagement of students, teachers, and families from diverse cultural, linguistic, and socioeconomic backgrounds.
Dr. Yang received her Ph.D. in Education with a specialization in School Psychology from the University of Delaware, MSc in Research Methods in Psychology from the University of Bristol in England, and B.S. in Chemistry with teacher credential from the Central China Normal University in China. Dr. Yang was an assistant professor in the Department of Counseling, Clinical, and School Psychology at UC Santa Barbara between 2016-2019. Prior to joining the faculty at UC Santa Barbara, she worked as a school psychologist in the district-wide Multicultural Assessment and Consultation Team in northern Colorado.
Dr. Yang was the recipients of the 2016 Outstanding Dissertation Award from American Psychological Association Division 16: School Psychology, the 2019 Early Career Research Award from the Society of the Study of School Psychology, and 2019 Early Career Award from the Alberti Center for Bullying Abuse Prevention for Distinguished Scholarly Contributions to Bullying Abuse Prevention.
Dr. Yang is currently serving on the editorial boards of the Journal of School Psychology, School Psychology, and School Psychology Review.
*Graduate Student Author, †Undergraduate Student Author
Peer-reviewed Journal Articles
Pan, Y., Yang, C., Liu, C, Liu, G., & Chan, M*. (in press). A Moderated Mediation Model of Peer Victimization and Problem Behaviors: The Roles of Self-esteem and Parental Attachment among Chinese Early Adolescents. Child Development.
Chan, M.*, Yang, C., Furlong, M., Dowdy, E., & Xie, J. (in press). Association between social-emotional strengths and school membership: A cross-cultural comparison. International Journal of School & Educational Psychology.
Yang, C., Sharkey, J.D., Chen, C.*, Jimerson, S. (2019). Teacher-home communication and bullying victimization: Does parents’ perception of fairness of rules matter? School Psychology Review.
Xie, J., Liu, J., Wei, Yu., Yang, C., Bear, G. G. & Wang, W. (2019). Validation of the Chinese Version of Delaware Positive, Punitive, and Social-Emotional Learning (SEL) Techniques Scale – Teacher. Chinese Journal of Clinical Psychology. 28:701-706. Doi:10.16128/j.cnki.1005-3611.2019.04.012
Xie, J., Lin, X., Qin, F., Yang, C., & Bear, G. G. (2019). Validation of the Chinese Version of Delaware Positive, Punitive, and Social-Emotional Learning (SEL) Techniques Scale – Student. Chinese Journal of Clinical Psychology. 27:277-281. Doi: 10.16128/j.cnki.1005-3611.2019.02.013
Yang, C., Fredrick S. S., Nickerson, A., Jenkins L., & Xie, J. (2019). Initial development and validation of Multidimensional Teacher Victimization Scale. School Psychology Quarterly. 34, 244-252. http://dx.doi.org/10.1037/spq0000307
Yang, C., Jenkins L., Fredrick S. S., Chen, C*., Xie, J., & Nickerson, A. (2018). Teacher victimization by students in China: A multilevel analysis. Aggressive Behavior. (Published online on 12/18/2018)
Xie, J., Peng, Z.*, Zhu, Z., Yang, C., & Bear, G.G. Chinese Version of Delaware School Climate Scale – Teacher/Staff. Chinese Journal of Clinical Psychology. 26 (5). 891- 996.
Yang, C., Sharkey, J. D., Reed, L., Chen, C*, & Dowdy, E. (2018). Bullying victimization and student engagement in Elementary, Middle, and High Schools: Moderating role of school climate. School Psychology Quarterly.33, 54-64. Doi: 10.1037/spq0000250 (Top 10 most downloaded journal article from APA journals in 2018)
Yang, C., Bear, G. G. & May, H. (2018). The association between social-emotional learning approach and student engagement across elementary, middle, and high schools. School Psychology Review. 47. Pp. 45-61. Doi: 10.17105/SPR-2017-0003
Wagle, R.*, Dowdy, E., Yang, C., Palikara, O., Castro, S., & Nylund-Gibson, K. (2018). Preliminary Investigation of the Psychological Sense of School Membership Scale with Primary School Students in a Cross-Cultural Context. School Psychology International. (Published online on 10/4/2018)
Bear, G. G., Yang, C., Chen, D.*, He, X., Xie, J., & Huang, X. (2018). Differences in school climate and student engagement in China and the United States. School Psychology Quarterly, 33(2), 323-335.
Xie, J., Shan, L. *, Yang, C., Furlong, M., Wang, C., Deng, T. & Deng, J. (2018). Validation of the Social and Emotional Health Survey- Primary for Chinese Students. Chinese Journal of Clinical Psychology. 26(3), 522-527
Wang, C., Yang, C., Xu, J., & Furlong, M. (2018). Initial validation of the Social Emotional Health Survey-Primary in a Chinese sample. International Journal of School & Educational Psychology. 6, 62-74. Doi:10.1080/21683603.2016.1272026
Xie, J., Shan, L., Yang, C., & Furlong, M. (2017). Chinese version of Social and Emotional Health Survey – Secondary School Version. Chinese Journal of Clinical Psychology. 25, 1012-1016. Doi: 10.16128/j.cnki.1005-3611.2017.06.004
Xie, J., Xiao, S.*, Yang, C., & Bear, G. (2017). A Comparative study of perceptions of school climate in Chinese and American adolescents. Chinese Journal of Clinical Psychology. 25, 714-718. Doi: 10.16128/j.cnki.1005-3611.2017.06.004
Bear, G. G., Yang, C., Mantz L.* & Harris, A.* (2017). School-wide practices associated with school climate in elementary, middle and high schools. Teaching and Teacher Education. 63, 372-383.
Mantz L.*, Bear, G. G., Yang, C. & Harris, A*. (2016). The Delaware Social-Emotional Competency Scale (DSECS-S): Evidence of Validity and Reliability. Child Indicators Research. 11, 137-157. Doi: 10.1007/s12187-016-9427-6
Xie, J., Lu, X.*, Yang, C., Bear, G., G., & Ling, Y. (2016). A comparative study of bullying victimization in Chinese and American Adolescents. Chinese Journal of Clinical Psychology, 24, 706-709 & 683. Doi: 10.16128/j.cnki.1005-3611.2016.04.029
Xie, J., Lv, Y.*, Kun, M.*, Lu, X.*, Bear, G. G., Yang, C., Seth, M., & Rong, G. (2016). The validity and reliability of the Chinese version of Delaware School Climate Survey – Student. Chinese Journal of Clinical Psychology, 24, 250-253. Doi: 10.16128/j.cnki.1005-3611.2016.02.014
Bear, G. G., Chen, D.*, Mantz, L., Yang, C., Huang, X., & Shiomi, K. (2016). Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools. Teaching and Teacher Education, 53, 41-50. Doi:10.1016/j.tate.2015.10.003
Bear, G., Holst, B., Lisboa, C., Chen, D.*, Yang, C., & Chen, F. F. (2016). A Brazilian Portuguese survey of school climate: Evidence of validity and reliability. International Journal of School & Educational Psychology, 4, 165-178. Doi: 10.1080/21683603.2015.1094430
Xie, J., Lv, Y., Bear, G. G., Yang, C., Seth, M., & Rong, G. (2015). The validity and reliability of the Chinese version of Delaware Bullying Victimization Scale – Student. 23. Chinese Journal of Clinical Psychology, 23, 594-596. Doi: 10.16128/j.cnki.1005-3611.2015.04.006
Bear, G. G., Mantz, L., Glutting, J., Yang, C., & Boyer, D. (2015). Differences in bullying victimization between students with and without disabilities. School Psychology Review, 44 (1), 98-116.
Bear, G. G., Yang, C., & Pasipanodya, E. (2015). School Climate: Validation of a brief measure of the perceptions of parents. Journal of Psychoeducational Assessment, 3, 115-129. Doi:10.1177/0734282914545748
Bear, G. G., Yang, C., Glutting, J., Huang, X., He, X., Zhang, W., & Chen, D. (2014). Understanding teacher-student relationships, student-student relationships, and conduct problems in China and the United States. International Journal of School & Educational Psychology, 2, 247-260. Doi: 10.1080/21683603.2014.883342
Bear, G. G., Yang, C., Pell, M., & Gaskin, C. (2014). Validation of a brief measurement of teacher perceptions of school climate. Learning Environments Research, 17, 339-354. Doi: 10.1007/s10984-014-9162-1
Yang, C., Bear, G. G., Chen, F. F., Zhang, W., Blank, J. C., & Huang, X. S. (2013). Student perceptions of school climate in the U.S. and China. School Psychology Quarterly, 28, 7-24. Doi: 10.1037/spq0000002 (sample paper of the journal)
Yang, C., Cai, M., & Zhang, A. (2008). Practice and innovation of “Three-Phase Model” in teaching bilingual course in fundamental organic chemistry. Journal of Huazhong Normal University (In Chinese), 2, 68-70.
Furlong, M., Dowdy, E., Moffa, K.*, Beratone, A.*, Yang, C., Kim, E., & Ito, A. (2019). Assessment of complete social emotional health: An international school psychology perspective. In C. Hatzichristou & B. K. Nastasi (Eds.), Handbook of school psychology in a global context. Dordrecht, Netherlands: Springer
Haddock, A., Jimerson, S., & Yang, C. (2019). Middle school transition; Helping at school and home. In G. Bear and K. Minke (Eds), Helping Children at Home and School III: Handouts for Families and Educators. Bethesda, MD. National Association of School Psychologists
O’Brennan, L., Furlong, M., & Yang, C. (2018). Promoting collaboration among education professionals to enhance school safety. In Mayer, M., & Jimerson, S. (Eds). School safety and violence prevention: science, practice, and policy driving change. Washington, DC: American Psychological Association.
Funded Technical Manuals and Research Report
Bear, G. G., Yang, C., Harris, A., Mantz, L., Boyer, D., & Hearn, S. (2019). Technical Manual for the Delaware School Survey: Scales of school climate; bullying victimization; student engagement; positive, punitive, and social emotional learning techniques; and social and emotional competencies. Funded by the Delaware Positive Behavior Support Project at the Center for Disability Studies at University of Delaware and Delaware Department of Education. Newark, DE.
Bear, G. G., Yang, C., Mantz, L., E. Pasipanodya, Hearn, S. & Boyer, D. (2014). Technical manual for Delaware School Survey: Scales of school climate, bullying victimization, student engagement, and positive, punitive, and social emotional learning techniques. Funded by the Delaware Positive Behavior Support Project at the Center for Disability Studies at University of Delaware and Delaware Department of Education. Newark, DE.
Bear, G.G., & Yang, C. (2012) Technical manual for Delaware School Climate Surveys. Funded by the Delaware Positive Behavior Support Project at the Center for Disability Studies at University of Delaware and Delaware Department of Education. Newark, DE.
Yang, C. & Blank, J. (2010). School climate and school psychology in China: A summary report for graduate student grant for global research, internship and performance. Funded by the Office of Graduate and Professional Education, University of Delaware. Newark, DE.