Aaron A. Gubi

TL;DR: In this article, the authors investigated the relationship between test anxiety and academic performance in 4,000 undergraduate and 1,414 graduate students and found that there was a significant but small inverse relationship between stress and grade point average (GPA).

TL;DR: The authors examined differences between urban and suburban school psychologists in terms of their motivation and self-regulation assessment beliefs, practices, and professional development needs, and found that the two groups were not differentiated across most survey items.

TL;DR: Results from a path analysis suggest that outcome expectations mediated the relationship between exposure and choice intentions for school psychology, and implications for minority recruitment practices are discussed.

TL;DR: The authors found that minority students have less knowledge and exposure to school psychology compared to counseling or clinical psychology and that students with greater knowledge or exposure for school psychology have stronger intentions of applying to a school psychology graduate program.

TL;DR: In this paper, an analysis was conducted on national data from 282 minority undergraduate psychology students and the findings from this analysis suggest that to increase the number of minority students entering school psychology, stakeholders should (a) improve students' exposure to school psychology as early as K-12, (b) provide additional knowledge to targeted students about the benefits of a career in school psychology and (c) present school Psychology as an exciting career.