Eva Oberle

Eva is an Assistant Professor with the Human Early Learning Partnership in SPPH. She completed graduate studies in psychology at the University of Heidelberg, earned a PhD in educational psychology from UBC, and conducted postdoctoral research at UIC and CASEL in Chicago. Her research investigates factors linked to positive child development and strategies for promoting mental health and wellbeing in the school context in particular. Her main focus is on social and emotional learning in schools, risk and resilience, and positive youth development. Eva is interested in the role of peer relationships, relationships with adults (e.g., family members, teachers, mentors), and school-level factors (e.g., classroom climate) in achieving positive, healthy, and successful child outcomes. She conducts quantitative research with population-based data, intervention evaluations, and large-scale cross sectional and longitudinal studies. Eva takes a whole-child approach, understanding child development within the ecological contexts in which children grow (i.e., home, school, neighbourhood, society).
Please visit Eva's Google Scholar page for a complete list of publications. Selected publications are included below.
Select Publications
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A Web-Based Risk-Reframing Intervention to Influence Early Childhood Educators’ Attitudes and Supportive Behaviors Toward Outdoor Play: Protocol for the OutsidePlay Study Randomized Controlled Trial
2021
Brussoni M. , Han C. S. , Jacob J. , Munday F. , Zeni M. , Walters M. , Cheng T. , Schneeberg A. , Fox E. , Oberle E.
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Support factors and barriers for outdoor learning in elementary schools: a systemic perspective
2021 American Journal of Health Education
Oberle E. , Zeni M. , Munday F. , Brussoni M.
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Social determinants of playing outdoors in the neighbourhood: family characteristics, trust in neighbours and daily outdoor play in early childhood
2020
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Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence
2020
Oberle E. , Gist A. , Cooray M. , Pinto J.
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Positive mental health and supportive school environments: A short-term longitudinal study of dispositional optimism and school social relationships in early adolescence.
2018 Soc Sci Med
Oberle E. , Guhn M. , Gadermann A. , Thomson K. C. , Schonert-Reichl K.
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Social-emotional competence and early adolescents’ peer acceptance in school: Examining the role of afternoon cortisol
2018 PLoS One
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Afternoon cortisol mediates the link between self regulated anger and peer reported aggression in the school context in typically developing children
2017 Developmental Psychobiology
Oberle E. , McLachlan K. M. , Catherine N. , Schonert-Reichl K. , Weinberg J. , Oberlander T.
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Early adolescent emotional wellbeing in the classroom: The role of personal and contextual assets.
2017 Journal of School Health
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Measuring social-emotional development and well-being in middle childhood: The Middle Years Development Instrument.
2017 Journal of Applied Developmental Psychology
Oberle E. , Gadermann A. , Guhn M. , Rowcliffe P. , Schonert-Reichl K.
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Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects.
2017 Child Development
Taylor R. , Oberle E. , Durlak J. A. , Weissberg R. P.
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Social and emotional learning. Recent research and practical strategies to promote social and emotional competence in schools.
2017 J. L. Matson (Ed.), Handbook of Social Behavior and Skills in Children
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Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students
2016 Soc Sci Med
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Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation
2016 Cambridge J Educ.
Oberle E. , Domitrovich C. E. , Meyers D. C. , Weissberg R. P.
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Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: a randomized controlled trial
2015 Developmental Psychology
Schonert-Reichl K. , Oberle E. , Stewart Lawlor M. , Abbott D. , Oberlander T.
Tags:MDI middle childhood development Middle Years Development Instrument SEL social emotional learning
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Social–emotional competencies make the grade: Predicting academic success in early adolescence
2014 J Applied Dev Psychol
Oberle E. , Schonert-Reichl K. , Hertzman C. , Zumbo B.
Tags:MDI middle childhood development Middle Years Development Instrument SEL social emotional learning adolescence
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The role of supportive adults in promoting positive development in middle childhood: a population-based study
2014 Can J School Pscyhol
Oberle E. , Schonert-Reichl K. , Guhn M. , Zumbo B. , Hertzman C.
Tags:MDI middle childhood development Middle Years Development Instrument SEL social emotional learning
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Kindness counts: prompting prosocial behavior in preadolescents boosts peer acceptance and well-being.
2013 PLoS ONE
Layous K. , Nelson S. K. , Oberle E. , Schonert-Reichl K. , Lyubomirsky S.
Tags:MDI middle childhood development Middle Years Development Instrument SEL social emotional learning
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Mindfulness training and reductions in teacher stress and burnout: results from two randomized, waitlist-control field trials.
2013 Journal of Educational Psychology
Roeser R. , Schonert-Reichl K. , Jha A. , Wilensky R. , Oberle E.
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Relations among peer acceptance, inhibitory control, and math achievement in early adolescence.
2013 Journal of Applied Developmental Psychology
Oberle E. , Schonert-Reichl K.
Tags:middle childhood development SEL social emotional learning
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Mindfulness and inhibitory control in early adolescence
2012 Journal of Early Adolescence
Oberle E. , Schonert-Reichl K. , Lawlor M. S.
Tags:middle childhood development Middle Years Development Instrument MDI
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Life satisfaction in early adolescence: Personal, neighborhood, school, family, and peer influences
2011 Journal of Youth and Adolescence
Oberle E. , Schonert-Reichl K. , Zumbo B.
Tags:MDI middle childhood development Middle Years Development Instrument SEL social emotional learning
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Understanding the link between social and emotional well-being and peer relations in early adolescence: Gender-specific predictors of peer acceptance
2010 Journal of Youth and Adolescence
Oberle E. , Schonert-Reichl K.
Tags:middle childhood development SEL social emotional learning