• Classroom incivility in adolescence
• Peer relationships
• Antisocial behaviour
• Educator experiences in the classroom
• Peer defending in bullying situations

Andrews, N. C. Z., Dane, A. V., Spadafora, N., Al-Jbouri, E., Volk, A. A., & Farrell, A. H (2025). A dyadic perspective on evolutionarily relevant aggressive functions: Considering links to victim characteristics. Journal of Applied Developmental Psychology. Doi: https://doi.org/10.1016/j.appdev.2025.101851

Hines, C. T., Craig, W., Spadafora N., & Volk, A. A. (2025). The influence of prosocial control norms, coercive control norms, popularity, and gender on peer defending in adolescence. International Journal of Bullying Prevention.

Spadafora N., Al-jbouri, E., Andrews N. C. Z., & Volk, A. A. (2025). Modeling changes in classroom incivility across adolescence. Journal of Adolescence. https://doi.org/10.1002/jad.12509

Brazil, K. J., Farrell, A. H., Spadafora, N., de Vries, R., & Volk, A. A. (2025). Structure, Stability, and Mean-Level change in adolescent HEXACO personality traits using the HEXACO-SPI. Journal of Research in Personality, 104609.

Hines, C., Spadafora, N., Lambe, L., & Craig, W. (2025). Bidirectional relationships between peer defending and social status in elementary and high school students. Aggressive Behavior, 51(2), e70024.

Spadafora N., Reid-Westoby, C., & Janus, M. (2025). Educators’ perceptions of their own mental health and young children’s skills in the second year of the COVID-19 pandemic in Ontario, Canada. Journal of Education. https://journals.sagepub.com/doi/10.1177/00220574251320091

Spadafora, N., Jezrawi, R., De Jesus, S., Cameron, D., & Janus, M. (2024). Understanding educator perceptions in assessment of kindergarten children’s development. Early Childhood Education Journal, 1-17.

Spadafora N., Al-jbouri E., & Volk, A.A. (2024). Are children more uncivil now? An exploration of incivility in the primary classroom after the COVID-19 pandemic school shutdowns in Ontario. School Psychology

Al-jbouri, E., Volk, & A., Spadafora N., & Andrews, N.C. (2024). Friends, followers, peers, and posts: Adolescents’ in-person and online friendship networks and social media use influences on friendship closeness via the importance of technology for social connection. Frontiers in Developmental Psychology, 2, 1419756.

Prabaharan, N., Dane, A. V., & Spadafora, N. (2024). Balance of power in peer victimization: The role of rivalry and vulnerability. Canadian Journal of School Psychology, 08295735241237910.

Spadafora N., & Volk, A.A. (2024). Does adolescent incivility longitudinally predict future bullying? The Journal of Adolescence, 96 (1), 209-216

Spadafora N., & Volk, A. A. (2023). How do teachers and adolescents conceptualize classroom incivility? The Brock Education Journal, 32 (2), 58-80. https://doi.org/10.26522/brocked.v32i2.974

Spadafora N., Wang, J., Reid-Westoby, C., & Janus, M. (2023) Association between neighbourhood composition, kindergarten educator-reported distance learning barriers, and return to school concerns during the first wave of the COVID-19 pandemic in Ontario, Canada. International Journal of Population Data Science, 7 (4).

Spadafora N., Reid-Westoby, C., Pottruff, M. & Janus, M. (2022). Family responsibilities and mental health of kindergarten educators during the first COVID-19 pandemic lockdown in Ontario, Canada. Teachers and Teacher Education, 115, 103735. 1-10

Spadafora N., Blackburn M., Methot-Jones, T., Zinga D., & Molnar, D.S. (2022). How is multidimensional trait perfectionism related to anxiety across time in first-generation secondary students? Journal of Psychopathology and Behavioral Assessment, 44(4), 1043-1053.

Spadafora, N., Reid-Westoby, C., Pottruff, M., Wang, J., & Janus, M. (2022). From full day learning to 30 minutes a day: A descriptive study of early learning during the first COVID-19 pandemic school shutdown in Ontario. Early Childhood Education Journal, 1-13. https://doi.org/10.1007/s10643-021-01304-z

Spadafora, N., Volk, A. A., & Dane, A. V. (2022). Using qualitative methods to measure and understand key features of adolescent bullying: A call to action. International Journal of Bullying Prevention, 1-12. https://doi.org/10.1007/s42380-022-00116-y

Blackburn, M., Methot-Jones, T., Molnar, D. S., Zinga, D., Spadafora, N., & Tacuri, N. (2022). Assessing changes to adolescent health-promoting behaviors following the onset of the COVID-19 pandemic: A multi-methods exploration of the role of within-person combinations of trait perfectionism. Personality and Individual Differences, 189, 111492.

Spadafora N., Al-Jbouri E., McDowell, H., Andrews, N. C., & Volk, A. A. (2021). Be a little rude, but not too much: Exploring classroom incivility in adolescents. The Journal of Early Adolescence, 42(4), 565-585. https://doi.org/10.1177/02724316211058074

Andrews, N. C. Z., McDowell, H., Spadafora, N., Dane, A. V. (2021). Using social network position to understand early adolescents’ power and dominance within a school context. School Psychology, 7 (6), 445-454. doi: http://dx.doi.org/10.1037/spq0000445

Spadafora N., Brandow, I. C., Li, M. & Volk, A. A. (2021). The association between reading motivation and reading achievement in Chinese students: Exploring the role of personality. Advances in Social Sciences Research Journal, 8 (6). 408-422. (open-access)

Kim, S., Spadafora, N., Craig, W., Volk, A. A., & Zhang, L. (2021). Disciplinary structure and teacher support in Chinese and Canadian schools: Examining how authoritative disciplinary practices protect youth involved in bullying at school. School Mental Health, 1-17.

Molnar, D. S., Blackburn, M., Zinga, D., Spadafora, N., Methot-Jones, T., & Connolly, M. (2021). Trait perfectionism and dance goals among young female dancers: An application of the 2 × 2 model of perfectionism. Journal of Sport & Exercise Psychology, 43(3), 234-247. https://doi.org/10.1123/jsep.2020-0118

Spadafora N., & Volk, A. A., (2021). Child and youth classroom incivility scale (CYCIS): Validating a scale of uncivil behavior in the classroom in children and youth. School Mental Health,13 (1), 186-200. https://doi.org/10.1007/s12310-020-09405-7

Volk, A, A., Schiralli, K., Spadafora N., Buchner, K., & Dane, A. V. (2021). Cooperative vs. coercive strategies: The influence of the environment and personality. Evolutionary Psychological Science, 7, 134-150.

Spadafora N., Murphy E. L., Molnar, D.S., & Zinga, D. (2020). Test anxiety in first-generation students: A examination of the role of psychological needs. Journal of Teaching and Learning, 14 (2), 33-49.

Spadafora, N., Frijters, J.C., Molnar, D. S., & Volk, A.A. (2020). Do little annoyances relate to bullying?: The links between personality, attitudes towards classroom incivility, and bullying. Educational and Developmental Psychologist, 37 (1), 30-38. DOI: 10.1017/edp.2019.20

McNamara, L., Gibson, J., Lakman, Y., Spadafora, N., Lodewyk, K., & Walker, M. (2018). The influence of a recess intervention on children’s sense of belonging and enjoyment. Journal of Contemporary Issues in Education, 13(2), 37-54.

Spadafora N., Marini, Z., & Volk, A. (2018). Should I defend or should I go? An adaptive, qualitative examination of the costs and benefits associated with bullying intervention. Canadian Journal of School Psychology, 35 (1), 23-40.

Spadafora, N., & Marini, Z. (2018). Self-Regulation and “Time-Off”: Evaluations and reflections on the development of a blended course. The Canadian Journal for the Scholarship of Teaching and Learning, 9 (1), 1-12.

McNamara, L., Lakman, Y., Spadafora, N., Lodewyk, K., & Walker, M. (2018). Recess and children with disabilities: A mixed-methods pilot study. Disability and Health Journal, 11 (4), 637-643.

Spadafora, N., Farrell, A. H., Provenzano, D. A., Marini, Z. A., & Volk, A. A. (2016). Temperamental Differences and Classroom Incivility Exploring the Role of Individual Differences. Canadian Journal of School Psychology, 33(1), 44-62.

Farrell, A., Provenzano, D., Spadafora N., Marini Z., & Volk A. (2015). Measuring adolescent attitudes toward classroom incivility: Exploring differences between Intentional and Unintentional Incivility. Journal of Psychoeducational Assessment,34 (6), 577-588.