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Jodi Swanson
- jodi.swanson@asu.edu
- (480) 965-6978
- Sanford School of Social and Family Dynamics 951 S. Cady Mall TEMPE
Biography:
Jodi Swanson is a lecturer in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University. Her research areas include children's positive emotional, social, and academic development; self-regulation (e.g., effortful control, executive functions, emotion management); parents' and teachers' socialization of self-regulation; and social and academic classroom dynamics in early schooling. She teaches social science research and statistical methods, human development and relationships across the lifespan, and family processes.
Education:
- Ph.D. Family and Human Development (Collateral area: Statistics), Arizona State University
- M.S. Family and Human Development, Arizona State University
- B.A. Psychology; English (Writing Emphasis), Western Kentucky University
Publications:
- Swanson, J., Pratt, M. E. Starting school successfully series, Part 1 of 3: Healthy development during the pre-kindergarten year. Raising Arizona Kids Magazine (2015).
- Eggum-Wilkens, N. D., Valiente, C., Swanson, J., Lemery-Chalfant, K. Children's shyness, popularity, school liking, cooperative participation, and internalizing problems in the early school years. Early Childhood Research Quarterly (2014).
- Swanson, J., Abry, T. Encourage children’s critical thinking – it’s science!. Raising Arizona Kids Magazine (2014).
- Swanson, J., Abry, T., Duggan, M. A. What is The Kindergarten Project?. Raising Arizona Kids Magazine (2014).
- Swanson, J., Duggan, M. A. An attitude of gratitude: Lifelong health benefits of thankfulness. Raising Arizona Kids Magazine (2014).
- Swanson, J., Valiente, C., Lemery-Chalfant, K., Bradley, R. H., Eggum-Wilkens, N. D. Longitudinal relations between parents' reactions to children's negative emotions, effortful control, and math achievement in early elementary school. Child Development (2014).
- Valiente, C., Swanson, J., Lemery-Chalfant, K., Berger, R. H. Children’s effortful control and academic achievement: Do peer victimization and classroom participation operate as mediators?. Journal of School Psychology (2014).
- Jahromi, L. B., Bryce, C. I., Swanson, J. The importance of self-regulation for the academic and peer engagement of children with high-functioning autism. Research in Autism Spectrum Disorders (2013).
- Swanson, J., Duggan, M. A. Snap! How in-the-moment reactions affect children. Raising Arizona Kids Magazine (2013).
- Swanson, J., Valiente, C., Lemery-Chalfant, K. Predicting academic achievement from cumulative home risk: The mediating roles of effortful control, academic relationships, and school avoidance. Merill-Palmer Quarterly (2012).
- Valiente, C., Swanson, J., Eisenberg, N. Linking students' emotions and academic achievement: When and why emotions matter. Child Development Perspectives (2012).
- Valiente, C., Swanson, J., Lemery-Chalfant, K. Kindergartners' temperament and classroom engagement: Moderation by effortful control. Social Development (2012).
- Swanson, J., Valiente, C., Lemery-Chalfant, K., & O'Brien, T. C. Predicting early adolescents' academic achievement, social competence, and physical health from parenting, ego resilience, and engagement coping. The Journal of Early Adolescence (2011).
Research Activity:
- Swanson,Jodi Michelle*, Abry,Tashia. Jumpstart for Young Children Inc. JUMPSTART(1/1/2015 - 8/31/2015).
| Summer 2022 | |
|---|---|
| Course Number | Course Title |
| FAS 301 | Introduction to Parenting |
| FAS 390 | Supervised Research Experience |
| FAS 499 | Individualized Instruction |
| FAS 598 | Special Topics |
| Spring 2022 | |
|---|---|
| Course Number | Course Title |
| CDE 312 | Adolescence |
| SOC 312 | Adolescence |
| FAS 361 | Research Methods |
| FAS 390 | Supervised Research Experience |
| SOC 391 | Research Methods |
| FAS 493 | Honors Thesis |
| FAS 499 | Individualized Instruction |
| SOC 591 | Seminar |
| FAS 591 | Seminar |
| Fall 2021 | |
|---|---|
| Course Number | Course Title |
| CDE 312 | Adolescence |
| SOC 312 | Adolescence |
| FAS 361 | Research Methods |
| SOC 391 | Research Methods |
| CDE 430 | Infant/Toddler Devel in Family |
| FAS 492 | Honors Directed Study |
| SOC 493 | Honors Thesis |
| CDE 498 | Pro-Seminar |
| SOC 498 | Pro-Seminar |
| FAS 499 | Individualized Instruction |
| SOC 591 | Seminar |
| FAS 591 | Seminar |
| Summer 2021 | |
|---|---|
| Course Number | Course Title |
| SOC 499 | Individualized Instruction |
| SOC 598 | Special Topics |
| FAS 598 | Special Topics |
| Spring 2021 | |
|---|---|
| Course Number | Course Title |
| FAS 301 | Introduction to Parenting |
| CDE 312 | Adolescence |
| SOC 312 | Adolescence |
| FAS 361 | Research Methods |
| SOC 391 | Research Methods |
| SOC 492 | Honors Directed Study |
| FAS 499 | Individualized Instruction |
| SOC 499 | Individualized Instruction |
| SOC 590 | Reading and Conference |
| SOC 591 | Seminar |
| FAS 591 | Seminar |
| Fall 2020 | |
|---|---|
| Course Number | Course Title |
| FAS 101 | Personal Growth Human Relatnsp |
| SOC 312 | Adolescence |
| CDE 312 | Adolescence |
| FAS 361 | Research Methods |
| SOC 391 | Research Methods |
| CDE 430 | Infant/Toddler Devel in Family |
| FAS 499 | Individualized Instruction |
| SOC 499 | Individualized Instruction |
| SOC 591 | Seminar |
| FAS 591 | Seminar |
| FAS 592 | Research |
| Summer 2020 | |
|---|---|
| Course Number | Course Title |
| SOC 598 | Special Topics |
| FAS 598 | Special Topics |
| Spring 2020 | |
|---|---|
| Course Number | Course Title |
| FAS 301 | Introduction to Parenting |
| CDE 312 | Adolescence |
| SOC 312 | Adolescence |
| FAS 361 | Research Methods |
| SOC 391 | Research Methods |
| FAS 493 | Honors Thesis |
| FAS 499 | Individualized Instruction |
| SOC 591 | Seminar |
| FAS 591 | Seminar |
| SOC 592 | Research |
| FAS 592 | Research |
| Fall 2019 | |
|---|---|
| Course Number | Course Title |
| FAS 301 | Introduction to Parenting |
| CDE 312 | Adolescence |
| SOC 312 | Adolescence |
| FAS 361 | Research Methods |
| SOC 391 | Research Methods |
| CDE 430 | Infant/Toddler Devel in Family |
| FAS 492 | Honors Directed Study |
| FAS 499 | Individualized Instruction |
| SOC 591 | Seminar |
| FAS 591 | Seminar |
| FAS 592 | Research |
| Summer 2019 | |
|---|---|
| Course Number | Course Title |
| SOC 598 | Special Topics |
| FAS 598 | Special Topics |
| Spring 2019 | |
|---|---|
| Course Number | Course Title |
| FAS 101 | Personal Growth Human Relatnsp |
| FAS 301 | Introduction to Parenting |
| CDE 312 | Adolescence |
| SOC 312 | Adolescence |
| FAS 493 | Honors Thesis |
| FAS 499 | Individualized Instruction |
| CDE 592 | Research |
| Fall 2018 | |
|---|---|
| Course Number | Course Title |
| CDE 232 | Human Development |
| SOC 312 | Adolescence |
| CDE 312 | Adolescence |
| FAS 361 | Research Methods |
| SOC 390 | Social Statistics I |
| SOC 391 | Research Methods |
| FAS 499 | Individualized Instruction |
| FAS 592 | Research |
| Summer 2018 | |
|---|---|
| Course Number | Course Title |
| FAS 499 | Individualized Instruction |
| SOC 598 | Special Topics |
| FAS 598 | Special Topics |
| Spring 2018 | |
|---|---|
| Course Number | Course Title |
| FAS 301 | Introduction to Parenting |
| CDE 312 | Adolescence |
| SOC 312 | Adolescence |
| FAS 361 | Research Methods |
| FAS 390 | Supervised Research Experience |
| SOC 390 | Social Statistics I |
| SOC 391 | Research Methods |
| FAS 493 | Honors Thesis |
| FAS 499 | Individualized Instruction |
| Fall 2017 | |
|---|---|
| Course Number | Course Title |
| CDE 232 | Human Development |
| FAS 301 | Introduction to Parenting |
| SOC 390 | Social Statistics I |
| FAS 492 | Honors Directed Study |
| FAS 499 | Individualized Instruction |
Presentations:
- Granger, K., Kornienko, O., Hanish, L. D., Swanson, J. Teachers' responses to girls' and boys' physical aggression: The role of teachers' emotional reactions and developmental beliefs. American Education Research Association (AERA) (Apr 2014).
- Gaias, L. M., Swanson, J., Abry, T., Bradley, R. H., Fabes, R. A. Student-teacher temperament differentials: Implications for academic performance and school liking in kindergarten. American Education Research Association (AERA) (Apr 2014).
- Abry, T., Swanson, J., Bradley, R. H., Fabes, R. A. Classroom-level adversity: The influence of collective child characteristics on first graders' social skills and behavior problems. American Education Research Association (AERA) (Apr 2014).
- Valiente, C., Swanson, J., Bradley, R. H., Lemery-Chalfant, K. The student-teacher relationship and children's effortful control as longitudinal predictors of achievement and emotional engagement. Society for Research in Child Development (SRCD) (Apr 2013).
- Swanson, J., Valiente, C., Bradley, R. H., Lemery-Chalfant, K. Mediated and moderated relations linking student-teacher relationship quality to externalizing problems: Role of effortful control. Society for Research in Child Development (SRCD) (Apr 2013).
- Swanson, J. Closeness and conflict in the student-teacher relationship across primary grades: Complex processes and outcomes. Society for Research in Child Development (SRCD) (Apr 2013).
- Indorf, A. L. F., Swanson, J., Fabes, R. A., Martin, C. L., Hanish, L. D. Behavioral engagement mediates the relation between kindergartners' emotional engagement and reading achievement. Society for Research in Child Development (SRCD) (Apr 2013).
- Gaias, L. M., Putnam, S. P., Swanson, J. Effortful control and surgency as moderators of parenting bedtime behaviors and sleeping problems. Society for Research in Child Development (SRCD) (Apr 2013).
- Bryce, C. I., Swanson, J., Fabes, R. A., Hanish, L. D., Martin, C. L. School engagement as a mediator linking home, temperament, and peers to academic outcomes among low-income Latino kindergartners. Society for Research in Child Development (SRCD) (Apr 2013).
- Cooper, C. E., Swanson, J., Glick, J. E., Fabes, R. A., Bradley, R. H. Classroom behavioral patterns, children's self-control, and kindergarten competence. American Education Research Association (AERA) Annual Meeting (Apr 2012).
- Cooper, C. E., Swanson, J., Glick, J. E., Fabes, R. A., & Bradley, R. H. Classroom behavioral patterns, children's self-control, and kindergarten competence. American Education Research Association (AERA) Annual Meeting (Nov 2011).
- O'Brien, T. C., Swanson, J., Kao, K., Valiente, C., & Lemery-Chalfant, K. Happy parents have happy babies: Positive parent personality, emotional availability, and infant problem behaviors. Society for Research in Child Development (SRCD) Biennial Meeting (Mar 2011).