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Jodi Swanson

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Lecturer
Faculty, TEMPE Campus, Mailcode 3701
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: 
Summer 2020
Course NumberCourse Title
SOC 598Special Topics
FAS 598Special Topics
Spring 2020
Course NumberCourse Title
FAS 301Introduction to Parenting
CDE 312Adolescence
SOC 312Adolescence
FAS 361Research Methods
SOC 391Research Methods
FAS 493Honors Thesis
FAS 499Individualized Instruction
SOC 591Seminar
FAS 591Seminar
SOC 592Research
FAS 592Research
Fall 2019
Course NumberCourse Title
FAS 301Introduction to Parenting
CDE 312Adolescence
SOC 312Adolescence
FAS 361Research Methods
SOC 391Research Methods
CDE 430Infant/Toddler Devel in Family
FAS 492Honors Directed Study
FAS 499Individualized Instruction
SOC 591Seminar
FAS 591Seminar
FAS 592Research
Summer 2019
Course NumberCourse Title
SOC 598Special Topics
FAS 598Special Topics
Spring 2019
Course NumberCourse Title
FAS 101Personal Growth Human Relatnsp
FAS 301Introduction to Parenting
CDE 312Adolescence
SOC 312Adolescence
FAS 493Honors Thesis
FAS 499Individualized Instruction
CDE 592Research
Fall 2018
Course NumberCourse Title
CDE 232Human Development
SOC 312Adolescence
CDE 312Adolescence
FAS 361Research Methods
SOC 390Social Statistics I
SOC 391Research Methods
FAS 499Individualized Instruction
FAS 592Research
Summer 2018
Course NumberCourse Title
FAS 499Individualized Instruction
SOC 598Special Topics
FAS 598Special Topics
Fall 2017
Course NumberCourse Title
CDE 232Human Development
FAS 301Introduction to Parenting
SOC 390Social Statistics I
FAS 492Honors Directed Study
FAS 499Individualized Instruction
Summer 2017
Course NumberCourse Title
FAS 499Individualized Instruction
SOC 598Special Topics
FAS 598Special Topics
Spring 2017
Course NumberCourse Title
CDE 232Human Development
FAS 301Introduction to Parenting
SOC 390Social Statistics I
FAS 499Individualized Instruction
Fall 2016
Course NumberCourse Title
CDE 232Human Development
FAS 301Introduction to Parenting
SOC 390Social Statistics I
FAS 499Individualized Instruction
Summer 2016
Course NumberCourse Title
SOC 598Special Topics
FAS 598Special Topics
Spring 2016
Course NumberCourse Title
CDE 312Adolescence
SOC 312Adolescence
FAS 331Marriage/Family Relationships
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).