Jessica F Harding
Biographic Data
| ID | 223553 |
|---|---|
| NAME | Jessica F Harding |
| GIVEN NAMES | Jessica F |
| FAMILY NAME | Harding |
| SIGNATURE | HARDING J F |
| AFFILIATIONS | New York University |
| ORCID | 0000-0002-7052-6660 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 148 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Do Early Childhood Environment Rating Scale-3 and Pre-K Classroom Assessment Scoring System Scores Need to Reach Thresholds to Predict Children’s School Readiness
Research Findings: We examined associations between young children’s school readiness and the Early Childhood Environment Rating Scale Third Edition (ECERS-3) and the Pre-K Classroom Assessment Scoring System (Pre-K CLASS), and whether these measures need to reach thresholds to promote children’s outcomes. We only found one significant linear association (of 30) between the ECERS-3 and Pre-K CLASS and children’s outcomes. We only detected three s…
How accurately can we predict repeat teen pregnancy based on social ecological factors
Many factors at the individual, relationship, family, and community or environmental levels could predict repeat teen pregnancies or births, but research on certain factors is limited. In addition, few studies have examined whether these factors can accurately predict whether teen mothers will have a repeat pregnancy. This study examined theoretically selected predictors of repeat teen pregnancy among 945 pregnant and parenting teens ( M age = 17…
Nm Grads: Lessons Learned from Implementing a School-Based Program for Young Parents Across New Mexico
Although not based on a rigorous impact or implementation study, this article provides lessons learned from a statewide, school-based program that may be a promising way to serve a large number of expectant and parenting youth and help them overcome challenges for completing high school
Supporting Expectant and Parenting Teens: New Evidence to Inform Future Programming and Research
Until recently, federal programs had not explicitly focused on improving the outcomes of highly vulnerable teen parents. Established in 2010, the Pregnancy Assistance Fund (PAF) aims to improve the health, social, educational, and economic outcomes for expectant and parenting teens and young adults, their children, and their families, through providing grants to states and tribes. This article introduces the Maternal and Child Health Journal supp…
Meeting the Multifaceted Needs of Expectant and Parenting Young Families Through the Pregnancy Assistance Fund
Expectant and parenting teens and young adults in the PAF program demonstrated success in meeting their educational goals and preventing repeat unintended pregnancies. In addition, the staff who implemented the PAF programs learned many lessons for how to enhance programs and services to have the best outcomes for expectant and parenting young families, including creating partnerships to meet the multifaceted needs of teen parents and using evide…
Understanding alignment in children’s early learning experiences: Policies and practices from across the United States
Head Start Teachers’ Professional Development, Well‐being, Attitudes, and Practices: Understanding Changes Over Time and Predictive Associations
Highlights The professional development supports available to teachers predicted higher job satisfaction and more math activities. Early care and education teachers’ curriculum support was related to more frequent math activities. Early care and education teachers’ mentoring support predicted more developmentally appropriate attitudes. Many types of professional development were not associated with teachers’ well‐being, attitudes, or practices. T…
Racial/ethnic differences in mothers’ socialization goals for their adolescents
Mothers' socialization goals illustrate both similarities and differences across race/ethnicity. Findings are discussed with reference to how mothers' goals reflect broad cultural orientations as well as the contextual demands of their adolescents' experiences. (PsycINFO Database Record
Trajectories of Discrimination Across Adolescence: Associations With Academic, Psychological, and Behavioral Outcomes
The authors explored trajectories of perceived discrimination over a 6-year period (five assessments in 6th-11th grade) in relation to academic, behavioral, and psychological adjustment in 8th and 11th grades. They distinguished discrimination from adults versus peers in addition to overt versus covert discrimination from peers. The sample included 226 African American, White, Dominican, Puerto Rican, and Chinese adolescents (ages 11-12 at Time 1…
Increases in maternal education and low-income children’s cognitive and behavioral outcomes
Although the strong link between maternal education and children's outcomes is one of the most well-established findings in developmental psychology (Reardon, 2011; Sirin, 2005), less is known about how young, low-income children are influenced by their mothers completing additional education. In this research, longitudinal data from the Head Start Impact Study were used to explore the associations between increases in maternal education and Head…
The Relationship Between Maternal Education and Children's Academic Outcomes: A Theoretical Framework
The importance of maternal education for children's academic outcomes is widely recognized, and yet the multiple potential mechanisms that explain this relationship are underexplored. The authors integrate theories of human, cultural, and social capital with 2 developmental psychology theories-bioecological theory and developmental niche theory-to draw attention to how maternal education may influence children's academic outcomes through a range …
The Palliative Function of System Justification: Concurrent Benefits Versus Longer-Term Costs to Wellbeing
Social dominance and the disassociation between explicit and implicit representations of equality
This study tested whether social dominance orientation (SDO) predicted a conceptual disassociation between explicit (declarative or propositional) attitudes about equality and implicit (automatic or associative) views of how representative New Zealand Europeans and Maori are of the New Zealand nation ( N = 48 Europeans). Explicitly stated attitudes framing equality in terms of procedural justice or meritocratic treatment were positively correlate…
New Zealand = Māori, New Zealand = Bicultural: Ethnic Group Differences in a National Sample of Māori and Europeans
Trajectories of Discrimination Across Adolescence: Associations With Academic, Psychological, and Behavioral Outcomes
The authors explored trajectories of perceived discrimination over a 6-year period (five assessments in 6th-11th grade) in relation to academic, behavioral, and psychological adjustment in 8th and 11th grades. They distinguished discrimination from adults versus peers in addition to overt versus covert discrimination from peers. The sample included 226 African American, White, Dominican, Puerto Rican, and Chinese adolescents (ages 11-12 at Time 1…
The Relationship Between Maternal Education and Children's Academic Outcomes: A Theoretical Framework
The importance of maternal education for children's academic outcomes is widely recognized, and yet the multiple potential mechanisms that explain this relationship are underexplored. The authors integrate theories of human, cultural, and social capital with 2 developmental psychology theories-bioecological theory and developmental niche theory-to draw attention to how maternal education may influence children's academic outcomes through a range …
Increases in maternal education and low-income children’s cognitive and behavioral outcomes
Although the strong link between maternal education and children's outcomes is one of the most well-established findings in developmental psychology (Reardon, 2011; Sirin, 2005), less is known about how young, low-income children are influenced by their mothers completing additional education. In this research, longitudinal data from the Head Start Impact Study were used to explore the associations between increases in maternal education and Head…
The Palliative Function of System Justification: Concurrent Benefits Versus Longer-Term Costs to Wellbeing
New Zealand = Māori, New Zealand = Bicultural: Ethnic Group Differences in a National Sample of Māori and Europeans
Head Start Teachers’ Professional Development, Well‐being, Attitudes, and Practices: Understanding Changes Over Time and Predictive Associations
Highlights The professional development supports available to teachers predicted higher job satisfaction and more math activities. Early care and education teachers’ curriculum support was related to more frequent math activities. Early care and education teachers’ mentoring support predicted more developmentally appropriate attitudes. Many types of professional development were not associated with teachers’ well‐being, attitudes, or practices. T…
Racial/ethnic differences in mothers’ socialization goals for their adolescents
Mothers' socialization goals illustrate both similarities and differences across race/ethnicity. Findings are discussed with reference to how mothers' goals reflect broad cultural orientations as well as the contextual demands of their adolescents' experiences. (PsycINFO Database Record
Social dominance and the disassociation between explicit and implicit representations of equality
This study tested whether social dominance orientation (SDO) predicted a conceptual disassociation between explicit (declarative or propositional) attitudes about equality and implicit (automatic or associative) views of how representative New Zealand Europeans and Maori are of the New Zealand nation ( N = 48 Europeans). Explicitly stated attitudes framing equality in terms of procedural justice or meritocratic treatment were positively correlate…
How accurately can we predict repeat teen pregnancy based on social ecological factors
Many factors at the individual, relationship, family, and community or environmental levels could predict repeat teen pregnancies or births, but research on certain factors is limited. In addition, few studies have examined whether these factors can accurately predict whether teen mothers will have a repeat pregnancy. This study examined theoretically selected predictors of repeat teen pregnancy among 945 pregnant and parenting teens ( M age = 17…
New Zealand = Māori, New Zealand = Bicultural: Ethnic Group Differences in a National Sample of Māori and Europeans
Social dominance and the disassociation between explicit and implicit representations of equality
This study tested whether social dominance orientation (SDO) predicted a conceptual disassociation between explicit (declarative or propositional) attitudes about equality and implicit (automatic or associative) views of how representative New Zealand Europeans and Maori are of the New Zealand nation ( N = 48 Europeans). Explicitly stated attitudes framing equality in terms of procedural justice or meritocratic treatment were positively correlate…
The Palliative Function of System Justification: Concurrent Benefits Versus Longer-Term Costs to Wellbeing
Increases in maternal education and low-income children’s cognitive and behavioral outcomes
Although the strong link between maternal education and children's outcomes is one of the most well-established findings in developmental psychology (Reardon, 2011; Sirin, 2005), less is known about how young, low-income children are influenced by their mothers completing additional education. In this research, longitudinal data from the Head Start Impact Study were used to explore the associations between increases in maternal education and Head…
The Relationship Between Maternal Education and Children's Academic Outcomes: A Theoretical Framework
The importance of maternal education for children's academic outcomes is widely recognized, and yet the multiple potential mechanisms that explain this relationship are underexplored. The authors integrate theories of human, cultural, and social capital with 2 developmental psychology theories-bioecological theory and developmental niche theory-to draw attention to how maternal education may influence children's academic outcomes through a range …
Racial/ethnic differences in mothers’ socialization goals for their adolescents
Mothers' socialization goals illustrate both similarities and differences across race/ethnicity. Findings are discussed with reference to how mothers' goals reflect broad cultural orientations as well as the contextual demands of their adolescents' experiences. (PsycINFO Database Record
Trajectories of Discrimination Across Adolescence: Associations With Academic, Psychological, and Behavioral Outcomes
The authors explored trajectories of perceived discrimination over a 6-year period (five assessments in 6th-11th grade) in relation to academic, behavioral, and psychological adjustment in 8th and 11th grades. They distinguished discrimination from adults versus peers in addition to overt versus covert discrimination from peers. The sample included 226 African American, White, Dominican, Puerto Rican, and Chinese adolescents (ages 11-12 at Time 1…
Understanding alignment in children’s early learning experiences: Policies and practices from across the United States
Head Start Teachers’ Professional Development, Well‐being, Attitudes, and Practices: Understanding Changes Over Time and Predictive Associations
Highlights The professional development supports available to teachers predicted higher job satisfaction and more math activities. Early care and education teachers’ curriculum support was related to more frequent math activities. Early care and education teachers’ mentoring support predicted more developmentally appropriate attitudes. Many types of professional development were not associated with teachers’ well‐being, attitudes, or practices. T…
Nm Grads: Lessons Learned from Implementing a School-Based Program for Young Parents Across New Mexico
Although not based on a rigorous impact or implementation study, this article provides lessons learned from a statewide, school-based program that may be a promising way to serve a large number of expectant and parenting youth and help them overcome challenges for completing high school
Supporting Expectant and Parenting Teens: New Evidence to Inform Future Programming and Research
Until recently, federal programs had not explicitly focused on improving the outcomes of highly vulnerable teen parents. Established in 2010, the Pregnancy Assistance Fund (PAF) aims to improve the health, social, educational, and economic outcomes for expectant and parenting teens and young adults, their children, and their families, through providing grants to states and tribes. This article introduces the Maternal and Child Health Journal supp…
Meeting the Multifaceted Needs of Expectant and Parenting Young Families Through the Pregnancy Assistance Fund
Expectant and parenting teens and young adults in the PAF program demonstrated success in meeting their educational goals and preventing repeat unintended pregnancies. In addition, the staff who implemented the PAF programs learned many lessons for how to enhance programs and services to have the best outcomes for expectant and parenting young families, including creating partnerships to meet the multifaceted needs of teen parents and using evide…
How accurately can we predict repeat teen pregnancy based on social ecological factors
Many factors at the individual, relationship, family, and community or environmental levels could predict repeat teen pregnancies or births, but research on certain factors is limited. In addition, few studies have examined whether these factors can accurately predict whether teen mothers will have a repeat pregnancy. This study examined theoretically selected predictors of repeat teen pregnancy among 945 pregnant and parenting teens ( M age = 17…
Do Early Childhood Environment Rating Scale-3 and Pre-K Classroom Assessment Scoring System Scores Need to Reach Thresholds to Predict Children’s School Readiness
Research Findings: We examined associations between young children’s school readiness and the Early Childhood Environment Rating Scale Third Edition (ECERS-3) and the Pre-K Classroom Assessment Scoring System (Pre-K CLASS), and whether these measures need to reach thresholds to promote children’s outcomes. We only found one significant linear association (of 30) between the ECERS-3 and Pre-K CLASS and children’s outcomes. We only detected three s…
Psychology (12 works) · Developmental psychology (8 works) · Early Childhood Education and Development (8 works) · Medicine (8 works) · Political science (6 works) · Nursing (5 works) · Social Psychology (5 works) · Social Psychology (5 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Medical education (4 works)