Jennifer K Finders
Biographic Data
| ID | 4420469 |
|---|---|
| NAME | Jennifer K Finders |
| GIVEN NAMES | Jennifer K |
| FAMILY NAME | Finders |
| SIGNATURE | FINDERS J K |
| AFFILIATIONS | Purdue University West Lafayette |
| ORCID | 0000-0001-8368-4302 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Synergistic Relations of Teacher and Parent Burnout and Preschooler’s Social-Emotional Competence and Behavioral Self-Regulation
Research Findings: This study investigated the synergistic relationships between teacher burnout and parent burnout on preschoolers’ social-emotional competence (SEC) and behavioral self-regulation (BSR). We hypothesized that higher teacher burnout would be associated with lower social skills and BSR and higher problem behaviors in the spring. We expected that higher parent burnout would relate to poorer child outcomes. Guided by the dual risk fr…
Strengthening Family-School Partnerships
Research Findings: Family-school partnerships can support young children’s school readiness, especially during transitions, yet little is known about what information families value from educators and how well educators meet these preferences. Through qualitative methods, this study explores communication topics, resource needs, and developmental domains that parents value, as well as educators’ communication practices in center-, home- and minis…
Investigating child care decision-making to understand access among families with low incomes
Associations between Consistent and High-quality Teacher-child Interactions and Preschool Children’s Self-regulation and Activity in the Stress Response System
Research Findings: This study aims to understand the ways in which classroom-level teacher-child interaction quality is predictive of self-regulatory behavior and physiology. Specifically, we examine if high-quality and consistent behavioral and emotional support are related to preschool children’s behavioral self-regulation, inhibitory control, and morning cortisol levels at child care. Fifty-four children within 11 center-based preschool classr…
The effects of a high quality state-run preschool program as rated by a Quality Rating and Improvement System on children's school readiness
Revisiting age- and schooling-related growth in school readiness skills
In the present study, we investigated the relative impact of age- versus schooling-related growth in school readiness skills using four modeling approaches that leverage natural variation in longitudinal data collected within the preschool year. Our goal was to demonstrate the applicability of different analytic techniques that do not rely on assumptions inherent in commonly applied methods (e.g., the school entrance cutoff method, regression dis…
Examining transactional relations between behavioral self-regulation and social-emotional functioning during the transition to kindergarten
The present study examined longitudinal associations between behavioral self-regulation and social-emotional functioning across four waves of measurement during the transition from preschool to kindergarten in a low-income sample. Participants included two cohorts of children (N = 558; 51% male). Children in both cohorts were 4 years old (Cohort 1: M = 4.82 years, SD = .31; Cohort 2: M = 4.80 years, SD = .31). Forty-four percent of children were …
Explaining achievement gaps in kindergarten and third grade
Asset poverty among children
The impact of parenting education on parent and child behaviors
Asset poverty among children
The effects of a high quality state-run preschool program as rated by a Quality Rating and Improvement System on children's school readiness
Explaining achievement gaps in kindergarten and third grade
Revisiting age- and schooling-related growth in school readiness skills
In the present study, we investigated the relative impact of age- versus schooling-related growth in school readiness skills using four modeling approaches that leverage natural variation in longitudinal data collected within the preschool year. Our goal was to demonstrate the applicability of different analytic techniques that do not rely on assumptions inherent in commonly applied methods (e.g., the school entrance cutoff method, regression dis…
Examining transactional relations between behavioral self-regulation and social-emotional functioning during the transition to kindergarten
The present study examined longitudinal associations between behavioral self-regulation and social-emotional functioning across four waves of measurement during the transition from preschool to kindergarten in a low-income sample. Participants included two cohorts of children (N = 558; 51% male). Children in both cohorts were 4 years old (Cohort 1: M = 4.82 years, SD = .31; Cohort 2: M = 4.80 years, SD = .31). Forty-four percent of children were …
The impact of parenting education on parent and child behaviors
Asset poverty among children
Explaining achievement gaps in kindergarten and third grade
Examining transactional relations between behavioral self-regulation and social-emotional functioning during the transition to kindergarten
The present study examined longitudinal associations between behavioral self-regulation and social-emotional functioning across four waves of measurement during the transition from preschool to kindergarten in a low-income sample. Participants included two cohorts of children (N = 558; 51% male). Children in both cohorts were 4 years old (Cohort 1: M = 4.82 years, SD = .31; Cohort 2: M = 4.80 years, SD = .31). Forty-four percent of children were …
Associations between Consistent and High-quality Teacher-child Interactions and Preschool Children’s Self-regulation and Activity in the Stress Response System
Research Findings: This study aims to understand the ways in which classroom-level teacher-child interaction quality is predictive of self-regulatory behavior and physiology. Specifically, we examine if high-quality and consistent behavioral and emotional support are related to preschool children’s behavioral self-regulation, inhibitory control, and morning cortisol levels at child care. Fifty-four children within 11 center-based preschool classr…
The effects of a high quality state-run preschool program as rated by a Quality Rating and Improvement System on children's school readiness
Revisiting age- and schooling-related growth in school readiness skills
In the present study, we investigated the relative impact of age- versus schooling-related growth in school readiness skills using four modeling approaches that leverage natural variation in longitudinal data collected within the preschool year. Our goal was to demonstrate the applicability of different analytic techniques that do not rely on assumptions inherent in commonly applied methods (e.g., the school entrance cutoff method, regression dis…
Investigating child care decision-making to understand access among families with low incomes
Synergistic Relations of Teacher and Parent Burnout and Preschooler’s Social-Emotional Competence and Behavioral Self-Regulation
Research Findings: This study investigated the synergistic relationships between teacher burnout and parent burnout on preschoolers’ social-emotional competence (SEC) and behavioral self-regulation (BSR). We hypothesized that higher teacher burnout would be associated with lower social skills and BSR and higher problem behaviors in the spring. We expected that higher parent burnout would relate to poorer child outcomes. Guided by the dual risk fr…
Strengthening Family-School Partnerships
Research Findings: Family-school partnerships can support young children’s school readiness, especially during transitions, yet little is known about what information families value from educators and how well educators meet these preferences. Through qualitative methods, this study explores communication topics, resource needs, and developmental domains that parents value, as well as educators’ communication practices in center-, home- and minis…
Developmental psychology (7 works) · Early Childhood Education and Development (7 works) · Psychology (7 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Medicine (3 works) · Parental Involvement in Education (3 works) · Child care (2 works) · Educational and Psychological Assessments (2 works) · Environmental health (2 works) · Family and Disability Support Research (2 works)