Anjolii Diaz
Biographic Data
| ID | 5186342 |
|---|---|
| NAME | Anjolii Diaz |
| GIVEN NAMES | Anjolii |
| FAMILY NAME | Diaz |
| SIGNATURE | DÍAZ A |
| AFFILIATIONS | Ball State University |
| ORCID | 0000-0002-3912-8007 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The role of peer social support in marginalization and social anxiety among adolescents in Burmese American refugee communities
Purpose This study investigates how acculturation strategies (separation, marginalization, assimilation and integration) relate to social anxiety among adolescents in Burmese American refugee communities. It also examines whether peer support moderates these relationships. This study aims to identify social and cultural factors that contribute to or protect against anxiety in this underserved population, informing targeted, culturally responsive …
Lessons for a Covid ‐19 era
Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher–Student Conflict in Childhood
Studies with extensive observations of real-life emotions at school are rare but might be especially useful for predicting school-related outcomes. This study evaluated observations of negative emotion expressivity in lunch and recreation settings across kindergarten, first grade, and second grade (N = 301), kindergarten teachers’ reports of children’s effortful control, and kindergarten and second grade teachers’ reports of their perceived confl…
Peers’ emotionality and children's academic achievement in second grade
Although there is interest in the role of peers in children's schooling experiences, few researchers have examined associations and related underlying processes between peers' emotionality, an aspect of temperament, and children's academic achievement. This study evaluated whether target children's ( N = 260) own self-regulation, assessed with two behavioral measures, served a moderating function for associations between peers' emotionality and c…
Social support and resilience among Burmese adolescent refugees
Bidirectional associations between emotions and school adjustment
OBJECTIVE: We examined the relations of children's (N = 301) observed expression of negative and positive emotion in classes or nonclassroom school contexts (i.e., lunch and recess) to school adjustment from kindergarten to first grade. METHOD: Naturalistic observations of children's emotional expressivity were collected, as were teachers' reports of children's school engagement and relationship quality with teachers and peers. RESULTS: In longit…
Relations of positive and negative expressivity and effortful control to kindergarteners’ student–teacher relationship, academic engagement, and externalizing problems at school
Emotional expression in school context, social relationships, and academic adjustment in kindergarten
This study evaluated direct relations of both kindergarteners' (N = 301) naturalistically observed emotion in 2 different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When co…
Observed Emotions as Predictors of Quality of Kindergartners’ Social Relationships
This study evaluated whether positive and anger emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted social relationships among kindergarteners ( N = 301). Emotions were observed as naturally occurring at school in the fall term and multiple reporters (peers and teachers) provided information on quality of relationships with children in the spr…
Observed emotion frequency versus intensity as predictors of socioemotional maladjustment
The purpose of this study was to assess whether observed emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted kindergartners' (N = 301) internalizing and externalizing problems. Analyses were tested in a structural equation modeling (SEM) framework with data from multireporters (reports of problem behaviors from teachers and parents) and natura…
Observed emotion frequency versus intensity as predictors of socioemotional maladjustment
The purpose of this study was to assess whether observed emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted kindergartners' (N = 301) internalizing and externalizing problems. Analyses were tested in a structural equation modeling (SEM) framework with data from multireporters (reports of problem behaviors from teachers and parents) and natura…
Emotional expression in school context, social relationships, and academic adjustment in kindergarten
This study evaluated direct relations of both kindergarteners' (N = 301) naturalistically observed emotion in 2 different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When co…
Observed Emotions as Predictors of Quality of Kindergartners’ Social Relationships
This study evaluated whether positive and anger emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted social relationships among kindergarteners ( N = 301). Emotions were observed as naturally occurring at school in the fall term and multiple reporters (peers and teachers) provided information on quality of relationships with children in the spr…
Relations of positive and negative expressivity and effortful control to kindergarteners’ student–teacher relationship, academic engagement, and externalizing problems at school
Bidirectional associations between emotions and school adjustment
OBJECTIVE: We examined the relations of children's (N = 301) observed expression of negative and positive emotion in classes or nonclassroom school contexts (i.e., lunch and recess) to school adjustment from kindergarten to first grade. METHOD: Naturalistic observations of children's emotional expressivity were collected, as were teachers' reports of children's school engagement and relationship quality with teachers and peers. RESULTS: In longit…
Lessons for a Covid ‐19 era
Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher–Student Conflict in Childhood
Studies with extensive observations of real-life emotions at school are rare but might be especially useful for predicting school-related outcomes. This study evaluated observations of negative emotion expressivity in lunch and recreation settings across kindergarten, first grade, and second grade (N = 301), kindergarten teachers’ reports of children’s effortful control, and kindergarten and second grade teachers’ reports of their perceived confl…
Peers’ emotionality and children's academic achievement in second grade
Although there is interest in the role of peers in children's schooling experiences, few researchers have examined associations and related underlying processes between peers' emotionality, an aspect of temperament, and children's academic achievement. This study evaluated whether target children's ( N = 260) own self-regulation, assessed with two behavioral measures, served a moderating function for associations between peers' emotionality and c…
Social support and resilience among Burmese adolescent refugees
The role of peer social support in marginalization and social anxiety among adolescents in Burmese American refugee communities
Purpose This study investigates how acculturation strategies (separation, marginalization, assimilation and integration) relate to social anxiety among adolescents in Burmese American refugee communities. It also examines whether peer support moderates these relationships. This study aims to identify social and cultural factors that contribute to or protect against anxiety in this underserved population, informing targeted, culturally responsive …
Psychology (9 works) · Developmental psychology (8 works) · Child and Adolescent Psychosocial and Emotional Development (7 works) · Early Childhood Education and Development (7 works) · Social Psychology (6 works) · Expressivity (3 works) · Prosocial behavior (3 works) · Social Psychology (3 works) · Academic achievement (2 works) · Anger (2 works)