Hyun‐Joo Jeon

Biographic Data

ID	6672694
NAME	Hyun‐Joo Jeon
GIVEN NAMES	Hyun‐Joo
FAMILY NAME	Jeon
SIGNATURE	JEON H J
AFFILIATIONS	University of Nevada, Reno
ORCID	0000-0001-6243-4881
VERIFIED	Yes
TOTAL WORKS	10
TOTAL CITATIONS	6
WORKS AS AUTHOR	10
WORKS AS EDITOR	0
FIRST PUBLICATION YEAR	2007
LATEST PUBLICATION YEAR	2026
H-INDEX	2

Balancing Job Demands and Resources
Open AccessHyun‐Joo Jeon, Jamie Decoster et al.ARTICLEEarly Childhood Education Journal2026
Early childhood education and early childhood special education teachers’ perceived stress, burnout, and depressive symptoms
Open AccessHyun-Joo Jeon, Hyun‐Joo Jeon et al.ARTICLEChildren and Youth Services Review2024References: 98
The current study examines the relationships between teachers' job-demands and resources, perceived stress, job burnout, and depressive symptoms through an online survey administered to early childhood education (ECE: n = 143) and early childhood special education (ECSE: n = 121) teachers in a western state of the United States. Results showed no difference between ECE and ECSE teachers in their levels of job-demands, resources, perceived stress,…
Profiles of Mother-Infant risk in a nationally representative sample
Open AccessJennifer A Mortensen, Hyun-Joo Jeon et al.ARTICLEChildren and Youth Services Review2023References: 81
Early Childhood Special Education Teachers’ Job Burnout and Psychological Stress
Hyun‐Joo Jeon, Lindsay Diamond et al.ARTICLEEarly Education and Development2022
Research findings: All teachers have demanding jobs and work with limited resources. However, working with young children with disabilities may place additional demands on early childhood special education (ECSE) teachers which may impact their well-being. Using the Job Demands and Resources model, the present study aimed to predict ECSE teachers' job burnout and psychological stress by using their job demands, job resources, and professional int…
Relations among home visit quality, parent-child interactions, and children’s outcomes
Open AccessKere Hughes‐Belding, Kere Hughes-Belding et al.ARTICLEChildren and Youth Services Review2022Cited by: 2References: 38
The school-level standardized testing policy and math achievement in primary grades
Open AccessHaesung Im, Kyong-Ah Kwon et al.ARTICLEStudies In Educational Evaluation2020
Associations between parental involvement and school readiness for children enrolled in Head Start and other early education programs
Open AccessHyun-Joo Jeon, Hyun‐Joo Jeon et al.ARTICLEChildren and Youth Services Review2020Cited by: 2References: 52
Links among Coparenting Quality, Parental Gentle Guidance, and Toddlers' Social Emotional Competencies
Kyong-Ah Kwon, Kyong‐Ah Kwon et al.ARTICLEJournal of Family Studies2013
Links among coparenting quality, parental gentle guidance, and toddlers’ social emotional competencies
Kyong-Ah Kwon, Kyong‐Ah Kwon et al.ARTICLEJournal of Family Studies2013Cited by: 2References: 5
The present study examined three hypothesized models that describe associations among coparenting quality (as perceived by both parents), parents’ gentle guidance, and toddlers’ social emotional competencies: (a) direct associations; (b) mediational associations (coparenting quality is associated with toddlers’ social emotional competencies through individual parents’ gentle guidance); and (c) moderational associations (co-parenting quality moder…
Teachers' Education, Classroom Quality, and Young Children's Academic Skills
Open AccessDiane Early, Diane M Early et al.ARTICLEChild Development2007
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory assoc…