associate professor, developmental and educational psychology
2001 Ph.D. in Psychology, University of New Hampshire
1998 MA in Psychology, University of New Hampshire
1994 BA in Psychology, University of Colorado at Colorado Springs
Child development within the contexts of family, school, and community poverty; parenting and parent-child relationships; Child self-regulatory processes
CURRENT GRANT-FUNDED RESEARCH PROJECTS
Student support in high-poverty elementary schools and the achievement of immigrant children, funded by the Foundation for Child Development.
Developmental influences of adversity and relationships on midlife physical health,
R01 funded by the National Institute of Aging, PI: Judy Crowell.
The social ecology of the home and first-grade girls' spatial skills and early math strategies, funded by the National Science Foundation, PI: Beth Casey.
Scott, W., Dearing, E. (in press). A longitudinal study of self-efficacy and depressive symptoms in youth of a North American Plains tribe. Development & Psychopathology.
Casey, B., Dearing, E., Vasilyeva, M., Ganley, C., & Tine, M. (2011). Spatial and numerical predictors of measurement performance: The moderating effects of community income and gender. Journal of Educational Psychology, 103, 296-311.
O'Connor, E., Dearing, E., & Collins, B. (2010). Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48, 120-162. DOI: 10.3102/0002831210365008.
Dearing, E., McCartney, K., & Taylor, B. (2009). Does higher-quality early child care promote low-income children's math and reading achievement in middle childhood? Child Development, 80, 1329-1349.
Dearing, E. Wimer, C., Simpkins, S.D., Lund, T., Bouffard, S.M., Caronongan, P., Kreider, H., & Weiss, H.B. (2009). Do neighborhood and home contexts help explain why low-income children miss opportunities to participate in activities outside of school? Developmental Psychology, 45, 1545-1562.
Dearing, E., Kreider, H., & Weiss, H.B. (2008). Increased family involvement in school predicts improved child-teacher relationships and feelings about school for low-income children. Marriage and Family Review, 43, 226-254.
McCartney, K., Dearing, E., Taylor, B.A., & Bub, K. (2007). Quality child care supports the achievement of low-income children: Direct and indirect effects through caregiving and the home environment. Journal of Applied Developmental Psychology, 28, 411-426.
Dearing, E. & Hamilton, L.C. (2006). Contemporary approaches and classic advice for analyzing mediating and moderating viariables. Monographs of the Society for Research in Child Development, 71, 88-104.
Dearing, E., Kreider, H., Simpkins, S., & Weiss, H.B. (2006). Family involvement in school and low-income children's literacy performance: Longitudinal associations between and within families. Journal of Educational Psychology, 98, 653-664.
Dearing, E, McCartney, K., & Taylor, B.A. (2006). Within-child associations between family income and externalizing and internalizing problems. Developmental Psychology, 46, 237-252.