Publications - Publicaciones

Publications - Publicaciones

Click here for infographic summaries of select publications.

Peer-Reviewed Publications

  • Hernández, M. M., Kornienko, O., Figueroa, J. M.*, Coker, M.*, Paredes, K.*, Toth, C.*, Carrillo, J. P.*, Rogers, A. A., & Ha, T. (in press). Identifying culturally relevant school support profiles and links to academic functioning in adolescents. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-024-02098-0
  • Kornienko, O., Umaña-Taylor, A. J., Hernández, M. M., & Ha, T. (in press). Friendship network and school socialization correlates of adolescent ethnic-racial identity development. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-024-02052-0
  • Eisenberg, N., Hernández, M. M., Zuffianò, A., & Spinrad, T. L. (2024). The relevance of top-down self-regulation for children’s and adolescents’ developmental outcomes. Current Opinion in Psychology, 58, 101847, https://doi.org/10.1016/j.copsyc.2024.101847
  • Hernández, M. M.*, Safa, M. D.*, Kornienko, O., Rogers, A. A., & Ha, T. A person-centered analysis of adolescent multicultural socialization niches and academic functioning. (in press). Journal of Youth and Adolescence. doi: 10.1007/s10964-023-01828-0
  • Hernández, M. M., Eisenberg, N., Valiente, C., Spinrad, T. L., Berger, R. H., Johns, S. K., Diaz, A., Gal-Szabo, D. E., Thompson, M. S., Southworth, J., & Pina, A. A. (in press). Peers’ emotionality and children’s academic achievement in second grade: Testing the moderating role of children’s behavioral self-regulation. Social Development. doi: 10.1111/sode.12657
  • Li, L., Valiente, C., Eisenberg, N., Spinrad, T. L., Johns, S. K., Berger, R. H., Thompson, M. S., Southworth, J., Pina, A. A., Hernández, M. M. & Gal-Szabo, D. E. (2022). Longitudinal associations among teacher–child relationship quality, behavioral engagement, and academic achievement. Early Childhood Research Quarterly, 61, 25-35. doi: 10.1016/j.ecresq.2022.05.006
  • Li, L., Valiente, C., Eisenberg, N., Spinrad, T. L., Johns, S. K., Berger, R. H., Thompson, M. S., Southworth, J., Pina, A. A., Hernández, M. M., & Gal-Szabo, D. E. (2022). Longitudinal relations between behavioral engagement and academic achievement: The moderating roles of socio-economic status and early achievement. Journal of School Psychology, 94, 15-27. doi: 10.1016/j.jsp.2022.08.001
  • Hernández, M. M., Taylor, Z. E., & Jones, B. L. (in press). Fostering academic competence in Latinx youth: The role of cultural values and parenting behaviors. Journal of Social and Personal Relationships. doi: 10.1177/02654075221095054
  • Hernández, M. M., Eisenberg, N., Valiente, C., Spinrad, T. L., Johns, S. K., Berger, R. H., Diaz, A., Silva, K. M., Thompson, M. S., Gal-Szabo, D. E., & Southworth, J. (2022). Effortful control and extensive observations of negative emotion as joint predictors of teacher–student conflict in childhood. Early Education and Development, 33, 1-16. doi: 10.1080/10409289.2020.1857169
  • Wang, W., Valiente, C., Eisenberg, N., Spinrad, T. L., Johns, S. K., Berger, R. H., Thompson, M. M., Pina, A., A., Hernández, M. M., & Southworth, J. (2022). The interaction between parental warmth and the teacher-student relationship predicts changes in early elementary children's problem behaviors. Social Development, 31, 248-262. doi: 10.1111/sode.12544
  • Hernández, M. M., Valiente, C., Eisenberg, N., Spinrad, T. L., Berger, R. H., Johns, S. K., Gal-Szabo, D. E., Diaz, A., Thompson, M. S., Southworth, J., & Pina, A. A. (2021). Do peer and child temperament jointly predict student–teacher conflict and closeness? Journal of Applied Developmental Psychology, 76, 101319. doi: 10.1016/j.appdev.2021.101319
  • Berger, R. H., Diaz, A., Valiente, C., Eisenberg, N., Spinrad, T. L., Doane Sampey, L., Thompson, M., Hernández, M. M., Johns, S. K., & Southworth, J. (2019). The association between home chaos and academic achievement: The moderating role of sleep. Journal of Family Psychology, 33, 975-981. doi: 10.1037/fam0000535
  • Johns, S. K., Valiente, C., Eisenberg, N., Spinrad, T. L., Hernández, M. M., Southworth, J., Berger, R. H., Thompson, M. S., Silva, K. M., & Pina, A. A. (2019). Prediction of children’s early academic adjustment from their temperament: The moderating role of peer temperament. Journal of Educational Psychology, 111, 542-555. doi: 10.1037/edu0000288
  • Hernández, M. M., Eisenberg, N., Valiente, C., Spinrad, T. L., Berger, R. H., Johns, S. K., Silva, K. M., Southworth, J., & Thompson, M. S. (2018). Emotions in school and psychological maladjustment from kindergarten to first grade. Journal of Experimental Child Psychology, 176, 101-112. doi: 10.1016/j.jecp.2018.07.010
  • Hernández, M. M., Eisenberg, N., Valiente, C., Spinrad, T. L., Johns, S. K., Berger, R. H., Silva, K. M., Diaz, A., Gal-Szabo, D. E., Thompson, M. S., & Southworth, J. (2018). Self-regulation and academic achievement across the early elementary school grades: Examining longitudinal and bidirectional associations. Early Education and Development, 29, 914-938. doi: 10.1080/10409289.2018.1496722
  • Berger, R. H., Diaz, A., Valiente, C., Eisenberg, N., Spinrad, T. L., Thompson, M. S., Hernández, M. M., VanSchyndel, S. K., & Southworth, J. (2018). Sleep duration moderates the association between children’s temperament and academic achievement. Early Education and Development, 29, 624-640. doi: 10.1080/10409289.2017.1404884
  • Hernández, M. M., Eisenberg, N., Valiente, C., Thompson, M. S., Spinrad, T. L., Grimm, K. J., VanSchyndel, S. K., Berger, R. H., Silva, K. M., Pina, A. A., Southworth, J., & Gal, D. E. (2018). Trajectories of the expression of negative emotion from kindergarten to first grade: Associations with academic outcomes. Journal of Educational Psychology, 110, 324-337. doi: 10.1037/edu0000213
  • Hernández, M. M., Eisenberg, N., Valiente, C., Spinrad, T. L., Berger, R. H., VanSchyndel, S. K., Thompson, M. S., Southworth, J., & Silva, K. M. (2018). Balance in positive emotional expressivity across school contexts relates to kindergarteners’ adjustment. Early Education and Development, 29, 1-13. doi: 10.1080/10409289.2017.1364946
  • Hernández, M. M., Robins, R. W., Widaman, K. F., & Conger, R. D. (2017). Ethnic pride, self-esteem, and school belonging: A reciprocal analysis over time. Developmental Psychology, 53, 2384-2396. doi: 10.1037/dev0000434
  • Berger, R. H., Valiente, C., Eisenberg, N., Hernández, M. M., Thompson, M. S., Spinrad, T. L., VanSchyndel, S. K., Silva, K. M., & Southworth, J. (2017). Effortful control and school adjustment: The moderating role of classroom chaos. Journal of Applied Developmental Psychology, 53, 108-119. doi: 10.1016/j.appdev.2017.10.001
  • Hernández, M. M., Eisenberg, N., Valiente, C., Spinrad, T. L., Berger, R. H., VanSchyndel, S. K., Silva, K. M., Diaz, A., Thompson, M. S., Gal, D. E., & Southworth, J. (2017). Bidirectional associations between emotions and school adjustment. Journal of Personality, 86, 853-867. doi: 10.1111/jopy.12361
  • Hernández, M. M., Valiente, C., Eisenberg, N., Berger, R. H., Spinrad, T. L., VanSchyndel, S. K., Silva, K. M., Southworth, J., & Thompson, M. S. (2017). Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality. Early Childhood Research Quarterly, 40, 98-109. doi: 10.1016/j.ecresq.2016.10.004
  • Diaz, A., Eisenberg, N., Valiente, C., VanSchyndel, S. K., Spinrad, T. L., Berger, R. H., Hernández, M. M., Silva, K. M., & Southworth, J. (2017). Relations of positive and negative expressivity and effortful control to kindergarteners’ student–teacher relationship, academic engagement, and externalizing problems at school. Journal of Research in Personality, 67, 3-14. doi: 10.1016/j.jrp.2015.11.002
  • Hernández, M. M., Eisenberg, N., Valiente, C., Spinrad, T. L., VanSchyndel, S. K., Diaz, A., Silva, K. M., Berger, R. H., & Southworth, J. (2017). Observed emotions as predictors of quality of kindergarteners’ social relationships. Social Development, 26, 21–39. doi: 10.1111/sode.12179
  • Hernández, M. M., Eisenberg, N., Valiente, C., Diaz, A., VanSchyndel, S. K., Berger, R. H., Terrell, N., Silva, K. M., Spinrad, T. L., & Southworth, J. (2017). Concurrent and longitudinal associations of peers’ acceptance with emotions and effortful control in kindergarten. International Journal of Behavioral Development, 41, 30–40. doi: 10.1177/0165025415608519
  • Castro-Schilo, L., Ferrer, E., Hernández, M. M., & Conger, R. D. (2016). Developmental outcomes of school attachment among students of Mexican origin. Journal of Research on Adolescence, 26, 753–768. doi: 10.1111/jora.12223
  • Hernández, M. M., & Bámaca-Colbert, M. Y. (2016). A behavioral process model of familism. Journal of Family Theory and Review, 8, 463–483. doi: 10.1111/jftr.12166
  • Hernández, M. M., Eisenberg, N., Valiente, C., VanSchyndel, S. K., Spinrad, T. L., Silva, K. M., Berger, R. H., Diaz, A., Terrell, N., Thompson, M. S., & Southworth, J. (2016). Emotional expression in school context, social relationships, and academic adjustment in kindergarten. Emotion, 16, 553-566. doi: 10.1037/emo0000147
  • Hernández, M. M., Robins, R. W., Widaman, K. F., & Conger, R. D. (2016). School belonging, generational status, and socioeconomic status effects on Mexican-origin children’s later academic competence and expectations. Journal of Research on Adolescence, 26, 241–256. doi: 10.1111/jora.12188
  • Hernández, M. M., Eisenberg, N., Valiente, C., Spinrad, T. L., VanSchyndel, S. K., Diaz, A., Berger, R. H., Silva, K. M., Southworth, J., & Pina, A. A. (2015). Observed emotion frequency versus intensity as predictors of socioemotional maladjustment. Emotion, 15, 699–704. doi: 10.1037/emo0000099
  • Hernández, M. M., Conger, R. D., Robins, R. W., Bacher, K. B., & Widaman, K. F. (2014). Cultural socialization and ethnic pride among Mexican-origin adolescents during the transition to middle school. Child Development, 85, 695–708. doi: 10.1111/cdev.12167

* Equally-contributing authors.

Book Chapters

  • Liew, J., Valiente, C., Hernández, M. M., & Abera, D. (2019). Self-regulation and reactivity, school-based relationships, and school engagement and achievement. In D. Whitebread, V. Grau, K. Kumpulainen, M. M. McClelland, N. E. Perry, & D. Pino-Pasternak (Eds.), The SAGE Handbook of Developmental Psychology and Early Childhood Education. UK: University of Cambridge. 
  • Tackett, J. L., Hernández, M. M., & Eisenberg, N. (2019). Agreeableness. In D. McAdams, R. L. Shiner, & J. L. Tackett (Eds.), The handbook of personality development, pp. 171-185. New York, NY: Guilford. 
  • Eisenberg, N. & Hernández, M. M. (2018). Connections between emotions and the social world: Numerous and complex. In A. S. Fox, R. C. Lapate, A. J. Shackman, & R. J. Davidson. (Eds.), The nature of emotion: Fundamental questions. (2nd ed.), pp. 213-217. New York, NY: Oxford University Press. 
  • Eisenberg, N., Hernández, M. M., & Spinrad, T. L. (2017). The relation of self-regulation to children’s externalizing and internalizing problems. In C. A. Essau, S. S. Leblanc, & T. H. Ollendick (Eds.), Emotion regulation and psychopathology in children and adolescents (pp. 18-42). UK: Oxford University Press.