Maciel Hernandez

2012-2015 Portland State University, Portland, OR, United States 
"Maciel Hernandez"


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Richard W. Robins grad student 2012-2015 Portland State University
 (NIH Diversity Supplement)
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Hernández MM, Safa MD, Kornienko O, et al. (2023) A Person-Centered Analysis of Adolescent Multicultural Socialization Niches and Academic Functioning. Journal of Youth and Adolescence. 52: 2261-2284
Hernández MM, Eisenberg N, Valiente C, et al. (2021) Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher-Student Conflict in Childhood. Early Education and Development. 33: 1-16
Hernández MM, Eisenberg N, Valiente C, et al. (2018) Self-Regulation and Academic Measures Across the Early Elementary School Grades: Examining Longitudinal and Bidirectional Associations. Early Education and Development. 29: 914-938
Hernández MM, Eisenberg N, Valiente C, et al. (2018) Emotions in school and symptoms of psychological maladjustment from kindergarten to first grade. Journal of Experimental Child Psychology. 176: 101-112
Hernández MM, Eisenberg N, Valiente C, et al. (2018) Trajectories of the Expression of Negative Emotion from Kindergarten to First Grade: Associations with Academic Outcomes. Journal of Educational Psychology. 110: 324-337
Hernández MM, Eisenberg N, Valiente C, et al. (2017) Observed Emotions as Predictors of Quality of Kindergartners' Social Relationships. Social Development (Oxford, England). 26: 21-39
Berger RH, Valiente C, Eisenberg N, et al. (2017) Effortful control and school adjustment: The moderating role of classroom chaos. Journal of Applied Developmental Psychology. 53: 108-119
Hernández MM, Eisenberg N, Valiente C, et al. (2017) Bidirectional Associations Between Emotions and School Adjustment. Journal of Personality
Hernández MM, Robins RW, Widaman KF, et al. (2017) Ethnic Pride, Self-Esteem, and School Belonging: A Reciprocal Analysis Over Time. Developmental Psychology
Hernández MM, Valiente C, Eisenberg N, et al. (2017) Elementary Students' Effortful Control and Academic Achievement: The Mediating Role of Teacher-Student Relationship Quality. Early Childhood Research Quarterly. 40: 98-109
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