Hajovsky, Daniel Associate Professor

academic article

• Hajovsky, D. B., & Chesnut, S. R. (2023). A longitudinal examination of parallel growth and reciprocal changes in teacher-student relationships and academic achievement. School Psychology. 
  
• Hajovsky, D. B., Niileksela, C. R., Olsen, S. C., & Sekula, M. K. (2023). Do Cognitive-Achievement Relations Vary by General Ability Level?. Journal of Intelligence.  11(9), 177-177.
  
• Parkin, J. R., Hajovsky, D. B., & Alfonso, V. C. (2023). Evaluating Phonemic Awareness and Orthographic Mapping With the Woodcock-Johnson IV. Journal of Psychoeducational Assessment. 
  
• Hajovsky, D. B., Maki, K. E., Chesnut, S. R., Barrett, C. A., & Burns, M. K. (2022). Specific Learning Disability Identification in an RtI Method: Do Measures of Cognitive Ability Matter?. Learning Disabilities Research and Practice.  37(4), 280-293.
  
• Billeiter, K. B., Froiland, J. M., Allen, J. P., & Hajovsky, D. B. (2022). Neurodiversity and Intelligence: Evaluating the Flynn Effect in Children with Autism Spectrum Disorder. Child Psychiatry and Human Development.  53(5), 919-927.
  
• Caemmerer, J. M., & Hajovsky, D. B. (2022). Reciprocal Relations Between Children's Social and Academic Skills Throughout Elementary School. Journal of Psychoeducational Assessment.  40(6), 761-776.
  
• Hajovsky, D. B., Caemmerer, J. M., & Mason, B. A. (2022). Gender differences in children's social skills growth trajectories. Applied Developmental Science.  26(3), 488-503.
  
• Hajovsky, D. B., & Chesnut, S. R. (2022). Examination of differential effects of cognitive abilities on reading and mathematics achievement across race and ethnicity: Evidence with the WJ IV. Journal of School Psychology.  93, 1-27.
  
• Barrett, C. A., Burns, M. K., Maki, K. E., Clinkscales, A., Hajovsky, D. B., & Spear, S. E. (2022). Language used in school psychological evaluation reports as predictors of SLD identification within a response to intervention model. School Psychology.  37(2), 107-118.
  
• Reynolds, M. R., Hajovsky, D. B., & Caemmerer, J. M. (2022). The sexes do not differ in general intelligence, but they do in some specifics. Intelligence.  92, 101651-101651.
  
• Chesnut, S. R., & Hajovsky, D. B. (2021). Measuring Preservice Teachers' Anticipated Teacher-Student Relationship Quality. 39(8), 915-929.
  
• Hajovsky, D. B., Chesnut, S. R., Helbig, K. A., & Goranowski, S. M. (2021). On the Examination of Longitudinal Trends Between Teacher-Student Relationship Quality and Social Skills During Elementary School. SCHOOL PSYCHOLOGY REVIEW.  1-17.
  
• Burns, M. K., Barrett, C. A., Maki, K. E., Hajovsky, D. B., Duesenberg, M. D., & Romero, M. E. (2020). Recommendations in School Psychological Evaluation Reports for Academic Deficits: Frequency, Types, and Consistency with Student Data. 24(4), 478-487.
  
• Lewno-Dumdie, B., & Hajovsky, D. B (2020). Do Global Ability Composites Differentially Predict Academic Achievement Across Gender?. Journal of Psychoeducational Assessment.  38(6), 706-723.
  
• Hajovsky, D. B., Villeneuve, E. F., Schneider, W. J., & Caemmerer, J. M. (2020). An Alternative Approach to Cognitive and Achievement Relations Research: An Introduction to Quantile Regression. 6(2), 83-95.
  
• Lewno-Dumdie, B. M., Mason, B. A., Hajovsky, D. B., & Villeneuve, E. F. (2020). Student-Report Measures of School Climate: A Dimensional Review. School Mental Health.  12(1), 1-21.
  
• Maki, K. E., Barrett, C. A., Hajovsky, D. B., & Burns, M. K. (2020). An examination of the relationships between specific learning disabilities identification and growth rate, achievement, cognitive ability, and student demographics. School Psychology.  35(5), 343-352.
  
• Hajovsky, D. B., Chesnut, S. R., & Jensen, K. M. (2020). The role of teachers' self-efficacy beliefs in the development of teacher-student relationships. Journal of School Psychology.  82, 141-158.
  
• Hajovsky, D. B., Oyen, K. A., Chesnut, S. R., & Curtin, S. J. (2020). Teacher-student relationship quality and math achievement: The mediating role of teacher self-efficacy. 57(1), 111-134.
  
• Hajovsky, D. B., & Reynolds, M. R (2019). Prior Individual Risk Behavior Predicts Subsequent Individual and Peer Risk Behavior: A Longitudinal Examination From Fifth to Ninth Grade. Canadian Journal of School Psychology.  34(4), 283-299.
  
• Hajovsky, D. B., Niileksela, C. R., Villeneuve, E. F., & Reynolds, M. R. (2019). Gender Matters in Neuropsychological Assessment of Child and Adolescent Writing Skill. 5(3), 103-118.
  
• Villeneuve, E. F., Hajovsky, D. B., Mason, B. A., & Lewno, B. M. (2019). Cognitive ability and math computation developmental relations with math problem solving: An integrated, multigroup approach. School Psychology.  34(1), 96-108.
  
• Hajovsky, D. B., Villeneuve, E. F., Mason, B. A., & De Jong, D. A. (2018). A Quantile Regression Analysis of Cognitive Ability and Spelling Predictors of Written Expression: Evidence of Gender, Age, and Skill Level Moderation. SCHOOL PSYCHOLOGY REVIEW.  47(3), 291-315.
  
• Hajovsky, D. B., Villeneuve, E. F., Reynolds, M. R., Niileksela, C. R., Mason, B. A., & Shudak, N. J. (2018). Cognitive ability influences on written expression: Evidence for developmental and sex-based differences in school-age children. Journal of School Psychology.  67, 104-118.
  
• Mason, B. A., Hajovsky, D. B., McCune, L. A., & Turek, J. J. (2017). Conflict, Closeness, and Academic Skills: A Longitudinal Examination of the Teacher-Student Relationship. SCHOOL PSYCHOLOGY REVIEW.  46(2), 177-189.
  
• Hajovsky, D. B., Mason, B. A., & McCune, L. A. (2017). Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences. Journal of School Psychology.  63, 119-133.
  
• Reynolds, M. R., Hajovsky, D. B., Pace, J. R., & Niileksela, C. R. (2016). What Does the Shipley-2 Measure for Children and Adolescents? Integrated and Conjoint Confirmatory Factor Analysis With the WISC-IV. Assessment.  23(1), 23-41.
  
• Scheiber, C., Reynolds, M. R., Hajovsky, D. B., & Kaufman, A. S. (2015). GENDER DIFFERENCES IN ACHIEVEMENT IN A LARGE, NATIONALLY REPRESENTATIVE SAMPLE OF CHILDREN AND ADOLESCENTS. Psychology in the Schools.  52(4), 335-348.
  
• Reynolds, M. R., Scheiber, C., Hajovsky, D. B., Schwartz, B., & Kaufman, A. S. (2015). Gender Differences in Academic Achievement: Is Writing an Exception to the Gender Similarities Hypothesis?. The Journal of Genetic Psychology: Research and Theory on Human Development.  176(3-4), 211-234.
  
• Hajovsky, D., Reynolds, M. R., Floyd, R. G., Turek, J. J., & Keith, T. Z. (2014). A Multigroup Investigation of Latent Cognitive Abilities and Reading Achievement Relations. 43(4), 385-406.
  
• Hajovsky, D., Reynolds, M. R., Floyd, R. G., Turek, J. J., & Keith, T. Z. (2014). A Multigroup Investigation of Latent Cognitive Abilities and Reading Achievement Relations. SCHOOL PSYCHOLOGY REVIEW.  43(4), 385-406.
  
• Reynolds, M. R., Keith, T. Z., Hajovsky, D. B., & Niileksela, C. R. (2011). Spearman's Law of Diminishing Returns and the DAS-II: Do g Effects on Subtest Scores Depend on the Level of g?. 26(4), 275-289.