Robbie Ross
Assistant Professor

Biography

Dr. Ross studies the development of social-emotional skills in early life and the factors that influence the link between regulatory skills and learning among young children, including individual differences, teacher perceptions, school and community contexts, and children’s self-perceptions of skill. She joined the faculty at Westfield State University in 2024.

Education

  • B.S. Tulane University

  • M.S. University of Oregon

  • Ph.D. University of Oregon

Courses Taught

  • Child Development

  • Educational Psychology

  • Research Methods

  • Statistics for Psychologists

Publications

Selected Recent Peer-Reviewed Publications
*(Student Authors)

Ross, R., & Ascetta, K. (2024). Methodological overlap in early childhood education self-regulation research: An interdisciplinary systematic review. Early Childhood Education Journal. 53, p. 1755-1767.

Guest, J., Ross, R., *Childs, T., Ascetta, K., Curcio, R., Iachini, A., *Griffiths, L. (2024). Embedding social emotional learning from the bottom up in multi-tiered services and supports frameworks. Psychology in the Schools. 1-17.

Iachini, A., *Childs, T., Curcio, R., Ross, R., Ascetta, K., *Ferguson, S., Guest, J. (2023). Building schoolwide readiness for social emotional learning: A feasibility and acceptability study of the ReadySET Intervention. Social Emotional Learning: Research, Practice, and Policy, 2, 100016.

Ross, R. A., Starrett, A., Irvin, M. J. (2022). Examining the relationships between kindergarteners’ demographic characteristics and behavior problems across geographic locale. Early Child Education Journal. p. 1-13.

Brian, A., Starrett, A., Ross, R., *Pennell, A., *Gilbert, E., *Miedema, S., *Casner, C., & Lieberman, L. J. (2021). The Psychometric Properties for the Test of Perceived Physical Competence for Youths with Visual Impairments. Journal of Visual Impairment & Blindness, 115(5), p. 393-402.

Ross, R. A., Baldwin, D. A. (2021). Development and initial validation of a scale measuring young children’s awareness of trait cognitive control. Journal of Cognition and Development, 22(2), p. 203-225.