Jodi Swanson
Assistant Teaching Professor,
The Sanford School
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Phone: 480-965-6978
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Sanford School of Social and Family Dynamics 951 S. Cady Mall TEMPE, AZ 85281
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Mail code: 7203Campus: Tempe
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Long Bio
Jodi Swanson is an associate teaching professor in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University. Her research areas include children's positive emotional, social, and academic development; self-regulation (e.g., effortful control, executive functions, emotion management); parents' and teachers' socialization of self-regulation; and social and academic classroom dynamics in early schooling. She teaches social science research and statistical methods, human development and relationships across the lifespan, and family processes.
Education
- Ph.D. Family and Human Development (Collateral area: Statistics), Arizona State University
- M.S. Family and Human Development, Arizona State University
- B.A. Psychology; English (Writing Emphasis), Western Kentucky University
Publications
- Swanson, J., Pratt, M. E. Starting school successfully series, Part 1 of 3: Healthy development during the pre-kindergarten year. Raising Arizona Kids Magazine (2015).
- Eggum-Wilkens, N. D., Valiente, C., Swanson, J., Lemery-Chalfant, K. Children's shyness, popularity, school liking, cooperative participation, and internalizing problems in the early school years. Early Childhood Research Quarterly (2014).
- Swanson, J., Abry, T. Encourage children’s critical thinking – it’s science!. Raising Arizona Kids Magazine (2014).
- Swanson, J., Abry, T., Duggan, M. A. What is The Kindergarten Project?. Raising Arizona Kids Magazine (2014).
- Swanson, J., Duggan, M. A. An attitude of gratitude: Lifelong health benefits of thankfulness. Raising Arizona Kids Magazine (2014).
- Swanson, J., Valiente, C., Lemery-Chalfant, K., Bradley, R. H., Eggum-Wilkens, N. D. Longitudinal relations between parents' reactions to children's negative emotions, effortful control, and math achievement in early elementary school. Child Development (2014).
- Valiente, C., Swanson, J., Lemery-Chalfant, K., Berger, R. H. Children’s effortful control and academic achievement: Do peer victimization and classroom participation operate as mediators?. Journal of School Psychology (2014).
- Jahromi, L. B., Bryce, C. I., Swanson, J. The importance of self-regulation for the academic and peer engagement of children with high-functioning autism. Research in Autism Spectrum Disorders (2013).
- Swanson, J., Duggan, M. A. Snap! How in-the-moment reactions affect children. Raising Arizona Kids Magazine (2013).
- Swanson, J., Valiente, C., Lemery-Chalfant, K. Predicting academic achievement from cumulative home risk: The mediating roles of effortful control, academic relationships, and school avoidance. Merill-Palmer Quarterly (2012).
- Valiente, C., Swanson, J., Eisenberg, N. Linking students' emotions and academic achievement: When and why emotions matter. Child Development Perspectives (2012).
- Valiente, C., Swanson, J., Lemery-Chalfant, K. Kindergartners' temperament and classroom engagement: Moderation by effortful control. Social Development (2012).
- Swanson, J., Valiente, C., Lemery-Chalfant, K., & O'Brien, T. C. Predicting early adolescents' academic achievement, social competence, and physical health from parenting, ego resilience, and engagement coping. The Journal of Early Adolescence (2011).
Research Activity
- Swanson,Jodi Michelle*, Abry,Tashia. Jumpstart for Young Children Inc. JUMPSTART(1/1/2015 - 8/31/2015).
Courses
2025 Spring
| Course Number | Course Title |
|---|---|
| CDE 312 | Adolescence |
| CDE 312 | Adolescence |
| SOC 312 | Adolescence |
| SOC 312 | Adolescence |
| CDE 430 | Infant & Toddler Dev in Family |
| CDE 430 | Infant & Toddler Dev in Family |
| CDE 312 | Adolescence |
| CDE 312 | Adolescence |
| SOC 312 | Adolescence |
| SOC 312 | Adolescence |
| CDE 414 | School-Aged Child: Development |
| CDE 414 | School-Aged Child: Development |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
2024 Fall
| Course Number | Course Title |
|---|---|
| CDE 430 | Infant & Toddler Dev in Family |
| CDE 430 | Infant & Toddler Dev in Family |
| SOC 391 | Applied Research Methods |
| FAS 361 | Applied Research Methods |
| SOC 312 | Adolescence |
| SOC 312 | Adolescence |
| CDE 312 | Adolescence |
| CDE 312 | Adolescence |
| CDE 414 | School-Aged Child: Development |
| CDE 414 | School-Aged Child: Development |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
2024 Summer
| Course Number | Course Title |
|---|---|
| FAS 301 | Introduction to Parenting |
| FAS 598 | Special Topics |
| FAS 301 | Introduction to Parenting |
| FAS 499 | Individualized Instruction |
2024 Spring
| Course Number | Course Title |
|---|---|
| CDE 312 | Adolescence |
| CDE 312 | Adolescence |
| SOC 312 | Adolescence |
| SOC 312 | Adolescence |
| CDE 430 | Infant & Toddler Dev in Family |
| CDE 430 | Infant & Toddler Dev in Family |
| CDE 312 | Adolescence |
| CDE 312 | Adolescence |
| SOC 312 | Adolescence |
| SOC 312 | Adolescence |
| CDE 414 | School-Aged Child: Development |
| CDE 414 | School-Aged Child: Development |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
2023 Fall
| Course Number | Course Title |
|---|---|
| CDE 430 | Infant & Toddler Dev in Family |
| CDE 430 | Infant & Toddler Dev in Family |
| SOC 391 | Applied Research Methods |
| FAS 361 | Applied Research Methods |
| FAS 591 | Seminar |
| SOC 591 | Seminar |
| SOC 312 | Adolescence |
| SOC 312 | Adolescence |
| CDE 312 | Adolescence |
| CDE 312 | Adolescence |
| CDE 414 | School-Aged Child: Development |
| CDE 414 | School-Aged Child: Development |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
2023 Summer
| Course Number | Course Title |
|---|---|
| FAS 301 | Introduction to Parenting |
| FAS 598 | Special Topics |
| FAS 301 | Introduction to Parenting |
| FAS 499 | Individualized Instruction |
2023 Spring
| Course Number | Course Title |
|---|---|
| CDE 312 | Adolescence |
| CDE 312 | Adolescence |
| SOC 312 | Adolescence |
| SOC 312 | Adolescence |
| CDE 430 | Infant & Toddler Dev in Family |
| CDE 430 | Infant & Toddler Dev in Family |
| SOC 391 | Applied Research Methods |
| SOC 391 | Applied Research Methods |
| FAS 361 | Applied Research Methods |
| FAS 361 | Applied Research Methods |
| CDE 414 | School-Aged Child: Development |
| CDE 414 | School-Aged Child: Development |
| FAS 591 | Seminar |
| FAS 591 | Seminar |
| SOC 591 | Seminar |
| SOC 591 | Seminar |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 390 | Supervised Research Experience |
2022 Fall
| Course Number | Course Title |
|---|---|
| SOC 391 | Applied Research Methods |
| FAS 361 | Applied Research Methods |
| FAS 591 | Seminar |
| SOC 591 | Seminar |
| SOC 312 | Adolescence |
| SOC 312 | Adolescence |
| CDE 312 | Adolescence |
| CDE 312 | Adolescence |
| SOC 312 | Adolescence |
| SOC 312 | Adolescence |
| CDE 312 | Adolescence |
| CDE 312 | Adolescence |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| CDE 414 | School-Aged Child: Development |
| CDE 414 | School-Aged Child: Development |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 390 | Supervised Research Experience |
| FAS 390 | Supervised Research Experience |
| SOC 499 | Individualized Instruction |
2022 Summer
| Course Number | Course Title |
|---|---|
| FAS 301 | Introduction to Parenting |
| FAS 598 | Special Topics |
| FAS 301 | Introduction to Parenting |
| FAS 390 | Supervised Research Experience |
| FAS 499 | Individualized Instruction |
2022 Spring
| Course Number | Course Title |
|---|---|
| CDE 312 | Adolescence |
| CDE 312 | Adolescence |
| SOC 312 | Adolescence |
| SOC 312 | Adolescence |
| SOC 391 | Research Methods |
| SOC 391 | Research Methods |
| FAS 361 | Research Methods |
| FAS 361 | Research Methods |
| FAS 499 | Individualized Instruction |
| FAS 591 | Seminar |
| SOC 591 | Seminar |
| FAS 361 | Research Methods |
| SOC 391 | Research Methods |
| FAS 361 | Research Methods |
| SOC 391 | Research Methods |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 493 | Honors Thesis |
| FAS 390 | Supervised Research Experience |
2021 Fall
| Course Number | Course Title |
|---|---|
| CDE 430 | Infant/Toddler Devel in Family |
| CDE 430 | Infant/Toddler Devel in Family |
| SOC 391 | Research Methods |
| FAS 361 | Research Methods |
| FAS 591 | Seminar |
| SOC 591 | Seminar |
| SOC 312 | Adolescence |
| SOC 312 | Adolescence |
| CDE 312 | Adolescence |
| CDE 312 | Adolescence |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| CDE 498 | Pro-Seminar |
| CDE 498 | Pro-Seminar |
| SOC 498 | Pro-Seminar |
| SOC 498 | Pro-Seminar |
| SOC 493 | Honors Thesis |
| FAS 492 | Honors Directed Study |
2021 Summer
| Course Number | Course Title |
|---|---|
| FAS 598 | Special Topics |
| SOC 598 | Special Topics |
| SOC 499 | Individualized Instruction |
2021 Spring
| Course Number | Course Title |
|---|---|
| FAS 301 | Introduction to Parenting |
| FAS 301 | Introduction to Parenting |
| SOC 492 | Honors Directed Study |
| CDE 312 | Adolescence |
| CDE 312 | Adolescence |
| SOC 312 | Adolescence |
| SOC 312 | Adolescence |
| SOC 391 | Research Methods |
| SOC 391 | Research Methods |
| FAS 361 | Research Methods |
| FAS 361 | Research Methods |
| FAS 591 | Seminar |
| SOC 591 | Seminar |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| SOC 590 | Reading and Conference |
| SOC 499 | Individualized Instruction |
2020 Fall
| Course Number | Course Title |
|---|---|
| CDE 430 | Infant/Toddler Devel in Family |
| FAS 101 | Personal Growth Human Relatnsp |
| CDE 430 | Infant/Toddler Devel in Family |
| FAS 101 | Personal Growth Human Relatnsp |
| FAS 101 | Personal Growth Human Relatnsp |
| FAS 101 | Personal Growth Human Relatnsp |
| FAS 361 | Research Methods |
| SOC 391 | Research Methods |
| FAS 591 | Seminar |
| SOC 591 | Seminar |
| FAS 592 | Research |
| SOC 312 | Adolescence |
| SOC 312 | Adolescence |
| CDE 312 | Adolescence |
| CDE 312 | Adolescence |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| SOC 499 | Individualized Instruction |
2020 Summer
| Course Number | Course Title |
|---|---|
| FAS 598 | Special Topics |
| SOC 598 | Special Topics |
2020 Spring
| Course Number | Course Title |
|---|---|
| FAS 301 | Introduction to Parenting |
| FAS 301 | Introduction to Parenting |
| FAS 301 | Introduction to Parenting |
| FAS 301 | Introduction to Parenting |
| CDE 312 | Adolescence |
| CDE 312 | Adolescence |
| SOC 312 | Adolescence |
| SOC 312 | Adolescence |
| SOC 391 | Research Methods |
| FAS 361 | Research Methods |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 499 | Individualized Instruction |
| FAS 591 | Seminar |
| SOC 591 | Seminar |
| SOC 592 | Research |
| FAS 592 | Research |
| FAS 493 | Honors Thesis |
Presentations
- Granger, K., Kornienko, O., Hanish, L. D., Swanson, J. Teachers' responses to girls' and boys' physical aggression: The role of teachers' emotional reactions and developmental beliefs. American Education Research Association (AERA) (Apr 2014).
- Gaias, L. M., Swanson, J., Abry, T., Bradley, R. H., Fabes, R. A. Student-teacher temperament differentials: Implications for academic performance and school liking in kindergarten. American Education Research Association (AERA) (Apr 2014).
- Abry, T., Swanson, J., Bradley, R. H., Fabes, R. A. Classroom-level adversity: The influence of collective child characteristics on first graders' social skills and behavior problems. American Education Research Association (AERA) (Apr 2014).
- Valiente, C., Swanson, J., Bradley, R. H., Lemery-Chalfant, K. The student-teacher relationship and children's effortful control as longitudinal predictors of achievement and emotional engagement. Society for Research in Child Development (SRCD) (Apr 2013).
- Swanson, J., Valiente, C., Bradley, R. H., Lemery-Chalfant, K. Mediated and moderated relations linking student-teacher relationship quality to externalizing problems: Role of effortful control. Society for Research in Child Development (SRCD) (Apr 2013).
- Swanson, J. Closeness and conflict in the student-teacher relationship across primary grades: Complex processes and outcomes. Society for Research in Child Development (SRCD) (Apr 2013).
- Indorf, A. L. F., Swanson, J., Fabes, R. A., Martin, C. L., Hanish, L. D. Behavioral engagement mediates the relation between kindergartners' emotional engagement and reading achievement. Society for Research in Child Development (SRCD) (Apr 2013).
- Gaias, L. M., Putnam, S. P., Swanson, J. Effortful control and surgency as moderators of parenting bedtime behaviors and sleeping problems. Society for Research in Child Development (SRCD) (Apr 2013).
- Bryce, C. I., Swanson, J., Fabes, R. A., Hanish, L. D., Martin, C. L. School engagement as a mediator linking home, temperament, and peers to academic outcomes among low-income Latino kindergartners. Society for Research in Child Development (SRCD) (Apr 2013).
- Cooper, C. E., Swanson, J., Glick, J. E., Fabes, R. A., Bradley, R. H. Classroom behavioral patterns, children's self-control, and kindergarten competence. American Education Research Association (AERA) Annual Meeting (Apr 2012).
- Cooper, C. E., Swanson, J., Glick, J. E., Fabes, R. A., & Bradley, R. H. Classroom behavioral patterns, children's self-control, and kindergarten competence. American Education Research Association (AERA) Annual Meeting (Nov 2011).
- O'Brien, T. C., Swanson, J., Kao, K., Valiente, C., & Lemery-Chalfant, K. Happy parents have happy babies: Positive parent personality, emotional availability, and infant problem behaviors. Society for Research in Child Development (SRCD) Biennial Meeting (Mar 2011).