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Finch, J. E., *Akhavein, K., Patwardhan, I., & Clark, C. A. C. (2023). Teachers’ self-efficacy and perceptions of school climate are uniquely associated with students’ externalizing and internalizing behavior problems. Journal of Applied Developmental Psychology, 85, 101512. 

Finch, J. E., Wolf, S., & Lichand, G. (2022) Executive functions and motivation uniquely predict children’s academic development in Côte d’Ivoire. Developmental Psychology, 58(12), 2287-2301.


Obradović, J., Finch, J. E., Connolly, C., Siyal, S., & Yousafzai, A. (2022) The unique relevance of executive functions and self-regulation behaviors for understanding early childhood experiences and preschoolers’ outcomes in rural Pakistan. Developmental Science, e13271.

Latham, S., Finch, J. E., Reardon, S., & Waldfogel, J. (2021) Increases in income-based disparities in early elementary school obesity, 1998 to 2014. Academic Pediatrics, 21(2), 304-311. 


Sulik, M. J., Finch, J. E., & Obradović, J. (2020). Moving beyond executive functions: Challenge Preference as a predictor of academic achievement in elementary school. Journal of Experimental Child Psychology, 198


*Armstrong-Carter, E., Finch, J. E., Siyal, S., Yousafzai, A., & Obradović, J. (2020). Biological sensitivity to context in Pakistani preschoolers: Hair cortisol and family wealth interactively predict girls’ cognitive skills. Developmental Psychobiology, 62(8), 1046-1061. 

Finch, J. E. (2019). Do schools promote executive functions? Differential working memory growth across the school-year and summer months. AERA Open, 5(2), 1-14.

Finch, J. E., Garcia, E. B., Sulik, M. J., & Obradović, J. (2019). Peers matter: Links between classmates’ and individual students’ executive functions in elementary school. AERA Open, 5(1)pdf

Johnson, A.D., Finch, J. E., & Phillips, D. A. (2019). Associations between child care experiences and kindergarten readiness in a low-income sample: Moderation by child temperament. Developmental Psychology. pdf

Finch, J. E., Yousafzai, A., Rasheed, M., & Obradović, J. (2018). Measuring and understanding social-emotional behaviors in preschoolers from rural Pakistan. PLOS ONE, 13(11). pdf

Obradović, J., Finch, J. E., Portilla, X., Rasheed, M., Memon, U., Tirado-Strayer, N., & Yousafzai, A. (2018). Early executive functioning in a global context:  Family factors and developmental correlates in rural Pakistan. Developmental Science. pdf

Obradović, J., Sulik, M., Finch, J. E., & Tirado-Strayer, N. (2018). Assessing students’ executive functions in the classroom: Validating a scalable group-based procedure. Journal of Applied Developmental Psychology, 55, 3-14. pdf

Finch, J. E., & Obradović, J. (2017). Unique effects of socioeconomic and emotional parental challenges on children’s executive functions. Journal of Applied Developmental Psychology, 52, 126-137. pdf

Finch, J. E., & Obradović, J. (2017). Independent and compensatory contributions of executive functions and challenge preference for students’ adaptive classroom behaviors. Learning and Individual Differences, 55, 183-192. pdf

Brown, N., Finch, J. E., Obradović, J., & Yousafzai, A. (2017). Maternal care mediates the effects of nutrition and responsive stimulation interventions on young children’s growth.  Child: Care, Health, and Development, 43(4), 577-587. pdf

Obradović, J., Yousafzai, A., Finch, J. E., & Rasheed, M. (2016). Maternal scaffolding and home stimulation: Key mediators of early intervention effects on children’s cognitive development. Developmental Psychology, 52(9), 1409-1421. pdf

Obradović, J., & Finch, J. E. (2016). Importance of executive function skills for regulating physiological arousal: Piecewise latent growth curve modeling. Developmental Science. pdf

Bassok, D., Finch, J. E., Lee, R. H, Reardon, S. F., & Waldfogel, J. (2016). Socioeconomic gaps in early childhood experiences, 1998 to 2010. AERA Open, 2(3), 1-22. pdf

Finch, J. E., Johnson, A. D., & Phillips, D. A. (2015). Is sensitive caregiving in child care associated with children’s early effortful control skills? An exploration of linear and threshold effects. Early Childhood Research Quarterly, 31(2), 125-134. pdf

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