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Jacquelyn Mize, Ph.D. |
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Professor
203 Spidle Hall
Auburn University
Auburn, AL 36849
Tel (334) 844-3232
Fax (334) 844-4515
mizejac@auburn.edu
Ph.D., Purdue University, 1984
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Interests
As a preschool teacher, I became convinced that young children’s social competence was critical to their long-term well-being. Currently, my students and I are examining how child care, teacher-child relationships, and parenting influence preschool children’s achievement motivation, physiological and behavioral responses to stress, social competence, and transition to kindergarten.
Selected Publications:
Pettit, G.S., & Mize, J. (In press). Social-cognitive processes in the development of antisocial and violence behavior. In D.J. Flannery, A.T. Vazsonyi, & I. Waldman (Eds.), The Cambridge handbook of violent behavior. New York: Cambridge University Press.
Granger, D.A., Kivlighan, K.T., Blair, C., El-Sheikh, M., Mize, J., Lisonbee, J.A., Stroud, L.R., Schwartz, E.B., & Handwerger, K. (In press). Integrating the measurement of salivary alpha-amylase into studies of child health, development, and social relationships. Invited paper Journal of Social and Personal Relationships.
El-Sheikh, M., Buckhalt, J.A., Mize, J., Acebo, C. (In press). “Mom and dad, I couldn't sleep at all last night:" Marital conflict and disruption of children's sleep. Child Development
Mize J. (2005). Social skills intervention and peer relationship difficulties in early childhood: Comments on Bierman and Erath, Manz and McWayne, and Odom. In Encyclopedia on Early Childhood Development. Centre of Excellence for Early Childhood Development Website http://www.excellence-earlychildhood.ca/liste_theme.asp?lang=EN&act=32
Colwell, J.J., Mize, J., Pettit, G.S., & Laird, R.D. (2002). Contextual determinants of mothers’ interventions in young children’s peer interactions. Developmental Psychology, 38, 492-502.
Selected Research Projects
Mize, J. National Science Foundation, “Children’’s motivational and adrenocortical responses to challenge,” 2001 - 2005. Principal Investigator.
National Institute of Mental Health, RO3 MH49869, "Mothers' teaching of social skills: Multiple pathways," 1993 - 1996. Principal Investigator.
Doctoral Graduates, Titles of Dissertations, and their Most Recent Positions
Jared Lisonbee (2004). Teacher-child relationships and preschool children’s cortisol fluctuations. Current position, Assistant Professor, Washington State University.
Lori D. Harach (2003), Horizontality in parent-child dyadic interactions: Validation of an observational measure, Assistant Professor, University of Alberta.
Amie Lapp Payne1 (2003). Measuring preschool children’s perceptions of teacher-child relationship quality: developing and testing the “Feelings about my School and Teachers” instrument. Child Care Program Development Consultant for the State of Virginia, Department of Social Services.
Malinda Colwell (2000). Mother-child emotion talk, mothers' expressiveness, and mother-child relationship quality: Links with children's emotional competence, Assistant Professor, Department of Human Development and Family Studies, Texas Tech University.
Darrell Meece (1999). Multiple aspects of preschool children’s social information processing. Assistant Professor, Michigan State University.
Deborah Moffett (1998). Children's compliance as a function of maternal responsiveness, affect, directiveness, and child mood: Unique, additive, and interactive effects. Family Therapist, California.
Eric Lindsey (1997). Parents as play partners: Mechanisms linking parent-child play to children's social competence. Associate Professor, Department of Human Development and Family Studies, Texas Tech University
Courses Taught
Undergraduate
Child Development
Laboratory Experiences with Young Children
Day Care for Young Children
Recent Research in Family and Child Development
Learning Experiences for Young Children
Current Issues in Human Development and Family Studies
Advanced Seminar
Graduate
Advanced Child Development
Research Methods in HDFS
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