# positions[].organizations[].parent[].label
College of Education and Human Development

# overview
Dr. Hajovsky is interested in the assessment and measurement of cognitive abilities and academic skills, the identification of specific learning disabilities, and the longitudinal development of psychological and contextual factors that influence academic, social, and behavioral skills. His research focuses on (a) the predictive validity of cognitive abilities on youth and adolescent's math, reading, and writing academic skills, (b) the identification of specific learning disabilities, (c) the dynamic relationships between teachers and students in the classroom, and (d) the impact of developmental and cultural considerations on outcomes. His research often leverages latent variable and longitudinal modeling to study primary and large-scale secondary data.

# keywords[]
Multiple Group Structural Equation Models

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Higher-order And Bifactor Models Of Intelligence

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5201 Applied And Developmental Psychology

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5201 Applied And Developmental Psychology

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5204 Cognitive And Computational Psychology

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5201 Applied And Developmental Psychology

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Multiple Group Structural Equation Models

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5201 Applied And Developmental Psychology

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3902 Education Policy, Sociology And Philosophy

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5201 Applied And Developmental Psychology

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5201 Applied And Developmental Psychology

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5201 Applied And Developmental Psychology

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Kaufman Test Of Educational Achievement–second Edition

# publications[].label
Cognitive ability influences on written expression: Evidence for developmental and sex-based differences in school-age children

# publications[].label
Examination of differential effects of cognitive abilities on reading and mathematics achievement across race and ethnicity: Evidence with the WJ IV.

# publications[].label
Cognitive ability and math computation developmental relations with math problem solving: An integrated, multigroup approach.

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A Multigroup Investigation of Latent Cognitive Abilities and Reading Achievement Relations

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Teacher-student relationship quality and math achievement: The mediating role of teacher self-efficacy

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Partitioning Influences on SLD Decision Outcomes and Confidence: School Psychologists Decision-Making Style, Beliefs, and Sociodemographic Characteristics

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An Alternative Approach to Cognitive and Achievement Relations Research: An Introduction to Quantile Regression

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Do Cognitive-Achievement Relations Vary by General Ability Level?

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Gender differences in children's social skills growth trajectories

# publications[].label
A Multigroup Investigation of Latent Cognitive Abilities and Reading Achievement Relations

# publications[].label
Neurodiversity and Intelligence: Evaluating the Flynn Effect in Children with Autism Spectrum Disorder.

# publications[].label
Describing the Relationship Between Word Decoding, Oral Language, Phonemic Awareness, and the Orthographic Lexicon in the KTEA-3 and WIAT-4

# publications[].label
Evaluating Phonemic Awareness and Orthographic Mapping With the Woodcock-Johnson IV

# publications[].label
An Alternative Approach to Cognitive and Achievement Relations Research: An Introduction to Quantile Regression

# publications[].label
Spearman's Law of Diminishing Returns and the DAS-II: Do g Effects on Subtest Scores Depend on the Level of g?

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The sexes do not differ in general intelligence, but they do in some specifics

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Gender Matters in Neuropsychological Assessment of Child and Adolescent Writing Skill

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Language used in school psychological evaluation reports as predictors of SLD identification within a response to intervention model.

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GENDER DIFFERENCES IN ACHIEVEMENT IN A LARGE, NATIONALLY REPRESENTATIVE SAMPLE OF CHILDREN AND ADOLESCENTS

# publications[].label
Conflict, Closeness, and Academic Skills: A Longitudinal Examination of the Teacher-Student Relationship

# publications[].label
Prior Individual Risk Behavior Predicts Subsequent Individual and Peer Risk Behavior: A Longitudinal Examination From Fifth to Ninth Grade

# publications[].label
A Quantile Regression Analysis of Cognitive Ability and Spelling Predictors of Written Expression: Evidence of Gender, Age, and Skill Level Moderation

# publications[].label
Do Global Ability Composites Differentially Predict Academic Achievement Across Gender?

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What Does the Shipley-2 Measure for Children and Adolescents? Integrated and Conjoint Confirmatory Factor Analysis With the WISC-IV.

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Reciprocal Relations Between Children's Social and Academic Skills Throughout Elementary School

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An examination of the relationships between specific learning disabilities identification and growth rate, achievement, cognitive ability, and student demographics.

# publications[].label
Specific Learning Disability Identification in an RtI Method: Do Measures of Cognitive Ability Matter?

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The role of teachers' self-efficacy beliefs in the development of teacher-student relationships.

# publications[].label
Recommendations in School Psychological Evaluation Reports for Academic Deficits: Frequency, Types, and Consistency with Student Data

# publications[].label
On the Examination of Longitudinal Trends Between Teacher-Student Relationship Quality and Social Skills During Elementary School

# publications[].label
A longitudinal examination of parallel growth and reciprocal changes in teacher-student relationships and academic achievement.

# publications[].label
Student-Report Measures of School Climate: A Dimensional Review

# publications[].label
Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences.

# publications[].label
Gender Differences in Academic Achievement: Is Writing an Exception to the Gender Similarities Hypothesis?

# organizations[]
College of Education and Human Development

# schools[]
College of Education and Human Development