Starr, C. R., Tulagan, N., & Simpkins, S. D. (in press). Underrepresented students’ STEM motivational beliefs: A systematic review of the literature on parent and family support. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09700-6
Gülseven, Z., Puente, K., Tulagan, N., Zarrett, N., Vandell, D. L., & Simpkins, S. D. (2023). Developmental trajectories of children’s self-control: Insights from mothers and teachers. Applied Developmental Science. https://doi.org/10.1080/10888691.2022.2158827
Tulagan, N., Puente, K., & Simpkins S. D. (2022). Latinx adolescents’ school-related science conversations with family members: Associations with adolescents’ science self-concept and task value in high school. Applied Developmental Science. https://doi.org/10.1080/10888691.2022.2045201
Reich, S. M., Tulagan, N., Dahlin, M., Labbaf, S., Dutt, N., Rahmani, A. (2022). Pregnant in a pandemic: Connecting perceptions of uplifts and hassles to mental health. Journal of Health Psychology. https://doi.org/10.1177/13591053221120115
Tulagan, N. & Eccles, J. S. (2021). African-American mothers’ socialization strategies to address adolescent-related academic expectations and risk concerns. Journal of Child and Family Studies, 30, 855–869. https://doi.org/10.1007/s10826-021-01922-6
Reich, S., Dahlin, M., Tulagan, N., Kerlow, M., Cabrera, N., Piroutek, M. J., & Heyming, T. (2021). Caregivers’ experiences during the COVID-19 pandemic and their children’s behavior. Journal of Family Issues. https://doi.org/10.1177/0192513X211055511
Simpkins, S. D., Tulagan, N., Lee, G., Ma, T.-L., Zarrett, N., & Vandell, D. L. (2020). Children’s developing work habits from middle childhood to early adolescence: Cascading effects for academic outcomes in adolescence and adulthood. Developmental Psychology, 56(12), 2281–2292. https://doi.org/10.1037/dev0001113
Tillman, K. A., Tulagan, N., Fukuda, E., & Barner, D. (2018). The mental timeline is constructed gradually in childhood. Developmental Science, 21, 1 – 12. https://doi.org/10.1111/desc.12679
Tulagan, N. & Eccles, J.S. (revised review). Patterns of African-American mothers’ educational involvement in early adolescence: Links to academic achievement and beliefs. The Journal of Research on Adolescence. ID#2022-144
Tulagan, N., Soto-Lara, S., Ramos Carranza, P., Puente, K., Pantano, A., & Simpkins, S. D. (under review).“If I can’t help him, I find someone who can”: Adaptive strategies against barriers to parents’ math support. Journal of Adolescent Research.
Reich, S. M., Liu, Y., Tulagan, N., Martin, E., Dahlin, M., & Cabrera, N. (revise & resubmit). Applying a family stress model to understand patterns of stress, media use, and child behavior during the COVID-19 pandemic. Journal of Children and Media. ID#217186975
Tulagan, N., Soto-Lara, S., Puente, K., Pantano, A., & Simpkins, S. D. "I want to show him not to give up": Latinx' Parents' Adaptive Strategies Against Adolescent Math Challenges.
Tulagan, N. & Eccles, J. S. Academic, racial-coping, and cultural socialization among African-American adolescents beyond the pre-encounter stage: Longitudinal links to academic achievement and racial-ethnic identity.
Zarrett, N., Tulagan, N., Liu, Y., Gülseven, Z., Vandell, D. L., & Simpkins, S. D. Organized activities and the development of self-control and work habits: Dynamic relations from childhood through early adolescence.
Tulagan, N., Starr, C., & Simpkins, S. D. Parents’ math support self-Efficacy in the family academic socialization model: Variations by gender and race/ethnicity.