Peer-Reviewed Publications

Tulagan, N., Soto-Lara, S., Ramos Carranza, P., Puente, K., Pantano, A., & Simpkins, S. D. (under review). “If I can’t help, I find someone who can”: Latinx parents’ responses to math challenges. Journal of Family Psychology.  ID#FAM-2023-1263

Starr, C. E., Tulagan, N. B., & Simpkins, S. D. (under review). Black and Latinx parent's STEM support matters: How patterns of parent support relate to adolescents' STEM outcomes across high school. Journal of Educational Psychology. ID#EDU-S-23-01244

Tulagan, N. B. & Eccles, J. S. (2023).  Patterns of African American parents' educational involvement: Associations with adolescents' academic performance and motivational beliefs. Journal of Research on Adolescence, 00, 1-15. https://doi.org/10.1111/jora.12887 

Tulagan, N. B., Puente, K., & Simpkins S. D. (2023). Latinx adolescents’ school-related science conversations with family members: Associations with adolescents’ science self-concept and task value in high school. Applied Developmental Science, 27(2),   156-171. https://doi.org/10.1080/10888691.2022.2045201 

Reich, S., Dahlin, M., Tulagan, N., Kerlow, M., Cabrera, N., Piroutek, M. J., & Heyming, T. (2023). Caregivers’   experiences during the COVID-19 pandemic and their children’s behavior. Journal of Family Issues, 44(4), 1093-1112. https://doi.org/10.1177/0192513X211055511 

Reich, S. M., Liu, Y., Tulagan, N., Martin, E., Dahlin, M., & Cabrera, N. (2023). 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. https://doi.org/10.1080/17482798.2023.2187853 

Gülseven, Z., Puente, K., Tulagan, N., Zarrett, N., Vandell, D. L., & Simpkins, S. D. (2022). Developmental trajectories of children’s self-control: Insights from mothers and teachers. Applied Developmental Science. https://doi.org/10.1080/10888691.2022.2158827

Starr, C. R., Tulagan, N., & Simpkins, S. D. (2022). Underrepresented students’ STEM motivational beliefs: A systematic review of the literature on parent and family support. Educational Psychology Review. 1-41 https://doi.org/10.1007/s10648-022-09700-6 

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  

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 https://doi.org/10.1111/desc.12679