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Jeffrey Gagne
Associate Professor, Educational Psychology
Office#: 644 Harrington Office Building
Mail Stop: 4225
Office Phone: (979) 862-1401
Vita: View Document
Short Bio
I received my B.A. in Psychology (Boston College), Master's Degrees in Counseling and Psychology, and a Ph.D. in Developmental Science (all graduate degrees at Boston University). I was then a postdoctoral trainee at the University of Wisconsin-Madison and from 2011-2017 an Assistant Professor of Psychology at the University of Texas at Arlington. I am broadly interested in child temperament, emotion, cognition, education and health. Much of my work incorporates genetic and/or biological approaches. For the past decade, I have been studying the development of child self-control from a multi-method, multi-theoretical perspective. In 2012, I began the TEXAS Family Study (TFS) with 200 preschool-aged siblings and their families, focusing on child self-control, socio-emotional development, and psychopathology, and several parent/family traits. Recently, we began studying the TFS children as they transition to school. At Texas A&M, I am an Assistant Professor and Program Coordinator in Developmental Sciences (DS) in the Learning Sciences (LS) division in the Educational Psychology department (EPSY). My current research program plan includes the TFS and a multi-method study of self-control and related traits in three-year-olds that incorporates behavioral, emotional, cognitive and neurophysiological measures with colleagues in ESPY and Psychology (The Early Self-Control Development and School Readiness Study; SCD Study). We are currently working on expanding this study to include additional participants and longitudinal data collections that span early childhood through school age.
Research Interests
Behavioral Assessment
Child Development
Publications (journal articles, books, book chapters)*

1. *Nwadinobi, O. K. & Gagne, J. R. (in press). Preschool anger, activity level and inhibitory control and maternal characteristics as predictors of child behavior problems. Merrill-Palmer Quarterly. (Web of Science Impact Factor: 1.330) (In Press)

2. Schmidt, N. L., Brooker, R. J., Carroll , I. C., Gagne, J. R., Luo, Z., Moore, M. N., Planalp, E. M., Sarkisian, K., Schmidt, C. A., Van Hulle, C. A., Lemery-Chalfant, K., & Goldsmith, H. H. (2019). Longitudinal Research at the Interface of Affective Neuroscience, Developmental Psychopathology, Health, and Behavioral Genetics: Findings from the Wisconsin Twin Project. Twin Research and Human Genetics, 22, 233-239. (Web of Science Impact Factor: 1.896)

3. Gagne, J. R., Chang, C., *Fang, H. A., *Spann, C. A. & Kwok, O. (2018). A multi-method study of inhibitory control and behavior problems in preschoolers. Infant & Child Development, e2115.

4. *Fang, H. A. & Gagne, J. R. (2018). Maternal negative affectivity and child internalizing problems: Child behavioral inhibition as a mediator. International Journal of Behavioral Development, 42, 284-293

5. Gagne, J. R. & *Nwadinobi, O. K. (2018). Self-control interventions that benefit executive functioning and academic outcomes in early and middle childhood. Special issue on [48]1CMotor and behavioral skills in self-regulation and schooling outcomes.[48]1D Early Education and Development, 29, 971-987.

6. Gagne, J. R. (2017). Self-control in childhood: A synthesis of perspectives and focus on early development. Child Development Perspectives, 11, 127-132.

7. Gazor, A., Fang, H. A. & Gagne, J. R. (2017). The effects of parental depression on child temperament: An exploratory genetic analysis. Journal of Applied Biobehavioral Research, 22, 1-12.

8. Planalp, E. M., Van Hulle, C. A, Gagne, J. R., & Goldsmith, H. H. (2017). The infant version of the Laboratory Temperament Assessment Battery (Lab-TAB): Measurement properties and implications for concepts of temperament. Frontiers in Psychology: Personality and Social Psychology, 8, 1-17

9. Gagne, J. R., O'Sullivan, D. L., Schmidt, N. L., Spann, C. A., & Goldsmith, H. H. (2017). The shared etiology of attentional control and anxiety: An adolescent twin study. Journal of Research on Adolescence, 27, 122-138. *

* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts
No current grants/contracts
Show Completed Grants/Contracts

Courses Taught
2020 - 2021
EPSY 647, EPSY 691
2019 - 2020
EPSY 647, EPSY 691
2018 - 2019
EPSY 606, EPSY 647, EPSY 689, EPSY 691
2017 - 2018
EPSY 606, EPSY 647, EPSY 691

(2017-2017). University of Texas at Arlington.  College of Science at UTA Outstanding faculty teaching award

EPSY Faculty   |   EPSY Staff