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IDEAN ETTEKAL
Associate Professor
Curriculum Vitae
Dr. Idean Ettekal is an Associate Professor in the Department of Educational Psychology, and currently serving as the Program Coordinator for the Developmental Sciences Masters and Ph.D. programs. Dr. Ettekal's research examines children's and adolescent's social and emotional development, and the impact of their interpersonal relationships and experiences in different social contexts (e.g., peer victimization and rejection, teacher-student relationship quality, parental responsiveness and harshness). His work has been primarily interested in examining the development of antisocial and externalizing behaviors such as aggression, bullying, rule-breaking, and youth violence. Key to this work is elucidating how children's self-regulation and social cognitions influence the associations between children's social experiences and their behavioral adjustment. His research applies a variety of longitudinal and developmental methodologies (e.g., structural equation modeling, latent growth modeling, latent transition analysis, mediation analysis, missing data analysis). Related to these interests, Dr. Ettekal has worked on several school-based program evaluations on social and emotional learning.

Before joining the faculty at Texas A&M, Dr. Ettekal served as the Project Director on the Violence in Children's Environment (VICE) study at the University at Buffalo's Clinical and Research Institute on Addictions (CRIA). The VICE project (a 5-year grant funded by NIH) focused on examining developmental pathways to youth violence, victimization and drug use in a high-risk sample.
Education
Ph.D., Family and Human Development, Arizona State University (2016)
B.A., Psychology and American Studies, University of California, Berkeley (2006)
SELECTED PUBLICATIONS
Books and Monographs
Journal Articles
Eiden, R. D., Ettekal, I., Zhao, J., †Kelm, M. R., Nickerson, A. B., Ostrov, J., Schuetze, P., & Godleski, S. (2023). Prenatal substance exposure, early life adversity, and parenting: Associations with adolescent stress response. Developmental Psychobiology, 65, 1-19. https://doi.org/10.1002/dev.22365 [published with student]
Ettekal, I., †Li, H., †Chaudhary, A., Luo, W. & Brooker, R. J. (2023). Chronic, increasing and decreasing peer victimization trajectories and the development of externalizing and internalizing problems in middle childhood. Development and Psychopathology. http://dx.doi.org/10.1017/S0954579422000426 [published with student]
Thompson, C., Semma, B., †Wang, N., & Ettekal, I. (2022). Using Bayesian meta-regression to advance prevention science research: An introduction and empirical illustration. Prevention Science, 23, 455-466. https://doi.org/10.1007/s11121-021-01330-8 [published with student]
Zhao, J., Ettekal, I., Eiden, R. D., Nickerson, A., Schuetze, P., Shisler, S., Godleski, S. & Ostrov, J. (2022). Child community violence exposure in an at-risk sample: Developmental trajectories, caregiving risks, and the role of child temperament. Psychology of Violence, 12, 382–392. http://dx.doi.org/10.1037/vio0000416
Ladd, G. W., Troop-Gordon, W., Ettekal, I., & Kochenderfer-Ladd, B. (2021). From social withdrawal to depression: A quasi-replication and extension of Boivin, Hymel, and Bukowski (1995). Developmental Psychology, 57, 2032-2049. https://doi.org/10.1037/dev0001162
Shi, Q., & Ettekal, I. (2021). Co-occurring trajectories of internalizing and externalizing problems from Grades 1 to 12: Longitudinal associations with teacher-child relationship quality and academic performance. Journal of Educational Psychology, 113, 808-829. https://doi.org/10.1037/edu0000525
Shi, Q., Ettekal, I., Liew, J., & Woltering, S. (2021). Predicting differentiated developmental trajectories of prosocial behavior: A 12-year longitudinal study of children facing early risks and vulnerabilities. International Journal of Behavioral Development, 45, 327-336. https://doi.org/10.1177/0165025420935630
Shi, Q., Liew, J., Ettekal, I., & Woltering, S. (2021). Childhood resilient personality trajectories and associations with developmental trajectories of behavioral, social-emotional, and academic outcomes across childhood and adolescence: A longitudinal study across 12 years. Personality and Individual Differences, 177, 1-13. https://doi.org/10.1016/j.paid.2021.110789
Weimer, A. A., Warnell, K. R., Ettekal, I., Cartwright, K. B., Guajardo, N. R., & Liew, J. (2021). Correlates and antecedents of theory of mind development throughout middle childhood and adolescence. Developmental Review, 59, 1-20. https://doi.org/10.1016/j.dr.2020.100945
Ettekal, I., Eiden, R. D., Nickerson, A. B., Molnar, D. S., & Schuetze, P. (2020). Developmental cascades to children's conduct problems: The role of prenatal substance use, socioeconomic adversity, maternal depression and sensitivity, and children's conscience. Development and Psychopathology, 32, 85-103. doi:10.1017/S095457941800144X.
Ettekal, I., & Ladd, G. W. (2020). Development of aggressive-victims from childhood through adolescence: Associations with emotion dysregulation, withdrawn behaviors, moral disengagement, peer rejection and friendships. Development and Psychopathology, 32, 271-291. doi:10.1017/S0954579419000063.
Ettekal, I., & Mohammadi, M. (2020). Co-occurring trajectories of direct aggression and prosocial behaviors in childhood: Longitudinal associations with peer acceptance. Frontiers in Psychology, 11:581192. doi:10.3389/fpsyg.2020.581192
Ettekal, I., & Shi, Q. (2020). Developmental trajectories of teacher-student relationships and longitudinal associations with children's conduct problems from Grades 1 to 12. Journal of School Psychology, 82, 17-35. doi:10.1016/j.jsp.2020.07.004.
Shi, Q., Ettekal, I., Deutz, M. H. F., & Woltering, S. (2020). Trajectories of pure and co-occurring internalizing and externalizing problems from early childhood to adolescence: Associations with early childhood individual and contextual antecedents. Developmental Psychology, 56, 1906-1918. http://dx.doi.org/10.1037/dev0001095
Ettekal, I., Eiden, R. D., Nickerson, A. B., & Schuetze, P. (2019). Comparing alternative methods of measuring cumulative risk based on multiple risk indicators: Are there differential effects on children's externalizing problems? PLoS ONE, 14, 1-26. doi:10.1371/journal.pone.0219134.
Ladd, G. W., Ettekal, I., & Kochenderfer-Ladd, B. (2019). Longitudinal changes in victimized youth's social anxiety and solitary behavior. Journal of Abnormal Child Psychology, 47, 1211-1223. doi:10.1007/s10802-018-0467-x.
Ettekal, I., & Ladd, G. W. (2017). Developmental continuity and change in physical, verbal and relational aggression and peer victimization from childhood to adolescence. Developmental Psychology, 53, 1709-1721. doi:10.1037/dev0000357
Ladd, G. W., Ettekal, I., & Kochenderfer-Ladd, B. (2017). Peer victimization trajectories from kindergarten through high school: Differential pathways for children's school engagement and achievement? Journal of Educational Psychology, 109, 826-841. doi:10.1037/edu0000177
MEDIA COVERAGE
RESEARCH PROJECTS
Social and Contextual Influences on Children’s Development: Insights from Secondary Data Analysis
Role: PI
Funder: TAMU (Triads for Transformation, T3 Grant)
2019-2020
A Comprehensive Investigation of Early Self-Control Development and School Readiness
Role: Co-PI
Funder: TAMU College of Education & Human Development (Catapult Grant)
2018-2019
COURSES TAUGHT
EPSY321. ADOL DEV FOR EDUCATORS
2020, 2019
EPSY435. EDUCATIONAL STATISTICS
2017
EPSY632. SOCIAL AND EMOTIONAL DEVELOPMENT AND INTERVENTIONS
2023, 2021, 2019, 2018
EPSY635. EDUCATIONAL STATISTICS
2023, 2022, 2021, 2020, 2019
EPSY646. Child and Adolescent Development
2023, 2022, 2021
EPSY671. INTERP REL & CHILD ACAD OUTCMS
2022, 2020, 2018
EPSY685. DIRECTED STUDIES
2021, 2020, 2019, 2018