706 EDCT
 Google Scholar Profile
Associate Professor, School Psychology
Curriculum Vitae
Dr. Hajovsky joined the Department of Educational Psychology at Texas A&M University in fall 2021 as an Associate Professor. Prior to his appointment at Texas A&M University, he was an Assistant Professor and Chair of the Division of Counseling and Psychology in Education at the University of South Dakota. He 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. Dr. Hajovsky’s 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 educational outcomes. His research often leverages latent variable and longitudinal modeling to study primary and large-scale secondary data. His clinical experiences have spanned public schools and neurodevelopmental disability private practice settings. Dr. Hajovsky currently serves as the Division Chair and Director of Clinical Training for the School Psychology Program and is a faculty affiliate at the Center on Disability and Development and Institute for Neuroscience.

Ph.D., School Psychology, University of Kansas (2015)
B.S., Psychology, Texas A&M University (2007)
EPSY 621. Clinical Neuropsychology
SPSY 612. Individual Assessment of Child Intelligence
SPSY 683. Field Experience/Externship in School Psychology
SPSY 684. Professional Internship
SPSY 691. Research
Highlighed Publications
Hajovsky, D. B., Chesnut, S. R., Sekula, M. K., Schenkel, D., & Kwok, O. (2024). A parallel process growth curve analysis of teacher-student relationships and academic achievement. The Journal of Genetic Psychology, 185(2), 124-145. [published with student]
Hajovsky, D. B., Niileksela, C. R. Olsen, S. C., & Sekula, M. K. (2023). Do cognitive-achievement relations vary by general ability level? Journal of Intelligence, 11(9), 177. 10.3390/jintelligence11090177 [published with student]
Hajovsky, D. B., & Chesnut, S. R. (2022). Examination of differential effects of cognitive abilities on reading and mathematics achievement across race and ethnicity: Evidence with the WJ IV. Journal of School Psychology, 93,1–27.
Hajovsky, D. B. , Maki, K. E., Chesnut, S. R., Barrett, C. A., & Burns, M. K. (2022). Specific learning disability identification in an RtI method: Do measures of cognitive ability matter? Learning Disabilities Research & Practice, 37(4), 280–293.
Hajovsky, D. B., Chesnut, S. R. Sekula, M. K., & Olsen, S. C. (2023). Longitudinal trajectories of children’s social skills: Examining variability in teacher ratings as a function of child demographics. Psychology in the Schools, 61(2), 601-617, . [published with student]
Hajovsky, D. B., Caemmerer, J. M., & Mason, B. A. (2021). Gender differences in children’s social skills growth trajectories. Applied Developmental Science, 26, 488–503.
Hajovsky, D. B., Chesnut, S. R., & Jensen, K. M. (2020). The role of teachers’ self-efficacy beliefs in the development of teacher-student relationships. Journal of School Psychology, 82, 141–158.
Hajovsky, D. B., Villeneuve, E. F., Reynolds, M. R., Niileksela, C. R., Mason, B. A., & Shudak, N. J. (2018). Cognitive ability influences on written expression: Evidence for developmental and sex-based differences in school-age children. Journal of School Psychology, 67, 104–118.
Journal Articles
Reynolds, M. R., Hajovsky, D. B. , & Caemmerer, J. M. (2022). The sexes do not differ in general intelligence, but they do in some specifics. Intelligence, 92, 101651.
Hajovsky, D. B., Chesnut, S. R., Helbig, K., & Goranowski, S. M. (2023). On the examination of longitudinal trends between teacher-student relationship quality and social skills during elementary school. School Psychology Review, 52(6), 679-695.
Barrett, C. A., Burns, M. K., Maki, K. E., Clinkscales, A., Hajovsky, D. B., & Spear, S. E. (2022). Language used in school psychological evaluation reports as predictors of SLD identification within a response to intervention model. School Psychology, 37, 107–118.
Caemmerer, J. M., & Hajovsky, D. B. (2022). Reciprocal relations between children’s social and academic skills throughout elementary school. Journal of Psychoeducational Assessment, 40(6), 761–776.
Billeiter, K., Froiland, J. M., Allen, J. P., & Hajovsky, D. B. (2021). Neurodiversity and intelligence: Evaluating the Flynn effect in children with autism spectrum disorder. Child Psychiatry & Human Development. Advance online publication.
Chesnut, S. R., & Hajovsky, D. B. (2021). Measuring preservice teachers’ anticipated teacher-student relationship quality. Journal of Psychoeducational Assessment, 39(8), 915–929.
Hajovsky, D. B., Villeneuve, E. F., Schneider, W. J., & Caemmerer, J. M. (2020). An alternative approach to cognitive and achievement relations research: An introduction to quantile regression. Journal of Pediatric Neuropsychology, 6(2), 83–95.
Maki, K. E., Barrett, C. A., Hajovsky, D. B., & Burns, M. K. (2020). An examination of the relationships between SLD identification and growth rate, achievement, cognitive ability, and student demographics. School Psychology, 35(5), 343–352.
Hajovsky, D. B., Niileksela, C. R., Villeneuve, E. F., & Reynolds, M. R. (2019). Gender matters in neuropsychological assessment of child and adolescent writing skill. Journal of Pediatric Neuropsychology, 5(3), 103–118.
Hajovsky, D. B., Mason, B. A., & McCune, L. A. (2017). Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences. Journal of School Psychology, 63(4), 119–133.
Hajovsky, D. B., Reynolds, M. R., Floyd, R. G., Turek, J. J., & Keith, T. Z. (2014). A multigroup investigation of latent cognitive abilities and reading achievement relations. School Psychology Review, 43(4), 385–406.
EPSY Outstanding Research Award, 2024
Best Article Award, Journal of School Psychology, 2020 (conferred in 2024)
EPSY Outstanding Service Award, 2023
Article of the Year, School Psychology, 2022
Invited Early Career Scholar, School Psychology Research Collaboration Conference, 2019
Reviewer of the Year, Journal of School Psychology, 2018
Article of the Year, Honorable Mention, School Psychology Review, 2014
Deputy Editor, Journal of School Psychology
Associate Editor, Journal of Psychoeducational Assessment
Academic Program Chair, School Psychology
Director of Clinical Training, School Psychology