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Elizabeth Votruba-Drzal

Associate Professor, University of Pittsburgh Department of Psychology

Research Scientist, Learning Research & Development Center

Research Interests

Impact of key contexts that support learning and socioemotional development during the transition to school and the elementary school years.

Votruba-Drzal, E., Dearing, E. (2017). Handbook of Early Childhood Development Programs, Practices, and Policies. Wiley-Blackwell.

Cannady, M. A., Moore, D., Votruba-Drzal, Greenwald, E., Stites, R., & Schunn, C. (2017). How personal, behavioral, and environmental factors predict working in STEMM and non-STEMM middle-skill careers. International Journal of STEM Education, 4(22).

Miller, P. & Votruba-Drzal, E. (2017). The role of family income dynamics in predicting trajectories of internalizing and externalizing problems. Journal of Abnormal Child Psychology, 45(3), 543-556. doi: 10.1007/s10802-016-0181-5

Heatly, M. C. & Votruba-Drzal, E. (2017). Parent-child relationships and engagement in early elementary school: Mediating and interactive processes. Developmental Psychology, 53(6), 1042-1062.

Miller, P., Votruba-Drzal, E., McQuiggan, M., & Shaw, A. (2017). Pre-K classroom-economic composition and children’s early academic development. Journal of Educational Psychology, 109(2), 149-165.

Duncan, G. J., Magnuson, K., & Votruba-Drzal, E. (2017). Moving beyond correlation in assessing the consequences of poverty. Annual Review of Psychology, 68, 413-434. ?

Coley, R. L., Votruba-Drzal, E., Miller, P., & Koury, A. (2013). Timing, extent, and type of child care and children's behavioral functioning in kindergarten. Developmental Psychology, 49(10), 1859-1873. doi: 10.1037/a0031251

Votruba-Drzal, E., Coley, R.L., Koury, A., Miller, P. (2013). Center-based child care and academic skills development: Importance of timing and risk status. Journal of Educational Psychology, 105(3), 821-838.  doi: 10.1037/a0032951

Koury, A. S., & Votruba-Drzal, E. (2013). School readiness of children of immigrants: Contributions of early environments. Journal of Educational Psychology. doi: 10.1037/a0034374