Julia Ogg

I study home and school factors that support positive outcomes for youth. I am particularly interested in studying family-school and teacher-student relationship in children starting in kindergarten, as well as how these relationships change as children progress through school. I also study parenting attitudes and behaviors that support the development of academic enabling classroom behaviors (e.g., engagement, prosocial skills) in children. I take an ecological approach in examining these relationships and I am interested in how caregiver and child behaviors reciprocally influence each other over time.

I am also interested in the development of interventions to universally support students’ academic enabling classroom behaviors. For example, how can we best support students’ social skills and motivation in the classroom?

Anthony, C. J., Ogg, J. and Winkelman, E. H. (accepted) Dynamics of a dynamic interrelationship: Exploring whether bidirectional learning behaviors – achievement relations differ across student-teacher relationship profiles. Journal of School Psychology

Ogg, J., Anthony, C. and Wendel, M. (published online). Student-teacher relationships and externalizing behavior. Early Childhood Research Quarterly.

Ogg, J., Shelleby, E., Santuzzi, A., Wendel, M., Alfonso, D., Corning, E. and Rogers, M. (2022). Examining daily parent involvement in caregivers of children with ADHD using electronic diaries. Journal of School Psychology, 91, 195-208.

Demaray, M., Ogg, J., Malecki, C. and Styck, K. (2022). Anxiety and depression, stress, and coping during the covid-19 pandemic in fourth through twelfth grade students. School Psychology Review, 51(2), 150-169.

Menter, K., Ritchie., T, Ogg, J., Rogers, M., Shelleby, E., Santuzzi, A. and Wendel, M. (2022). Changes in parenting practices during the COVID-19 pandemic: Child behavior and mindful parenting as moderators. School Psychology Review, 51(2), 132-149.

Ogg, J., Anthony, C., Malecki, C., Demaray, M., Kelly, K., Menter, K., Rodriguez-Harris, D. and Riffle, L. (2021). Bidirectional and longitudinal associations between biased language use and teacher and peer relationships. Journal of School Psychology, 89, 72-90.

Ogg, J., Clark, K., Strissel, D. and Rogers, M. (2021). Congruence between parent and teacher ratings of parent involvement. School Psychology, 36(3), 142–54. 

Anthony, C. A., Ogg, J. and Jenkins, L. (2021). Academic enablers as dynamic moderators: Exploring academic enablers and achievement across elementary school. Journal of School Psychology, 85, 15-31.

Wendel, M., Ritchie, T., Rogers, M., Ogg, J., Santuzzi, A., Shelleby, E. and Menter, K. (2020). The association between child ADHD symptoms and changes in parental involvement in kinderagren children’s learning during COVID-19. School Psychology Review, 49(4), 466-479.

Ogg, J., Rogers, M. and Volpe, R. (2020). The role of ADHD symptoms in the relationship between parents’ beliefs and educational involvement behaviors. Journal of Child and Family Studies, 29, 3586-3595.

Ogg, J. and Anthony, C. J. (2020). Process and context: Longitudinal effects of the interactions between parental involvement, parental style, and SES on academic achievement. Journal of School Psychology, 78, 96-114.

Anthony, C. J. and Ogg, J. (2020). Executive function, approaches to learning, and academic growth from kindergarten to fourth grade. Journal of Educational Psychology, 112(8), 1563–1581.

Shelleby, E. and Ogg, J. (2020). Reciprocal relationships between attention problems and parent involvement. Journal of Attention Disorders, 24 (5), 737-749.

Anthony, C. J. and Ogg, J. (2019). Parent Involvement, approaches to learning, and student achievement: Examining longitudinal mediation. School Psychology, 34, 376-385.

Ogg, J. and Anthony, C. (2019). Parent involvement and children's externalizing Behavior: Exploring longitudinal bidirectional effects across gender. Journal of School Psychology, 73, 21-40.

Ogg, J., Demaray, M., Rose, C. and Campbell, A. (2023). Project SMART-MBH (Scholars in multi-tiered approaches to research and training in mental and behavioral health): Collaborative training in special education and school psychology. ($2,500,000.00). OSERS-OSEP: Personnel Development to Improve Services and Results for Children with Disabilities: Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel CFDA Number 84.325D. 5 year grant. Start date: October 1, 2023; End date: September 30, 2028.

Malecki, C. K., Ogg, J. and Demaray, M. K. (2022). Preparing Educators as School Psychologists in Northern Illinois (PESP-NI). A Mental Health Demonstration Grant Proposal to the U.S. Department of Education, Office of Elementary and Secondary Education Programs. Funded, 5 years, $5,129,764.

Ogg, J. (2022-2023). Society for the Study of School Psychology Shapiro Mid-Career Research Award. Funded. Received $3975.00 in year 1, year two funding ($4000.00 requested) pending.

Demaray, M., Ogg, J., Malecki, C. and Johnson, J. W. (2020). Project prevent and address bullying behavior at all tiers (PPABB). ($1,913,977.00). Personnel Development to Improve Services and Results for Children with Disabilities: Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children With Disabilities Who Have High-Intensity Needs (cfda 84.325). Start Date: September 1, 2020; End Date: August 31, 2025.

Rogers, M. A., Ogg, J., Whitley, J., Volpe, R., Santuzzi, A. and Shelleby, E. (2018). Parent engagement for students with or at risk for ADHD. ($271,294). Initial Submission. Social Sciences and Humanities Research Council (SSHRC): Insight Program. Start Date: July 2018-June 2022.