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Psychology

D-Index
40
Citations
13499
World Ranking
8049
National Ranking
4305

Overview

Andrew J. Mashburn is affiliated with Portland State University in the United States. Their research primarily spans the fields of Psychology and Social Sciences, with a particular focus in subfields such as Clinical Psychology, Social Psychology, Cognitive Neuroscience, Education, and Safety Research.

The scientist's work concentrates on several main topics, including:

  • Mindfulness and Compassion Interventions
  • Motivation and Self-Concept in Sports
  • COVID-19 and Mental Health
  • Child Therapy and Development
  • Neuroscience, Education and Cognitive Function
  • Early Childhood Education and Development
  • Youth Development and Social Support

Among the recent papers authored or co-authored by Andrew J. Mashburn are:

  • "Mindfulness training improves middle school teachers' occupational health, well-being, and interactions with students in their most stressful classrooms," 2021, Journal of Educational Psychology
  • "Results from a pre-post, uncontrolled pilot study of a mindfulness-based program for early elementary school teachers," 2020, Pilot and Feasibility Studies
  • "Extensions beyond program impacts: Conceptual and methodological considerations in studying the implementation of a preschool social emotional learning program," 2022, Frontiers in Education

The frequent co-authors with whom Mashburn has collaborated include:

  • Robert W. Roeser
  • Jaiya R. Choles
  • Ellen A. Skinner
  • Cynthia Taylor
  • Nicolette P. Rickert

Mashburn's research has been disseminated across multiple publication venues, notably:

  • Journal of Educational Psychology
  • Pilot and Feasibility Studies
  • Frontiers in Education

Best Publications

  • Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

    Andrew J. Mashburn;Robert C. Pianta;Bridget K. Hamre;Jason T. Downer

  • Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs

    Diane M. Early;Kelly L. Maxwell;Margaret Burchinal;Soumya Alva

  • Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs

    Margaret Burchinal;Nathan Vandergrift;Robert Pianta;Andrew Mashburn

  • Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms.

    Robert C. Pianta;Andrew J. Mashburn;Jason T. Downer;Bridget K. Hamre

  • Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms

    Bridget K. Hamre;Robert C. Pianta;Jason T. Downer;Jamie DeCoster

  • Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils.

    Laura M. Justice;Andrew J. Mashburn;Bridget K. Hamre;Robert C. Pianta

  • Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors

    Bridget K. Hamre;Robert C. Pianta;Jason T. Downer;Andrew J. Mashburn

  • Social Relationships and School Readiness

    Andrew J. Mashburn;Robert C. Pianta

  • Peer Effects on Children’s Language Achievement During Pre-Kindergarten

    Andrew J. Mashburn;Laura M. Justice;Jason T. Downer;Robert C. Pianta

  • Teacher and Classroom Characteristics Associated With Teachers' Ratings of Prekindergartners' Relationships and Behaviors.

    Andrew J. Mashburn;Bridget K. Hamre;Jason T. Downer;Robert C. Pianta

  • Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten

    Jennifer LoCasale-Crouch;Andrew J. Mashburn;Jason T. Downer;Robert C. Pianta

  • Peer Effects in Preschool Classrooms: Is Children’s Language Growth Associated With Their Classmates’ Skills?

    Laura M. Justice;Yaacov Petscher;Christopher Schatschneider;Andrew J. Mashburn

  • Experimental evaluation of a preschool language curriculum: influence on children's expressive language skills

    Laura M. Justice;Andrew Mashburn;Khara L. Pence;Alice Wiggins

  • Quality of Social and Physical Environments in Preschools and Children's Development of Academic, Language, and Literacy Skills

    Andrew J. Mashburn

  • Family-School Connectedness and Children's Early Social Development

    Zewelanji N. Serpell;Andrew J. Mashburn

  • Consultation for Teachers and Children's Language and Literacy Development during Pre-Kindergarten.

    Andrew J. Mashburn;Jason T. Downer;Bridget K. Hamre;Laura M. Justice

  • Middle School Teachers’ Mindfulness, Occupational Health and Well-Being, and the Quality of Teacher-Student Interactions

    Summer S. Braun;Robert W. Roeser;Andrew J. Mashburn;Ellen Skinner

  • Assessing School Readiness: Validity and Bias in Preschool and Kindergarten Teachers' Ratings.

    Andrew J. Mashburn;Gary T. Henry

  • Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender

    Laura M. Justice;Elizabeth A. Cottone;Andrew Mashburn;Sara E. Rimm-Kaufman

  • Fostering Supportive Teacher–Child Relationships: Intervention Implementation in a State-Funded Preschool Program

    Katherine C. Driscoll;Lijuan Wang;Andrew J. Mashburn;Robert C. Pianta

  • Effects of web-mediated professional development resources on

    Robert C. Pianta;Andrew J. Mashburn;Jason T. Downer;Bridget K. Hamre

Frequent Co-Authors

Ellen A. Skinner
Ellen A. Skinner Portland State University
Robert C. Pianta
Robert C. Pianta University of Virginia
Jason T. Downer
Jason T. Downer University of Virginia
Laura M. Justice
Laura M. Justice The Ohio State University
Bridget K. Hamre
Bridget K. Hamre University of Virginia
Margaret Burchinal
Margaret Burchinal University of North Carolina at Chapel Hill
Robert W. Roeser
Robert W. Roeser Pennsylvania State University
Yaacov Petscher
Yaacov Petscher Florida State University
Donna M. Bryant
Donna M. Bryant University of North Carolina at Chapel Hill
Carollee Howes
Carollee Howes University of California, Los Angeles

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