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Stephanie M. Jones

Stephanie M. Jones

D-Index & Metrics

Psychology

D-Index
48
Citations
15924
World Ranking
5808
National Ranking
3146

Overview

Stephanie M. Jones is affiliated with Harvard University in the United States. Their research spans multiple fields with a significant focus on Medicine, Social Sciences, and Psychology. Within these broad categories, they are particularly involved in Education, Clinical Psychology, and Oncology, as well as Developmental and Educational Psychology and Pediatrics, Perinatology, and Child Health.

Their research interests concentrate on several main topics including Early Childhood Education and Development, Child and Adolescent Psychosocial and Emotional Development, Infant Development and Preterm Care, Cancer Immunotherapy and Biomarkers, Educational and Psychological Assessments, Youth Development and Social Support, and Radiomics and Machine Learning in Medical Imaging.

Stephanie M. Jones has contributed to a number of recent publications. These include:

  • Equity in Social Emotional Learning Programs: A Content Analysis of Equitable Practices in PreK-5 SEL Programs (2021, Frontiers in Education)
  • Evaluating and improving the contributions of university research to social innovation (2021, Social Enterprise Journal)
  • Changes in Children's Behavioral Health and Family Well-Being During the COVID-19 Pandemic (2021, Journal of Developmental & Behavioral Pediatrics)
  • An ecological perspective on early educator well-being at the start of the COVID-19 pandemic (2022, Early Childhood Research Quarterly)
  • Evaluating the Impact of a Targeted Approach Designed to Build Executive Function Skills: A Randomized Trial of Brain Games (2021, Frontiers in Psychology)

Frequent co-authors collaborating with Stephanie M. Jones include Nonie K. Lesaux, Rebecca Bailey, Emily C. Hanno, Kathleen L. Pfaff, and Scott J. Rodig. These partnerships appear to be substantial, with multiple joint publications recorded.

The preferred publication venues for their work reflect their interdisciplinary approach, encompassing Early Childhood Research Quarterly, Frontiers in Psychology, Developmental Science, Social and Emotional Learning Research Practice and Policy, and JAMA Oncology. These outlets represent a mixture of educational, psychological, and medical research platforms, consistent with their diverse research fields.

Best Publications

  • Disentangling the "whys" from the "whats" of aggressive behaviour

    Todd D. Little;Christopher C. Henrich;Stephanie M. Jones;Patricia H. Hawley

  • CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism.

    C. Cybele Raver;Stephanie M. Jones;Christine Li-Grining;Fuhua Zhai

  • Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

    Stephanie M. Jones;Suzanne M. Bouffard

  • 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

  • The Infant–Toddler Social and Emotional Assessment (ITSEA): Factor Structure, Reliability, and Validity

    Alice S. Carter;Margaret J. Briggs-Gowan;Stephanie M. Jones;Todd D. Little

  • Placing emotional self-regulation in sociocultural and socioeconomic contexts.

    C. Cybele Raver

  • Improving Preschool Classroom Processes: Preliminary Findings from a Randomized Trial Implemented in Head Start Settings.

    C. Cybele Raver;Stephanie M. Jones;Christine P. Li-Grining;Molly Metzger

  • Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention: An Experiment in Translational Developmental Research

    Stephanie M. Jones;Joshua L. Brown;J. Lawrence Aber

  • Educators' Social and Emotional Skills Vital to Learning:

    Stephanie M. Jones;Suzanne M. Bouffard;Richard Weissbourd

  • Developmental trajectories toward violence in middle childhood: course, demographic differences, and response to school-based intervention.

    J. Lawrence Aber;Joshua L. Brown;Stephanie M. Jones

  • Targeting children's behavior problems in preschool classrooms: a cluster-randomized controlled trial.

    C. Cybele Raver;Stephanie M. Jones;Christine Li-Grining;Fuhua Zhai

  • Resolving conflict creatively: evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context.

    J. Lawrence Aber;Stephanie M. Jones;Joshua L. Brown;Nina Chaudry

  • Improving Classroom Quality: Teacher Influences and Experimental Impacts of the 4Rs Program.

    Joshua L. Brown;Stephanie M. Jones;Maria D. LaRusso;J. Lawrence Aber

  • Advancing the Science and Practice of Social and Emotional Learning: Looking Back and Moving Forward

    David Osher;Yael Kidron;Marc Brackett;Allison Dymnicki

  • Rethinking Aggression: A Typological Examination of the Functions of Aggression.

    Todd D. Little;Jessica Brauner;Stephanie M. Jones;Matthew K. Nock

  • A Vision for Universal Preschool Education

    Edward Zigler;Walter S. Gilliam;Stephanie M. Jones

  • The impact of poverty on the mental health and development of very young children.

    J. Lawrence Aber;Stephanie Jones;Jennifer Cohen

  • The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate.

    Allison Hope Friedman-Krauss;C. Cybele Raver;Pamela A. Morris;Stephanie M. Jones

  • The protective effects of religiousness and parent involvement on the development of conduct problems among youth exposed to violence

    Michelle J. Pearce;Stephanie M. Jones;Mary E. Schwab‐stone;Vladislav Ruchkin

  • The association of community violence exposure with middle-school achievement: A prospective study

    Christopher C Henrich;Mary Schwab-Stone;Kostas Fanti;Stephanie M Jones

Frequent Co-Authors

C. Cybele Raver
C. Cybele Raver New York University
J. Lawrence Aber
J. Lawrence Aber New York University
Robert Vermeiren
Robert Vermeiren Leiden University Medical Center
Vladislav Ruchkin
Vladislav Ruchkin Uppsala University
Catherine E. Snow
Catherine E. Snow Harvard University
Nonie K. Lesaux
Nonie K. Lesaux Harvard University
Christopher C. Henrich
Christopher C. Henrich University of Alabama at Birmingham
Erin C. Dunn
Erin C. Dunn Harvard University
Todd D. Little
Todd D. Little Texas Tech University
Alice S. Carter
Alice S. Carter University of Massachusetts Boston

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