Northern Illinois University
Department of Psychology
College of Liberal Arts and Sciences

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., & 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., & Wendel, M. (published online). Student-teacher relationships and externalizing behavior. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2023.11.002

Ogg, J., Shelleby, E., Santuzzi, A., Wendel, M., Alfonso, D., Corning, E., & Rogers, M. (2022). Examining daily parent involvement in caregivers of children with ADHD using electronic diaries. Journal of School Psychology, 91, 195-208. https://doi.org/10.1016/j.jsp.2022.01.004.

Demaray, M., Ogg, J., Malecki, C. & 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, https://doi.org/10.1080/2372966X.2020.1869498

Menter, K., Ritchie., T, Ogg, J., Rogers, M., Shelleby, E., Santuzzi, A., & 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.. http://doi.org/ 10.1080/2372966X.2020.1869497

Ogg, J., Anthony, C., Malecki, C., Demaray, M., Kelly, K., Menter, K., Rodriguez-Harris, D., & Riffle, L. (2021). Bidirectional and longitudinal associations between biased language use and teacher and peer relationships. Journal of School Psychology, 89, 72-90. https://doi.org/10.1016/j.jsp.2021.09.005

Ogg, J., Clark, K., Strissel, D. & Rogers, M. (2021). Congruence between parent and teacher ratings of parent involvement. School Psychology, 36(3), 142–54.  https://doi.org/10.1037/spq0000379

Anthony, C. A., Ogg, J., & Jenkins, L. (2021). Academic enablers as dynamic moderators: Exploring academic enablers and achievement across elementary school. Journal of School Psychology, 85, 15-31. https://doi.org/10.1016/j.jsp.2021.02.007.

Wendel, M., Ritchie, T., Rogers, M., Ogg, J., Santuzzi, A., Shelleby, E., & 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. https://doi.org/10.1080/2372966X.2020.1838233

Ogg, J., Rogers, M., & Volpe, R. (2020). The role of ADHD symptoms in the relationship between parents’ beliefs and educational involvement behaviors. Journal of Child & Family Studies, 29, 3586-3595. https://doi.org/10.1007/s10826-020-01834-x

Ogg, J. & 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. https://10.1016/j.jsp.2019.11.004 .

Anthony, C. J. & Ogg, J. (2020). Executive function, approaches to learning, and academic growth from kindergarten to fourth grade. Journal of Educational Psychology, 112(8), 1563–1581. https://doi.org/10.1037/edu0000447

Shelleby, E. & Ogg, J. (2020). Reciprocal relationships between attention problems and parent involvement. Journal of Attention Disorders, 24 (5), 737-749. https://doi.org/10.1177/1087054719859075

Anthony, C. J., & Ogg, J. (2019). Parent Involvement, approaches to learning, and student achievement: Examining longitudinal mediation. School Psychology, 34, 376-385. https://doi.org/10.1037/spq0000282 .

Ogg, J. & Anthony, C. (2019). Parent involvement and children's externalizing Behavior: Exploring longitudinal bidirectional effects across gender. Journal of School Psychology, 73, 21-40. https://doi.org/10.1016/j.jsp.2019.02.002

Ogg, J., Demaray, M., Rose, C., & 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., & 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., & 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. & 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.