HDFS Research

Human Development and Family Sciences

Working closely with faculty, our students explore diverse topics such as self-regulation in young children, family caregiving for dependent adults, development in at-risk adolescents, fatherhood, families in poverty, and stress and coping.

Faculty involvement in federally funded research, as well as community and policy initiatives, provides opportunities for students to develop and apply new knowledge.

Research topics

HDFS Tenured and Tenure Track Faculty are actively involved in research projects related to their background and interests.

Research presentations and publications

Human Development and Family Studies graduate students typically leave Oregon State with a record of presentations and publications.

Students present their research annually at national meetings, including the American Psychological Association, the American Sociological Association, the Gerontological Society of America, the National Council on Family Relations, and the Society for Research in Child Development.

In the last five years, graduate students have co-authored articles published in prestigious, scholarly journals such as the American Journal of Public Health, Early Childhood Research Quarterly, Journal of Family Theory and Review, the Journal of Gerontology: Social Sciences, and Research in Human Development.

Members of the HDFS faculty work with graduate students as colleagues and co-authors.

Recent publications

(This is not an exhaustive list. We are still rebuilding our database of faculty publications. Visit individual faculty profiles for more extensive lists of their publications.)

2025

Ahmadi, A., McClelland, M., Pourmohamadreza Tajrishi, M., Geldhof, J., Rothwell, D., Hatfield, B.  (2025)  Adaptation and psychometric properties of the Head-Toes-Knees-Shoulders task in young Iranian children  Child Neuropsychology  
Lewis, H.R., Hatfield, B.E., Lipscomb, S.T., Green, B.L., Weber, R., Patterson, L.B.  (2025)  Type of Early Care and Education and Family Socioeconomic Status Associated with Family–Teacher Relationship Quality  Early Education and Development  
Preston, M., McClelland, M. M., Craig, J. C., Herbst, E., Golinkoff, R. M.  (2025)  Cognitively engaging physical activity has an immediate impact on preschool children's executive function  Early Childhood Research Quarterly  72
Witzel, D.D., Segerstrom, S.C., Kurth, M.L., Crosby, P., Choun, S., Aldwin, C.  (2025)  Aging and subjective cognitive difficulties during COVID-19: stress and positive experiences  Anxiety, Stress, and Coping  
Witzel, D.D., Chandler, K.D., Geldhof, J., Hooker, K., Stawski, R.S.  (2025)  Partner strain and support associations with affective reactions to daily stressors  Family Relations  
Simmons, D.N., Miller, M., Tominey, S.L.  (2025)  “How did you love me so fast?”: Co-creating Conditions for Educator SEL and Well-being  Social and Emotional Learning: Research, Practice, and Policy  
Gianaros, P.J., Lewis, T.T., Segerstrom, S.C., Tomiyama, A.J., Gruenewald, T.L.  (2025)  Towards a Second Social Movement in Biopsychosocial Science and Medicine  Biopsychosocial Science and Medicine  87(1)

2024

Logan, S.W., Chandler, K.D., Sloane, B.M.  (2024)  Punk pedagogy in a course about punk: A qualitative study of undergraduate students’ experiences  Research in Education  
Parkinson, C., Shen, X.S., MacDonald, M., Logan, S.W., Gorrell, L., Hatfield, B.E.  (2024)  Adaptative Strategies for Outdoor Recreation During a Time of Stress: Insights from the COVID-19 Pandemic in the U.S.  Sage Open  14(4)
Konishi, H., Bowles, R.P., Skibbe, L.E., Montroy, J.J., Cameron, C.E., McClelland, M.M.  (2024)  Understanding Peer Effects for Executive Function and Academic Development in a Diverse Sample of Preschoolers  
  • Oregon Child Care Research Partnership
    Research program

    Oregon Child Care Research Partnership

    The Child Care Research Partnership ensures that basic information about child care and early education in Oregon is current, accurate, and available on local, regional, and state levels and is accessible to all decision-makers. The Partnership's work informs state and national early learning policy.

    Director: Megan Pratt, PhD

     Website: Oregon Child Care Research Partnership

     Website: Oregon Early Learners Facts & Findings

  • A woman interacting with a young child, both surrounded by colorful toys and cushions.
    Research program

    Oregon Parenting Education Collaborative

    The Oregon Parenting Education Collaborative (OPEC) is a partnership between four of Oregon's largest foundations (The Oregon Community Foundation, The Ford Family Foundation, Meyer Memorial Trust, and The Collins Foundation) and Oregon State University. With support from OPEC, Parenting Education Hubs have been established throughout the state, providing access to and coordination of parenting education in all counties in Oregon as well as Siskiyou County, California. OPEC supports grantees through research and evaluation, technical assistance, and professional development led by OSU.

    Co-Director: Shauna Tominey, PhD
    Co-Director: Michaella Sektnan, MS

     Website: Oregon Parenting Education Collaborative

  • Two happy children embracing on a playground, symbolizing community, friendship, and positive social interaction.
    Research group

    Poverty and Inequality Research Group

    The Poverty and Inequality Group conducts research on the extent of poverty and economic hardship with a focus on how family policies support or hinder family functioning. We aim to build knowledge on how to reduce inequalities.

    PI: David Rothwell, MSW, PhD

     Website: Poverty and Inequality Research Group

  • Group of young children collaboratively reading a book, symbolizing early literacy, curiosity, and learning in a supportive environment.
    Research laboratory

    SEARCH Research Laboratory

    We are a research laboratory at Oregon State University committed to investigating the elements of responsive, engaging, and effective adult-child interactions. Within these types of interactions, we aim to identify ways in which to support positive behaviors, emotional expression, and stress and frustration coping for parents, teachers, and young children.

    Director: Bridget Hatfield, PhD