Maciel M. Hernández

Assistant Professor

University of California, Davis

United States

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About

Maciel M. Hernández is an Assistant Professor at the University of California Davis. His research focuses on topics such as cultural relevance in school support, top-down self-regulation in development, and the academic functioning of adolescents within multicultural socialization contexts. Recent publications include work on fostering academic competence in Latinx youth and the influence of peer emotionality on academic achievement.

Articles (12)

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2025

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2024

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2024

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2024

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2023

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2022

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2022

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2022

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2022

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2022

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UNITED STATES

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Antonio Zuffiano

Università degli Studi di Roma La Sapienza Facoltà di Medicina e Psicologia

ITALY

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Wen Wang

Assistant Professor

North Dakota State University

UNITED STATES

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Maciel M. Hernández

Research Interests

Explore related searches

Contact this professor

About

Articles (12)

Identifying Culturally Relevant School Support Profiles and Links to Academic Functioning in Adolescents

Friendship Network and School Socialization Correlates of Adolescent Ethnic-Racial Identity Development

The relevance of top-down self-regulation for children's and adolescents' developmental outcomes

Top-down self-regulation as a core construct in children’s and adolescents’ optimal development.

A Person-Centered Analysis of Adolescent Multicultural Socialization Niches and Academic Functioning

Peers’ emotionality and children's academic achievement in second grade: Testing the moderating role of children's behavioral self‐regulation

Longitudinal relations between behavioral engagement and academic achievement: The moderating roles of socio-economic status and early achievement

Fostering academic competence in Latinx youth: The role of cultural values and parenting behaviors

The interaction between parental warmth and the teacher‐student relationship predicts changes in early elementary children's problem behaviors

Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher–Student Conflict in Childhood

Longitudinal associations among teacher–child relationship quality, behavioral engagement, and academic achievement

Do peer and child temperament jointly predict student–teacher conflict and closeness?

Collaborators (7)

Olga Kornienko

Maria Dalal Safa Pernett

Adriana Umana-Taylor

Longfeng Li

Thao Ha

Antonio Zuffiano

Wen Wang

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