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Journal of School Psychology|July 28, 2023
Problem behaviors at the classroom-level and teacher-child interaction quality in Head Start programs: Moderation by age compositionNatalia M Rojas, Rachel M AbenavoliChild Development|February 5, 2017
Commentary: New Directions in Developmentally Informed Intervention Research for Vulnerable PopulationsHirokazu Yoshikawa, Mackenzie D M Whipps, Natalia M RojasFrontiers in Psychology|July 12, 2021
Promoting EF With Preschool Interventions: Lessons Learned From 15 Years of Conducting Large-Scale StudiesShira Mattera, Natalia M Rojas, Pamela A Morris, et al.American Journal of Health Promotion : AJHP|January 16, 2023
Re-imagining Early Childhood Education and School Readiness for Children and Families of Color in the Time of COVID-19 and BeyondBonnie D Kerker, Natalia M Rojas, Spring Dawson-McClure, et al.American Journal of Community Psychology|January 18, 2019
Exploring Diurnal Cortisol Rhythms of Kindergarten Teachers in Kosovo and UkraineAntje von Suchodoletz, Natalia M Rojas, Iryna Nadyukova, et al.American Journal of Community Psychology|July 28, 2022
Supporting immigrant caregivers during the COVID-19 pandemic: Continuous adaptation and implementation of an early childhood digital engagement programNatalia M Rojas, Julie Katter, Ran Tian, et al.Journal of Immigrant and Minority Health|June 9, 2025
Support, Stress and Postpartum Depression Among Chinese Immigrant Women: Examination of a Buffering EffectBonnie D Kerker, Jennifer M Norton, Grace Tian, et al.Frontiers in Public Health|May 16, 2024
Enhancing immigrant families' mental health through the promotion of structural and community-based supportBonnie D Kerker, R Gabriela Barajas-Gonzalez, Natalia M Rojas, et al.BMC Pregnancy and Childbirth|September 6, 2024
The associations between social support and mental health among Chinese immigrant pregnant and parenting womenGrace Tian, Natalia M Rojas, Jennifer M Norton, et al.Pageof 1