Dr. Hajovsky is interested in the assessment and measurement of cognitive abilities and academic skills, the identification of specific learning disabilities, and the longitudinal development of psychological and contextual factors that influence academic, social, and behavioral skills. His research focuses on (a) the predictive validity of cognitive abilities on youth and adolescent's math, reading, and writing academic skills, (b) the identification of specific learning disabilities, (c) the dynamic relationships between teachers and students in the classroom, and (d) the impact of developmental and cultural considerations on outcomes. His research often leverages latent variable and longitudinal modeling to study primary and large-scale secondary data.
- Chesnut, S. R., & Hajovsky, D. B (2021). Measuring Preservice Teachers’ Anticipated Teacher–Student Relationship Quality. Journal of Psychoeducational Assessment. 39(8), 915-929.
- Barrett, C. A., Burns, M. K., Maki, K. E., Clinkscales, A., Hajovsky, D. B., & Spear, S. E (2021). Language used in school psychological evaluation reports as predictors of SLD identification within a response to intervention model.. School Psychology. 37(2), 107-118.
- Billeiter, K. B., Froiland, J. M., Allen, J. P., & Hajovsky, D. B (2021). Neurodiversity and Intelligence: Evaluating the Flynn Effect in Children with Autism Spectrum Disorder. Child Psychiatry & Human Development. 1-9.
- Hajovsky, D. B., Caemmerer, J. M., & Mason, B. A (2021). Gender differences in children’s social skills growth trajectories. Applied Developmental Science. 1-16.
- Hajovsky, D. B., Chesnut, S. R., Helbig,, K. A., & Goranowski, S. M (2021). On the Examination of Longitudinal Trends Between Teacher–Student Relationship Quality and Social Skills During Elementary School. School Psychology Review. 1-17.