In addition to national and international presentations, our work has been published in high-quality peer-reviewed scholarly journals. Selected publications with current and former students are listed below. If you would like access to any of our papers, let us know! (Posted pdfs are for teaching, scholarship, or research only.)
**Denotes graduate student co-author; *Denotes undergraduate student co-author.
Razza, R., Zhang, Y., & Edelstein, A. (2025). Mindfulness-based cognitive and emotional wellness supports for adolescents: Adaptations and lessons learned during the COVID-19 pandemic. School Psychology International, 46(4), 421-454. https://doi.org/10.1177/01430343251361133
Razza, R., **Liu, Q., **Feng, R., *Hao, X., *Kirkman, K., & Merrin, G. J. (2025). Cultivating adolescents’ self-compassion through mindfulness: The role of self-regulation at both the individual- and classroom-level. Contemporary School Psychology. https://doi.org/10.1007/s40688-025-00548-5
Razza, R., & Brann, L. (2025). Integrating Social Emotional Learning, mindfulness, and nutrition education into curricula to promote self-regulation and healthy eating behaviors among preschoolers. Social and Emotional Learning: Research, Practice, and Policy, 5, 100081. https://doi.org/10.1016/j.sel.2025.100081
Pudasainee-Kapri, S., Zhang, Y., & Razza, R. A. (2025). Early bedtime routines and behavioral outcomes among children from low-income families: Mediating role of emotion regulation. Infant Behavior and Development, 78, 102027. https://doi.org/10.1016/j.infbeh.2025.102027
Zhang, Y.,*Cannata, S., Razza, R., & **Liu, Q. (2025). Intimate partner violence exposure and self-regulation in children and adolescents: A systematic review. Journal of Family Violence, 40, 401-417. https://doi.org/10.1007/s10896-023-00636-1
Zhang, Y., **Liu, Q., & Razza, R. A. (2024). Implications of early attentional and behavioral regulation for adolescent flourishing: Variations in pathways across family income status. Children and Youth Services Review, 160, 107553. https://doi.org/10.1016/j.childyouth.2024.107553
**Liu, Q., Merrin, G. J., Vasilenko, S., & Razza, R., (2024). Continuity and change in early material hardship domains on the development of children’s behavioral self-regulation in middle childhood. Children and Youth Services Review, 167, 107995. https://doi.org/10.1016/j.childyouth.2024.107995
**Liu, Q., Zhang, Y., & Razza, R., (2024). Preschoolers’ attentional and behavioral regulation: Differential pathways through poverty and parenting. Journal of Child and Family Studies, 33, 3384-3401. https://doi.org/10.1007/s10826-024-02917-9
**Liu, Q., Razza, R., Zhang, Y., & Merrin, G. J. (2024). Differential growth trajectories of behavioral self-regulation from early childhood to adolescence: Implication for youth domain-general and school-specific outcomes. Applied Developmental Science. https://doi.org/10.1080/10888691.2024.2405578
**Liu, Q., Wang, X., Razza, R., & Vasilenko, S. (2024). Early adverse childhood experiences and preschoolers’ self-regulation: A latent class analysis. Child Abuse & Neglect, 149, 106703. https://doi.org/10.1016/j.chiabu.2024.106703
**Liu, Q., Razza, R., Vasilenko, S. & Merrin, G. J. (2024). Associations between early material hardship and behavioral self-regulation development across childhood: A person-centered approach. Research in Human Development, 20(3-4), 183-207. https://doi.org/10.1080/15427609.2024.2310449
Wang, Q. Wu, Y., **Feng, R., *Hao, X., Felver, J., Zhang, Y., & Razza, R. (2024). Adaptation and validation of the Mindful Student Questionnaire in Chinese adolescent students: Factor analyses and validity results. Mindfulness, 15, 359-371. https://doi.org/10.1007/s12671-023-02299-x
Brann, L. S., Razza, R. A., & **Smith, C. S. (2024). The feasibility and preliminary effectiveness of a mindfulness intervention on preschooler’s executive function and eating behaviors. Early Education and Development, 35(2), 395-412. https://doi.org/10.1080/10409289.2022.2154579
**Liu, Q., Merrin, G. J., Razza, R. (2023). Reciprocal associations between maternal behaviors and children’s self-regulation during the transition from early to middle childhood. Journal of Child and Family Studies. https://doi.org/10.1007/s10826-023-02703-z
Zhang, Y., Razza, R., Wang, Q., Bergen-Cico, D., & **Liu, Q. (2022). Mechanisms of change underlying mindfulness-based practice among adolescents. Mindfulness, 13, 1445-1457. https://doi.org/10.1007/s12671-022-01881-z
Pudasainee-Kapri, S., & Razza, R. A. (2020). Low birth weight and children’s cognitive competence: the role of maternal warmth in early childhood. Early Child Development and Care, 190(16), 2551-2562. (pdf)
Felver, J. C., Razza, R., Morton, M. L., Clawson, A. J., & Mannion, R. S. (2020). School-based yoga intervention increases adolescent resilience: a pilot trial. Journal of Child & Adolescent Mental Health, 32(1), 1-10. (pdf)
Razza, R. A., **Linsner, R. U., Bergen-Cico, D., Carlson, E., & Reid, S. (2020). The feasibility and effectiveness of mindful yoga for preschoolers exposed to high levels of trauma. Journal of Child and Family Studies, 29(1), 82-93. (pdf)
Costa, M. R., Bergen-Cico, D., Razza, R., Hirshfield, L., & Wang, Q. (2020, July). Perceived Restorativeness and Meditation Depth for Virtual Reality Supported Mindfulness Interventions. In International Conference on Human-Computer Interaction (pp. 176-189). Springer, Cham. (pdf)
Tumanova, V., Wilder, B., Gregoire, J., Baratta, M., & Razza, R. (2020). Emotional Reactivity and Regulation in Preschool-Age Children Who Do and Do Not Stutter: Evidence From Autonomic Nervous System Measures. Frontiers in Human Neuroscience, 14. (pdf)
Costa, M. R., Felver, J., & Razza, R. (2020, January). Supporting mindfulness based interventions with social virtual reality. In 2019 9th International Workshop on Computer Science and Engineering, WCSE 2019 (pp. 238-245). International Workshop on Computer Science and Engineering (WCSE).
Tumanova, V., Woods, C., & Razza, R. (2020). The role of behavioral inhibition for conversational speech and language characteristics of preschool-age children who stutter. American journal of speech-language pathology, 29(2), 638-651. (pdf)
Costa, M. R., Bergen-Cico, D., Grant, T., Herrero, R., Navarro, J., Razza, R., & Wang, Q. (2019, July). Nature inspired scenes for guided mindfulness training: presence, perceived restorativeness and meditation depth. In International Conference on Human-Computer Interaction (pp. 517-532). Springer, Cham. (pdf)
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child development, 78(2), 647-663. (pdf)