Julia Braungart-Rieker

Contact Information

118 Haggar Hall
Department of Psychology
University of Notre Dame
Notre Dame, IN 46556
574-631-6914 (office)
574-631-8883 (FAX)
E-mail: jbraunga@nd.edu
Webpage: http://psychology.nd.edu/people/faculty/braungart-rieker-julie/

Degrees

Ph.D., Department of Human Development and Family Studies, The Pennsylvania State University
M.S., Department of Human Development and Family Studies, The Pennsylvania State University
B.S., Syracuse University

Honors/Awards

2002-2003 Kaneb Teaching Award for Excellence in Undergraduate Teaching, University of Notre Dame
1999 Master Mentor Award, One of 13 University faculty identified by The Graduate School as an excellent mentor for graduate students

Educational research interests

Infants, children, and families; Child development related to
children’s classroom behavior; Children’s abilities to regulate
their emotions and behaviors; Factors that predict why some children
have a more challenging time than others when dealing with negative
emotions

Current educational studies

Braungart-Rieker, J.M., & Hill, A.L. (2005). Emotion regulation:
Implications for the classroom. In O. N. Saracho & B. Spodek (Series Ed.
and Vol. Ed.), Contemporary Influences in Early Childhood Education: Vol. 6.
Contemporary Perspectives on Families, Communities, and Schools for Young
Children, (pp. 107-129). Greenwich, CT: Information Age.

Select publications

Hill-Soderlund, A.L., & Braungart-Rieker, J.M. (2008). Early Individual
Differences in Temperamental Reactivity and Regulation: Implications for
Effortful Control in Early Childhood, Infant Behavior and Development, 31,
386-397.

Karrass, J., van de Venter, M., & Braungart-Rieker, J.M. (2003). Predicting
shared parent-child book reading in infancy. Journal of Family Psychology,
17, 134-146.

Hill, A.L. & Braungart-Rieker, J.M. (2002). Four-month attentional
regulation and its prediction of three-year compliance. Infancy, 3, 261-273.

Bio

To date, Dr. Braungart-Rieker’s research has examined issues surrounding
social and emotional development in infancy and early childhood. In
particular, her research focuses on how children’s characteristics (e.g.,
gender and temperament), parenting practices, contextual factors (e.g.,
family earner status and marital satisfaction), and the fathers’ role relate
to outcomes such as children’s ability to regulate their emotions,
parent-child attachment security, and the development of children’s
compliance and autonomy.