Skip to main content
Daniel Hajovsky

Daniel Hajovsky

Bio:

Dr. Daniel B. Hajovsky, Ph.D., is Chair of the Division of Counseling and Psychology in Education and an Assistant Professor of School Psychology. Dr. Hajovsky also serves as Co-Chair of the School of Education Research Center (SERC). He is a Licensed Psychologist in South Dakota and a Nationally Certified School Psychologist. Dr. Hajovsky is an Associate Editor of Journal of Psychoeducational Assessment and Guest Associate Editor of Journal of School Psychology.


Teaching Interests:

Intelligence, Psychoeducational Assessment, Clinic Practicum, Educational Measurement, Neuropsychology, Developmental Psychopathology


Research Interests:

My research interests involve understanding the psychological and environmental variables that impact school performance in youth and adolescent children, with a particular focus on three main areas: a) neurocognitive correlates of academic achievement, b) social cognitive factors with an emphasis on the implications of teacher self-efficacy, and c) teacher-student interaction variables like teacher-student relationship quality.


Education:

  • Ph D, School Psychology, University of Kansas, 2015
  • Ed.S., University of Kansas, 2012
  • BS, Psychology, Texas A&M University , 2007

Licensures and Certifications:

  • Licensed Psychologist , South Dakota Board of Examiner of Psychologists
  • Nationally Certified School Psychologist (NCSP), National Association of School Psychologists

Grants:

  • Social Demographic Characteristics and Disability Types Associated with Child Maltreatment in South Dakota, University of South Dakota School of Education School Psychology Program. Grant Role: Co-Principal. (2020 - Present)
  • A Quantile Regression Analysis of Cognitive Ability and Component Skill Predictors of Reading, Writing, and Math Achievement, Woodcock Institute for the Advancement of Neurocognitive Research and Applied Practice. Grant Role: Principal. (2018 - 2019)
  • CHC Cognitive Abilities and Written Expression Latent Relations in School-Age Children: A Gender by Age Multiple-Group Moderation Analysis, Woodcock Institute for the Advancement of Neurocognitive Research and Applied Practice. Grant Role: Principal. (2016 - 2018)
  • Examining preservice and residency teachers' commitment to the profession: An exploratory mixed methods study, School of Education. Grant Role: Co-Principal. (2019)
  • The Mediating Role of Teacher Self-Efficacy., School of Education. Grant Role: Principal. (2018)
  • Sex Differences in Cognitive and Academic Influences on Written Expression: An Examination of Differential Effects across the Writing Achievement Distribution, School of Education. Grant Role: Principal. (2017)
  • Cognitive abilities and writing achievement relations in a school-aged sample: Evidence from the KABC-II and KTEA-II, School of Education. Grant Role: Principal. (2016)

Publications:

Citations listed below are presented in a standardized, modified format for display purposes only. They do not necessarily reflect the preferred style and conventions of the faculty member or discipline.

  • Hajovsky, Daniel, Villeneuve, Ethan F., Schneider, W. J., and Caemmerer, Jacqueline M.. An alternative approach to cognitive and achievement relations research: An introduction to quantile regression, 83-95. Vol. 6, Iss. 2. Journal of Pediatric Neuropsychology, 2020. (DOI: https://doi.org/10.1007/s40817-020-00086-3)
  • Hajovsky, Daniel B., Oyen, Kari A., Chesnut, Steven R., and Curtin, Susan J.. Teacher-student relationship quality and math achievement: The mediating role of teacher self-efficacy, 111-134. Vol. 57, Iss. 1. Psychology in the Schools , 2020. (DOI: https://doi.org/10.1002/pits.22322)
  • Lewno, Brittany M., and Hajovsky, Daniel B.. Do global ability composites differentially predict academic achievement across gender?. Journal of Psychoeducational Assessment, 2019. (DOI: https://doi.org/10.1177%2F0734282919892731)
  • Hajovsky, Daniel B., Niileksela, Christopher R., Villeneuve, Ethan F., and Reynolds, Matthew R.. Gender matters in neuropsychological assessment of child and adolescent writing skill, 103-118. Vol. 5, Iss. 3. Journal of Pediatric Neuropsychology, 2019. (DOI: https://doi.org/10.1007/s40817-019-00071-5)
  • Lewno, Brittany M., Mason, Benjamin A., Hajovsky, Daniel B., and Villeneuve, Ethan F.. Student-report measures of school climate: A dimensional review, 1-21. School Mental Health, 2019. (DOI: https://doi.org/10.1007/s12310-019-09340-2)
  • Villeneuve, Ethan F., Hajovsky, Daniel B., Mason, Benjamin A., and Lewno, Brittany M.. Cognitive ability and math computation developmental effects on math-problem solving: An integrated, multi-group approach, 96-108. Vol. 34, Iss. 1. School Psychology Quarterly, 2019. (DOI: http://dx.doi.org/10.1037/spq0000267)
  • Hajovsky, Daniel B., and Reynolds, Matthew R.. Prior individual risk behavior predicts subsequent individual and peer risk behavior: A longitudinal examination from fifth to ninth grade, 283-299. Vol. 34, Iss. 4. Canadian Journal of School Psychology, 2019. (DOI: https://doi.org/10.1177%2F0829573518769711)
  • Hajovsky, Daniel B., Villeneuve, Ethan F., Mason, Benjamin A., and De Jong, David A.. A quantile regression analysis of cognitive ability and spelling predictors of written expression: Evidence of gender, age, and skill level moderation, 291-315. Vol. 47, Iss. 3. School Psychology Review, 2018. (DOI: https://doi.org/10.17105/SPR-2017-0110.V47-3)
  • Hajovsky, Daniel B., Villeneuve, Ethan F., Reynolds, Matthew R., Niileksela, Christopher R., Mason, Benjamin A., and Shudak, Nicholas J.. Cognitive ability influences on written expression: Evidence for developmental and sex-based differences in school-age children, 104-118. Vol. 67. Journal of School Psychology, 2018. (DOI: https://doi.org/10.1016/j.jsp.2017.09.001)
  • Hajovsky, Daniel B., Mason, Benjamin A., and McCune, Luke A.. Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences., 119-133. Vol. 63, Iss. 4. Journal of School Psychology, 2017. (DOI: https://doi.org/10.1016/j.jsp.2017.04.001)
  • Mason, Benjamin A., Hajovsky, Daniel B., McCune, Luke A., and Turek, Joshua J.. Conflict, closeness, and academic skills: A longitudinal examination of the teacher-student relationship., 177-189. Vol. 46, Iss. 2. School Psychology Review, 2017. (DOI: https://doi.org/10.17105/SPR-2017-0020.V46-2)
  • Reynolds, Matthew R., Hajovsky, Daniel B., Pace, Jesse R., and Niileksela, Christopher R.. What does the Shipley-2 measure for children and adolescents? Integrated and conjoint confirmatory factor analysis with the WISC-V., 23-41. Vol. 23, Iss. 1. Assessment, 2016. (DOI: https://doi.org/10.1177%2F1073191115572695)
  • Reynolds, Matthew R., Scheiber, Caroline, Hajovsky, Daniel B., Schwartz, Bryanna, Kaufman, Alan S., and . Gender differences in academic achievement: Is writing an exception to the gender similarities hypothesis?, 211-234. Vol. 176, Iss. 4. Journal of Genetic Psychology, 2015. (DOI: https://doi.org/10.1080/00221325.2015.1036833)
  • Scheiber, Caroline, Reynolds, Matthew R., Hajovsky, Daniel B., and Kaufman, Alan S.. Gender differences in achievement in a large, nationally representative sample of children and adolescents., 335-348. Vol. 52, Iss. 4. Psychology in the Schools, 2015. (DOI: https://doi.org/10.1002/pits.21827)
  • Hajovsky, Daniel, Reynolds, Matthew R., Floyd, Randy G., Turek, Joshua J., and Keith, Timothy Z.. A multigroup investigation of latent cognitive abilities and reading achievement relations, 385-406. Vol. 43, Iss. 4. School Psychology Review, 2014. (DOI: https://doi.org/10.17105/SPR-13-0060.1)
  • Reynolds, Matthew R., Hajovsky, Daniel B., Niileksela, Christopher R., and Keith, Timothy Z.. Spearman's law of diminishing returns and the DAS-II: Do g effects on subtest scores depend on the level of g, 275-289. Vol. 26, Iss. 4. School Psychology Quarterly , 2011. (DOI: https://psycnet.apa.org/doi/10.1037/a0026190)

Awards and Honors:

  • Excellence in Service Award, School of Education, University of South Dakota, 2020
  • Inaugural Fellow, President's Executive Leadership Institute, 2019
  • Professor of the Game, Office of Academic Affairs, 2019
  • Early Career Scholar, Society for the Study of School Psychology, 2018
  • Excellence in Research Award, School of Education, University of South Dakota, 2018
  • Nominated for the Belbas Larson Excellence in Teaching Award, University of South Dakota, 2018
  • Reviewer of the Year Award, Journal of School Psychology, 2018
  • Nominated for the President's Award for Research Excellence, University of South Dakota, 2017
  • Nominated for the Belbas Larson Excellence in Teaching Award, University of South Dakota, 2016
  • Nominated for the Belbas Larson Excellence in Teaching Award, University of South Dakota, 2015
  • Article of the Year Honorable Mention, School Psychology Review, 2014

Presentations:

  • Sam, Kiva N., Oyen, Kari A., Hajovsky, Daniel B.. A systematic review of trauma, executive functioning, and academic achievement. Presented at the National Association of School Psychologists, Baltimore, MD. (February 2020)
  • Caemmerer, Jacqueline M., Hajovsky, Daniel B., Blemhadoo, Eunice. Bidirectional relations of elementary students' social skills and academic skills. Presented at the National Association of School Psychologists, Baltimore, MD. (February 2020)
  • Billeiter, Kenzie B., Allen, Justin P., Hajovsky, Daniel B., Bonifay, Wes, Shim, Hyejin, Mason, Benjamin A.. Evaluating the Flynn effect in populations with autism. Presented at the National Association of School Psychologists, Baltimore, MD. (February 2020)
  • Maki, Kathrin E., Burns, Matthew K., Hajovsky, Daniel B., Morsi, Courtenay A.. Specific learning disabilities: Factors related to identification, subtypes, and recommendations. Presented at the National Association of School Psychologists, Baltimore, MD. (February 2020)
  • Jensen, Karissa M., Hajovsky, Daniel B., Chesnut, Steven R.. Teachers' self-efficacy beliefs in the development of teacher-student relationships. Presented at the National Association of School Psychologists, Baltimore, MD. (February 2020)
  • Billeiter, Kenzie B., Allen, Justin P., Hajovsky, Daniel B., Bonifay, Wes, Shim, Hyejin, Mason, Benjamin A.. The Flynn effect in populations with autism. Presented at the International School Psychology Association, Basel, Switzerland. (July 2019)
  • Jensen, Karissa M., Hajovsky, Daniel B., Allen, Justin P., Edwards, Chaise M., Chesnut, Steven R., Goranowski, Shanel M.. A systematic review of gender differences in reading, writing, and math achievement in school-age children. Presented at the National Association of School Psychologists, Atlanta, GA. (February 2019)
  • Lewno, Brittany M., Hajovsky, Daniel B.. An examination of gender bias in intelligence composites on achievement. Presented at the National Association of School Psychologists, Atlanta, GA. (February 2019)
  • Lewno, Brittany M., Hajovsky, Daniel B.. Gender differences and CHC-Theory broad abilities in science. Presented at the National Association of School Psychologists, Atlanta, GA. (February 2019)
  • Hajovsky, Daniel B., Caemmerer, Jacqueline M., Villeneuve, Ethan F.. Gender differences in social skills development in K-6th graders. Presented at the National Association of School Psychologists, Atlanta, GA. (February 2019)
  • Lewno, Brittany M., Villeneuve, Ethan F., Hajovsky, Daniel B., Mason, Benjamin A.. A systematic review of student perception school climate assessment tools. Presented at the National Association of School Psychologists , Chicago, IL. (February 2018)
  • Villeneuve, Ethan F., Hajovsky, Daniel B.. Are academic skills more differentiated at higher levels of achievement-g?. Presented at the National Association of School Psychologists , Chicago, IL. (February 2018)
  • Hajovsky, Daniel B., Villeneuve, Ethan F., Reynolds, Matthew R., Niileksela, Christopher R., Lewno, Brittany M.. Developmental and sex differences in cognitive ability influences on writing. Presented at the National Association of School Psychologists , Chicago, IL. (February 2018)
  • Villeneuve, Ethan F., Hajovsky, Daniel B., Lewno, Brittany M., Mason, Benjamin A., Wilsey, Janette M.. Cognitive ability and math component skill influences on higher-order mathematics. Presented at the American Psychological Association , Washington, D.C.. (August 2017)
  • Lewno, Brittany M., Hajovsky, Daniel B., Villeneuve, Ethan F.. Does school climate moderate social support and bullying behavior in school-aged students?. Presented at the American Psychological Association , Washington, D.C.. (August 2017)
  • Hajovsky, Daniel B., Mason, Benjamin A., Villeneuve, Ethan F.. Intervention research productivity in school psychology. Presented at the American Psychological Association , Washington, D.C.. (August 2017)
  • Villeneuve, Ethan F., Hajovsky, Daniel B., Reynolds, Matthew R., Niileksela, Christopher R., Mason, Benjamin A.. Gender differences in cognitive and writing achievement relations. Presented at the National Association of School Psychologists , San Antonio, TX. (February 2017)
  • Niileksela, Christopher R., Hajovsky, Daniel B.. Revisiting the dimensions of reading and writing tests. Presented at the National Association of School Psychologists , San Antonio, TX. (February 2017)
  • Hajovsky, Daniel B., Mahoney, Joseph M., Reynolds, Matthew R., Mason, Benjamin A., Villeneuve, Ethan F.. Cognitive abilities and writing achievement relations in a school-aged sample. Presented at the American Psychological Association, Denver, CO. (August 2016)
  • Hajovsky, Daniel B., Mahoney, Joseph M., Reynolds, Matthew R., Villeneuve, Ethan F.. Cognitive abilities and writing achievement relations in a school-aged sample.
  • Hajovsky, Daniel B., Reynolds, Matthew R., Mason, Benjamin A., Brown, Tyler R.. Development of risk behavior: Parent and peer influences in adolescence. Presented at the National Association of School Psychologists , New Orleans, LA. (February 2016)
  • Hajovsky, Daniel B., Mason, Benjamin A., McCune, Luke A.. Longitudinal evidence of gender differences in teacher-student relationships and achievement. Presented at the National Association of School Psychologists , New Orleans, LA. (February 2016)
  • Hajovsky, Daniel B., Mason, Benjamin A., Wills, Howard P., McCune, Luke A.. Self-reported academic struggles and relational quality: Development and validation of a high school screener. Presented at the National Association of School Psychologists , Orlando, FL. (February 2015)
  • Hajovsky, Daniel B., Mason, Benjamin A., Turek, Joshua J.. A longitudinal examination of the teacher-student alliance. Presented at the National Association of School Psychologists , Washington D.C.. (February 2014)
  • Hajovsky, Daniel B., Chan, Ruby C., Carta, Judith. Instructional practices as predictors of language development above and beyond SES. Presented at the Council for Exceptional Children, San Francisco, CA. (October 2013)
  • Scheiber, Caroline, Hajovsky, Daniel B., Reynolds, Matthew R., Schwartz, Bryanna, Kaufman, Alan S.. Academic achievement and gender differences in children and adolescents. Presented at the American Psychological Association, Honolulu, HI. (August 2013)
  • Scheiber, Caroline, Hajovsky, Daniel B., Reynolds, Matthew R., Kaufman, Alan S.. Differential prediction (IQ-achievement) by gender using the Kaufman tests. Presented at the American Psychological Association, Honolulu, HI. (August 2013)
  • Hajovsky, Daniel B., Reynolds, Matthew R., Turek, Joshua J.. CHC abilities and reading achievement across child development. Presented at the American Psychological Association, Orlando, FL. (August 2012)
  • Schwartz, Bryanna, Hajovsky, Daniel B., Reynolds, Matthew R., Kaufman, Alan S.. Gender differences in reading, math, and writing at ages 7-19. Presented at the Western Psychological Association, San Francisco, CA. (April 2012)
  • Kong, N, Carta, Judith, Greenwood, Charlie G., Guerrero, Gabriel, Hajovsky, Daniel B., Terry, Barbara, Robertson, Jennifer. Examining the effectiveness of a pre-kindergarten Tier 2 vocabulary intervention in two instructional contexts. Presented at the Conference on Research Innovations in Early Intervention, San Diego, CA. (February 2012)
  • Reynolds, Matthew R., Niileksela, Christopher R., Hajovsky, Daniel B., Keith, Timothy Z.. Do g effects on subtest scores depend on the level of g. Presented at the National Association of School Psychologists , San Francisco, CA. (February 2011)