Daniel Hajovsky

Daniel Hajovsky

Assistant Professor

COUNSELING & PSYCHOLOGY IN EDUCATION

Delzell Education Center 205C

Phone: (605) 677-5847

Email: Daniel.Hajovsky@usd.edu

Bio:

Daniel B. Hajovsky, Ph.D., is an Assistant Professor and Program Director of School Psychology at the University of South Dakota.


Teaching Interests:

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


Research Interests:

Confirmatory Factor Analysis, Longitudinal Modeling, Human Cognitive Abilities, Academic Achievement, Social Dyadic Influences, Psychoeducational Assessment


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:

  • Nationally Certified School Psychologist (NCSP), National Association of School Psychologists

Grants:

  • 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)
  • The Mediating Role of Teacher Self-Efficacy., School of Education. Grant Role: Principal. (2018)
  • Cognitive abilities and writing achievement relations in a school-aged sample: Evidence from the KABC-II and KTEA-II, Dean's Office, 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 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. School Psychology Review, 2018.
  • 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. School Psychology Quarterly, 2018.
  • 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: doi.org/10.1016/j.jsp.2017.09.001)
  • 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. Canadian Journal of School Psychology, 2018.
  • 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: 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: 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: 10.1177/1073191115572695)
  • 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: 10.1080/00221325.2015.1036833)
  • Scheiber, Caroline, Reynolds, Matthew R., Hajovsky, Daniel B., and Kaufman, Alan S.. Evidence of 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: 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: dx.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: dx.doi.org/10.1037/a0026190)

Awards and Honors:

  • Early Career Scholar, Society for the Study of School Psychology, 2018
  • Excellence in Research, School of Education, University of South Dakota, 2018
  • Nominated for the Belbas Larson Excellence in Teaching Award, University of South Dakota, 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:

  • 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)