EDD., Human Development and Psychology, Harvard University, 2008

M.Ed., Human Development and Methodology, Harvard University, 2004

B.A., Developmental Psychology, Mount Holyoke College, 1997

Awards, Honors, Associations

Assistant Professor Human Development and Family Studies, Auburn University, 2008 - 2014

Hardie Faculty Fellow College of Education, University of Illinois, 2015 - 2015

Research & Service

My research centers on the role that early experiences play in supporting (or hindering) positive outcomes in young children by examining risk and protective factors in the home and school contexts. Guided primarily by developmental systems and ecological contexts theories, as well as risk and resilience literature, she aims to understand the processes by which young children’s cognitive and behavioral self-regulatory skills develop and to evaluate the impact of these skills on subsequent social-emotional and academic outcomes among understudied, ecologically vulnerable children. Recently, I have expanded my program research to include an investigation of the role that self-regulatory skills play in physical health, including obesity and cardio-metabolic risk, and health behaviors, including sleep, physical activity, and nutrition. Tying all of my research together is my emphasis on advanced quantitative methodology, including longitudinal modeling, causal modeling, and covariance structure analysis. The intervention work I do with teachers and families focuses on providing strategies to reduce environmental chaos, manage behavior, and foster positive relationships among children and their parents/teachers. My research has been funded through grants from the Spencer Foundation, the Foundation for Child Development, the National Institutes of Health, and the National Science Foundation.


Bub, K., & Birmingham, R.. Early sleep problems and later school readiness: Self-regulation as a mechanism of development. Early Childhood Research Quarterly

Birmingham, R., Bub, K., & Vaughn, B.. Parenting, self-regulation, and developmental outcomes: A moderated mediation analysis by child attachment status. Attachment and Human Development

Bub, K., & Xiao, Z.. Longitudinal associations between self-regulation and mental health from early childhood through adolescence

Bub, K., Fleming, B., & Williams, G.. Examining the short- and long-term benefits of early self-regulatory skills for children’s academic success..

Ferretti, L., & Bub, K.. The influence of family routines on the resilience of low-income preschoolers. Journal of Applied Developmental Psychology 35, 168-180

Bub, K., & Ferretti, L. (2014) Cutting edge statistical methods for a life course approach Advances in Nutrition 5, 46-56

Jones, S., Bub, K., & Raver, C. (2014) Unpacking the black box of the CSRP intervention: The mediating roles of teacher-child relationship quality and self-regulation Early Education and Development

El-Sheikh, M., Bub, K., Kelly, R., & Buckhalt, J. (2013) Socio-demographic differences in children’s sleep and adjustment: A residualized change analysis Developmental Psychology 49, 1591-1601

Bub, K., Buckhalt, J., & El-Sheikh, M. (2011) Children’s sleep and cognitive performance: A cross-domain analysis of change over time Developmental Psychology 47, 1504-1514

Raver, C., Jones, S., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011) Targeting children’s behavior problems in preschool classrooms: A cluster randomized controlled trial Child Development 82, 362-378

Bub, K. (2009) Testing the effects of classroom supports on changes in children’s social and behavioral skills using latent growth curve modeling Applied Developmental Science 13, 130-148

Bub, K., McCartney, K., & Willett, J. (2007) Behavior problem trajectories and first grade cognitive ability and achievement skills: A latent growth curve analysis. Journal of Educational Psychology 99, 653-670

McCartney, K., Bub, K., & Burchinal, M. (2006) Selection, detection, and reflection. Best Practices in Quantitative Methods for Developmentalists Monographs of the Society for Research in Child Development/Blackwell Publishing: Boston, MA

Bub, K., Robinson, L., & Curtis, D.. Longitudinal associations between self-regulation and health across early and middle childhood. Health Psychology

Erath, S., Bub, K., & Tu, K.. Responses to peer stress predict academic outcomes across the transition to middle school Journal of Early Adolescence

Ferretti, L., & Bub, K.. Family routines and low-income children: Indirect effects or moderation? Applied Developmental Science

Ferretti, L., & Bub, K.. Family routines and school readiness during the transition to kindergarten. Early Education and Development

McElwain, A., & Bub, K.. Changes in parent-child relationship quality across early adolescence: Implications for engagement in sexual behavior. Manuscript submitted for publication. Youth and Society

Taveras, E., Rifas-Shiman, S., Bub, K., Gillman, M., & Oken, E.. Insufficient Sleep and Neurobehavioral Functioning among School-Age Children


Educational Psychology, 2016 - present

Journal of Early Adolescence, 2016 - present

Behavioral Medicine, 2013 - present

Centers for Disease Control, 2011 - present


I currently teach undergraduate and graduate level courses on personality and social development (EPSY 405/Psych 465) and early adolescent development (EPSY 430). I have previously taught graduate courses on research methods, longitudinal data analysis, and multi-level modeling.


Early Adolescent Development Examines early adolescent development, covering biological, cognitive, and social transitions. Topics include identity, autonomy, peer and family relationships and the role of schooling and the media. Course Information: 3 undergraduate hours. 3 or 4 graduate hours.

Kristen Bub

Associate Professor (Child Development Division Chair), Educational Psychology



226C Education Building
1310 S. Sixth St.
Champaign, IL 61820

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