Key Professional Appointments

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


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

Excellence in Undergraduate Teaching, College of Education, University of Illinois, 2018 - 2018

Spitz/Mather Faculty Award for Excellence, College of Education, University of Illinois, 2017 - 2017

Excellence in Undergraduate Teaching, Psu Chi and Psychology Department, University of Illinois, 2016 - 2016

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, I aim 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., & Banerjee, S. Early sleep problems and later school readiness: Self-regulation as a mechanism of development Early Childhood Research Quarterly.

Birmingham, R., Bub, K., & Vaughn, B. (2016). Parenting in infancy and self-regulation in preschool: An investigation of the role of attachment history Attachment and Human Development.

Ferretti, L., & Bub, K. (2014). The influence of family routines on the resilience of low-income preschoolers Journal of Applied Developmental Psychology, 35 168-180.

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

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

Taveras, E., Rifas-Shiman, S., Bub, K., Gillman, M., & Oken, E. (2017). Insufficient Sleep and Neurobehavioral Functioning among School-Age Children. Academic Pediatrics.

Bub, K., Robinson, L., & Curtis, D. (2016). Longitudinal associations between self-regulation and health across early and middle childhood Health Psychology.

Erath, S., Bub, K., & Tu, K. (2016). Responses to peer stress predict academic outcomes across the transition to middle school. Journal of Early Adolescence, 36 5- 28.

Ferretti, L., & Bub, K. (2016). Family routines and school readiness during the transition to kindergarten Early Education and Development.  link >

McElwain, A., & Bub, K. (2016). Changes in parent-child relationship quality across early adolescence: Implications for engagement in sexual behavior. Manuscript submitted for publication Youth and Society.

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 ( vol. 71, pp. 105-126). Boston, MA: Monographs of the Society for Research in Child Development/Blackwell Publishing.

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


Longitudinal associations between self-regulation and mental health from early childhood through adolescence (2016).: Baltimore, MD.

Examining the short- and long-term benefits of early self-regulatory skills for children’s academic success (2016).: Vancouver, BC.

Longitudinal associations between sleep and adolescent adjustment across the transition to puberty. (2018).: Minneapolis, MN.

Executive functioning and achievement across childhood and adolescence: The role of early cognitive and emotional supports. (2018).: Honolulu, HI.

Re-examining the Meaning of Education in an Uncertain World (2017). Oxford University and Aga Kahn Foundation: Oxford, England.

Family routines as a protective factor for ecologically vulnerable children’s kindergarten school readiness (2016).: Honolulu, HI.


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.

Profile Picture for Kristen Bub

Adjunct Associate Professor, Developmental Sciences Division



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

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