Lieny Jeon
Lieny Jeon
Associate Professor, School of Education, Johns Hopkins University
Verified email at - Homepage
Cited by
Cited by
Teachers’ social–emotional capacity: Factors associated with teachers’ responsiveness and professional commitment
CK Buettner, L Jeon, E Hur, RE Garcia
Early Education and Development 27 (7), 1018-1039, 2016
Pathways from teacher depression and child-care quality to child behavioral problems.
L Jeon, CK Buettner, AR Snyder
Journal of consulting and clinical psychology 82 (2), 225, 2014
Early childhood teachers’ psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion
L Jeon, CK Buettner, AA Grant
Early education and development 29 (1), 53-69, 2018
Preschool teachers’ child-centered beliefs: Direct and indirect associations with work climate and job-related wellbeing
E Hur, L Jeon, CK Buettner
Child & Youth Care Forum 45 (3), 451-465, 2016
Family and neighborhood disadvantage, home environment, and children’s school readiness.
L Jeon, CK Buettner, E Hur
Journal of Family Psychology 28 (5), 718, 2014
Preschool teachers’ professional background, process quality, and job attitudes: A person-centered approach
L Jeon, CK Buettner, E Hur
Early Education and Development 27 (4), 551-571, 2016
Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping
L Jeon, E Hur, CK Buettner
Journal of School Psychology 59, 83-96, 2016
What are we teaching the teachers? Child development curricula in US higher education
CK Buettner, EH Hur, L Jeon, DW Andrews
Child & Youth Care Forum 45 (1), 155-175, 2016
Early childhood teachers' stress and children's social, emotional, and behavioral functioning
L Jeon, CK Buettner, AA Grant, SN Lang
Journal of Applied Developmental Psychology 61, 21-32, 2019
The association between teachers’ child-centered beliefs and children’s academic achievement: The indirect effect of children’s behavioral self-regulation
E Hur, CK Buettner, L Jeon
Child & Youth Care Forum 44 (2), 309-325, 2015
Relating early childhood teachers’ working conditions and well-being to their turnover intentions
AA Grant, L Jeon, CK Buettner
Educational Psychology 39 (3), 294-312, 2019
Preschool teachers’ professional training, observational feedback, child-centered beliefs and motivation: Direct and indirect associations with social and emotional responsiveness
SN Lang, C Mouzourou, L Jeon, CK Buettner, E Hur
Child & Youth Care Forum 46 (1), 69-90, 2017
Examining pre-school classroom quality in a statewide quality rating and improvement system
L Jeon, CK Buettner, E Hur
Child & Youth Care Forum 43 (4), 469-487, 2014
Parental depressive symptoms and children’s school-readiness: the indirect effect of household chaos
E Hur, CK Buettner, L Jeon
Journal of Child and Family Studies 24 (11), 3462-3473, 2015
An organizational-level analysis of early childhood teachers’ job attitudes: Workplace satisfaction affects early head start and head start teacher turnover
L Jeon, MB Wells
Child & Youth Care Forum 47 (4), 563-581, 2018
Quality rating and improvement systems and children’s cognitive development
L Jeon, CK Buettner
Child & Youth Care Forum 44 (2), 191-207, 2015
Examining a self-report measure of parent–teacher cocaring relationships and associations with parental involvement
SN Lang, SJ Schoppe-Sullivan, L Jeon
Early Education and Development 28 (1), 96-114, 2017
The role of teachers' depressive symptoms in classroom quality and child developmental outcomes in Early Head Start programs
KA Kwon, S Jeon, L Jeon, S Castle
Learning and Individual Differences 74, 101748, 2019
Chaos and commitment in the early childhood education classroom: Direct and indirect associations through teaching efficacy
A A Grant, L Jeon, C K Buettner
Johns Hopkins Institute for Education Policy, 2019
Family child care providers' responsiveness toward children: The role of professional support and perceived stress
L Jeon, KA Kwon, JY Choi
Children and Youth Services Review 94, 500-510, 2018
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