College of Education and Human Development

Institute of Child Development

Sophia Magro

  • Pronouns: she, her, hers

  • Doctoral Student

  • Institute of Child Development
    Carmen D. and James R. Campbell Hall
    51 East River Parkway
    Minneapolis, MN 55455

  • magro008@umn.edu
Sophia Magro

Areas of interest

Early childhood education; Families and parenting; Infant and early childhood mental health; Prevention/intervention; Social and emotional development; Vulnerable populations

Degrees

BA Psychology & Music, St. Olaf College, 2016
MA Developmental Psychology, University of Minnesota, 2019

Biography

My research focuses on the intersections of family and school influences on children's development. I am interested in the role that parents, teachers, and schools play in together supporting children's development of socioemotional skills, especially for children coming from low-income or maltreating backgrounds. I am also interested in early childhood education intervention programs and the effects of education on physical and mental health across the lifespan. I collaborate with Glenn Roisman and Betty Carlson.

Interests: Social/emotional development, high-risk populations, developmental psychopathology, parent-child relationships, prevention/intervention

Developmental psychopathology and clinical science community/clinical work

My clinical interests are in early childhood mental health. I am particularly interested in partnerships between providers, parents, and educators. I have completed practicum work at Fraser Neuropsychology, the University of Minnesota Child and Adolescent Mood Disorders Clinic, the University of Minnesota Behavioral Health Clinic for Families, the University of Minnesota Birth to Three Pediatric Psychology Program, and the Early Childhood Mental Health Consultation Program with Ramsey and Washington County Head Start (CAPRW).

Publications

Magro, S. W., Hobbs, K. A., Li, P. H., Swenson, P., Riegelman, A., Rios, J. A., & Roisman, G. I. (in press). Meta-analytic associations between the Student-Teacher Relationship Scale and students’ social competence with peers. School Psychology Review.

Mondi, C. F., Magro, S. W., Rihal, T. K., & Carlson, E. A. (2023). Emotional burnout and perceptions of child behavior among childcare professionals. Early Childhood Education Journal. https://doi.org/10.1007/s10643-023-01518-3

Magro, S. W., VanMeter, F., & Roisman, G. I. (2023). Attachment, regulation, and the development of coping. In E. A. Skinner & M. J. Zimmer-Gembeck (Eds.), The Cambridge Handbook of the Development of Coping (pp. 79-108). Cambridge University Press. https://doi.org/10.1017/9781108917230

Kroupina, M., Dahl, C. M., Magro, S. W., Stuppy, J. J., & Georgieff, M. K. (2023). A complex case with Axis I co-morbidity: Leah, 2 years old. In K. Mulrooney, M. Keren, & J. D. Osofsky (Eds.), DC:0-5 Casebook (pp. 255-272). ZERO TO THREE.

Magro, S. W., Nivison, M. D., Englund, M. M., & Roisman, G. I. (2023). The quality of early caregiving and teacher-student relationships in grade school independently predict adolescent academic achievement. International Journal of Behavioral Development, 47(2), 158-168. https://doi.org/10.1177/01650254221137511

Eller, J., Magro, S. W., Roisman, G. I., & Simpson, J. A. (2022). The predictive significance of fluctuations in early maternal sensitivity for secure base script knowledge and relationship effectiveness in adulthood. Journal of Social and Personal Relationships, 39(10), 3044-3058. https://doi.org/10.1177/02654075221077640

Kunkel, J. J., Magro, S. W., Bleil, M. E., Booth-LaForce, C., Vandell, D. L., Fraley, R. C., & Roisman, G. I. (2022). Early maternal sensitivity and markers of physical health: Enduring or transient associations from childhood to adulthood? Developmental Psychology, 58(12), 2252–2263. https://doi.org/10.1037/dev0001430

Mondi, C. F., Rihal, T. K., Magro, S. W., Kerber, S., & Carlson, E. A. (2022). Childcare providers’ views of challenging child behaviors, suspension, and expulsion: A qualitative analysis. Infant Mental Health Journal, 43(5), 695-713. https://doi.org/10.1002/imhj.22005

Waters, T. E. A., Magro, S. W., Alhajeri, J., Yang, R., Groh, A. M., Haltigan, J. D., Holland, A. S., Steele, R., Bost, K. K. F., Owen, M. T., Vaughn, B. E., Booth-LaForce, C., & Roisman, G. I. (2021). Early child care experiences and attachment representations at age 18 years: Evidence from the NICHD Study of Early Child Care and Youth Development. Developmental Psychology, 57(4), 548-556. https://doi.org/10.1037/dev0001165

Magro, S. W., Fraley, R. C., & Roisman, G. I. (2020). Early maternal sensitivity and teacher-student relationship quality across grade school: Enduring or transient associations? Child Development, 91(4), 883-901. https://doi.org/10.1111/cdev.13322

Magro, S. W., Utesch, T., Dreiskämper, D., & Wagner, J. (2019). Self-esteem development in middle childhood: Support for sociometer theory. International Journal of Behavioral Development, 43(2), 118-127. https://doi.org/10.1177/0165025418802462

Reynolds, A. J., Magro, S. W., Ou, S.-R., & Eales, L. (2019). Do parent involvement and school quality predict adult smoking? Findings from an urban cohort. Preventive Medicine, 127(105768), 1-8. https://doi.org/10.1016/j.ypmed.2019.105768