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Faculty members

Jelena Obradović

Dr. Jelena Obradović, Stanford University
Jelena Obradović
Academic Title 
Associate Professor
Other Titles 

Director and PI, Stanford Project on Adaptation and Resilience in Kids (SPARK)

Contact Information
Program Affiliations 
DAPS

My research examines how contextual risk and adversity influence children’s adaptation across multiple domains of functioning over time. I am interested in identifying the biological, behavioral, and environmental processes that enable some highly disadvantaged children to demonstrate remarkable resilience, while placing others at risk for maladaptive outcomes. I primarily study how exposure to environmental risk and adversity interacts with children’s stress reactivity and self-regulatory abilities to influence their social, emotional, and cognitive development.

  • Ph.D. Developmental Psychology, Institute of Child Development, University of Minnesota, 2007
  • M.A. Developmental Psychology, Institute of Child Development, University of Minnesota, 2005
  • B.A. Psychology, Lewis & Clark College, 2002

Associate Professor, Developmental and Psychological Sciences, Stanford Graduate School of Education, 2017-present

Assistant Professor, Developmental and Psychological Sciences, Stanford Graduate School of Education, 2009-17

Killam Postdoctoral Research Fellow, University of British Columbia, 2007-2009

  • Developmental Psychopathology and Resilience (EDUC 360)
  • Stress Reactivity and Biological Sensitivity to Context (EDUC 363)
  • Cognitive Development (EDUC 368)
  • Psychological and Educational Resilience among Children and Youth (EDUC 256)

Obradović, J., *Finch, J.E., *Portilla, X. A., Rasheed, M., *Tirado-Stayer, N., & Yousafzai, A.K. (in press). Early executive functioning in a global context: Developmental continuity and family protective factors. Developmental Science. doi: 10.1111/desc.12795

Obradović, J., *Sulik, M. J., *Finch, J. E., & *Tirado-Strayer, N. (2018). Assessing students’ executive functions in the classroom: Validating a scalable group-based procedure. Journal of Applied Developmental Psychology, 55, 4–13. doi:10.1016/j.appdev.2017.03.003

Obradović, J., *Sulik, M., *Finch, J.E., & *Tirado-Strayer, N. (2017). Assessing executive functions in the classroom: Validating a scalable group-based procedure. Journal of Applied Developmental Psychology. 1-10. doi: 10.1016/j.appdev.2017.03.003

Obradović, J., *Portilla, X. A., *Tirado-Strayer, N., Rasheed, M. A., Siyal, S., & Yousafzai, A. K. (2017). Maternal scaffolding in a disadvantaged global context: The role of maternal cognitive capacities. Journal of Family Psychology, 31(2), 139-149. doi: 10.1037/fam0000279

Obradović, J., & *Finch. J. E. (2017). Linking executive function skills and physiological challenge response: Piecewise latent growth curve modeling. Developmental Science, 20(6): e12476. doi: 10.1111/desc.12476

Obradović, J., *Portilla, X. A., *Ballard, P. J. (2016). Biological sensitivity to family income: Differential effects on early executive functioning. Child Development, 87(2), 374-384. doi: 10.1111/cdev.12475

Obradović, J., Yousafzai, A.K., *Finch, J. E., & Rasheed, M. (2016). Maternal scaffolding and home stimulation as key mediators of early intervention effects on children’s cognitive development. Developmental Psychology, 52(9), 1409-1421. doi: 10.1037/dev0000182

Obradović, J. (2016). Physiological responsivity and executive functioning: Implications for adaptation and resilience in early childhood. Child Development Perspectives, 10(1), 65-70. doi: 10.1111/cdep.12164

For the most current overview of research by Dr. Obradović and her collaborators, see the Stanford Project on Adaptation and Resilience (SPARK).

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