Child Development, Parenting, Peer Interactions, Media, Program Evaluation
Fellow, American Psychological Association
Fellow, Society for Community Research and Action, Division 27 of the American Psychological Association
Distinguished Early Career Applied Contributions to Media Psychology and Technology Award, Division 46 American Psychological Association
Early Career Award, Society for Community Research and Action (division 27 of APA)
Faculty Mentor of the Month, Undergraduate Research Opportunity Program, University of California, Irvine
Dean’s Honoree for Excellence in Undergraduate Teaching - Department of Education, UCI
Newbrough Award for Academic Writing
Julius Seeman Award for Academic and Professional Excellence
National Institutes of Health’s Office of Loan Repayment and Scholarship Award for Pediatric Research
Stephanie M. Reich earned her Ph.D. in Community Psychology from the Department of Psychology and Human Development at Vanderbilt University in Nashville, TN.
Dr. Reich's research is focuses on understanding and improving the social context of children’s lives. As such, her empirical investigations center on two contributors to children’s socialization: parents and peers. The bulk of her interest examines parent and peer interactions in early childhood with additional research investigating peer interactions in adolescence. Her professional goal is to illuminate how parents and peers affect children’s socio-emotional, cognitive, and physical development with the aim of creating interventions to promote physical and mental health and academic success.
The bulk of Dr. Reich's work explores direct and indirect influences (i.e., transactions) on the child, specifically through the family, online, and school environment. Her research on the family has focused on parenting behaviors and the direct and moderational influences of maternal knowledge, efficacy, support, and home and community environment on development. Dr. Reich has also been involved in peer research where she has been examining the role of individual behaviors (e.g., aggression, emotional regulation, prosocial behavior) and peer interactions (e.g., in-person and on-line) on range of child outcomes.
Callahan, M. & Reich, S.M. (2021). Mobile app features that scaffold pre-school learning: Verbal feedback and leveling designs, British Journal of Educational Technology, 52(2), 785-806 doi: 10.1111/bjet.13055
Xu, Y., Yau, J.C. & Reich, S.M., (2021). Press, Swipe, and Read: Do interactive features facilitate engagement and learning with e-Books? Journal of Computer Assisted Learning, 37(1), 212-225. doi: 10.1111/jcal.12480
Yau, J., Reich, S.M. & Lee, T.Y. (2021). Coping with stress through texting: An experimental study. Journal of Adolescent Health, 68(3),565-571. doi: 10.1016/j.jadohealth.2020.07.004 PMID: 32798096
Renick, J. & Reich, S.M. (2021). Best friends, bad food, and bullying: How students’ school perceptions relate to sense of school belonging. Journal of Community Psychology. 49 (2), 447-467 doi: 10.1002/jcop/22471
Reimer, M., Reich, S.M., Evans, S., Nelson, G., & Prilleltensky, I. (2020). Community Psychology: In pursuit of liberation and wellbeing. (3rd edition) London: Palgrave.
Nikolayev, M., Reich, S.M., Muskat, T. Tadjbak, N. & Callaghan, M. (2020). Feedback in online games for preschoolers. Journal of Children and Media. Online pre-release. doi: 10.1080/17482798.2020.1815227
Callahan, M. & Reich, S.M. (2020). Applying a developmental lens to educational game design for preschoolers. International Journal of Mobile and Blended Learning, 12(2), 1-15 doi: 10.4018/IJMBL.2020040101
Dahlin, M., Díaz, G., Jenkins, J. & Reich, S.M. (2020). Head Start Family Services: Family characteristics as predictors of service use by Latinx families. Online pre-release. doi: 10.1016/j.childyouth.2020.105376
Ochoa, W. Reich, S.M., & Farkas, G. (2020). The observed quality of caregiver-child interactions with and without a mobile device. Academic Pediatrics. Online pre-release. doi: 10.1016/j.acap.2020.07.012
Ochoa, W., & Reich, S.M., (2020). Parents’ beliefs about the benefits and detriments of mobile screen technologies for their young children’s learning: A focus on diverse Latine mothers and fathers. Frontiers in Psychology, 11, PMCID: PMC7581903
Oviatt, J. & Reich, S.M. (2019). Pregnancy Posting: Exploring characteristics of social media posts around pregnancy and user engagement. mHealth, 5.
Reich, S.M., Ochoa, W., & Gaona, A., Salcedo, Y., Espino, G., Newhart, V., Lin, J. & Díaz, G. (2019). Caregivers’ experiences in taking their young child to the dentist: Disparities by income, ethnicity, and language. Academic Pediatrics, 19(8), 969-977. doi: 10.1016/j.acap.2019.03.006
Reich, S.M., Yau, J.C., Xu, Y., Muskat, T., Uvalle, J. & Cannata, D. (2019). A comparison of preschoolers’ comprehension, vocabulary, and engagement from a print book and an eBook. AERA Open, 5(3), 1-16. doi: 10.1177/2332858419878389
Nguyen, T., Reich, S.M., Jenkins, J., & Abedi, J. (2019). Psychometric validation and reorganization of the Desired Results Developmental Profile. Journal of Psycho-educational Assessment, 38(3) 369–388. doi: 10.1177/0734282919859804
Yau, J.C. & Reich, S.M., (2019). “It’s just a lot of work.” Adolescents' self-presentation norms and practices on Facebook and Instagram. Journal of Research on Adolescence, 29(1), 196-209. doi: 10.1111/jora.12376 PMID: 29430759
Reich, S.M., Black, R.W. & Foliaki, T. (2018). Constructing difference: Lego set narratives promote stereotypic gender roles and play. Sex Roles, 79(5-6), 285-298. doi: 10.1007/s11199-017-0868-2
Callaghan, M. N. & Reich, S. M. (2018). Are educational preschool apps designed to teach? An analysis of the app market. Learning, Media and Technology. 3, 280-293. doi: 10.1080/17439884.2018.1498355
Yau, J.C. & Reich, S.M. (2018). Are the qualities of adolescents’ offline friendships present in digital interactions? Adolescent Research Review, 3(3), 339-355. doi: 10.1007/s40894-017-0059-y
Callaghan, M. N., Long, J., van Es, E., Reich, S. M., & Rutherford, T. (2018). How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement. Journal of Computer Assisted Learning, 34(1), 10-19. doi: 10.1111/jcal.12209
Yau, J.C., Reich, S.M, Wang, Y., Niiya, M., & Mark, G. (2018). More friends, more interactions? The association of network size and friend contact on Facebook. First Monday, 23, 5-7. doi: 10.5210/fm.v23i5.8195