My research draws on constructivist and systems theories to understand the development of—and interplay between—morally-relevant judgments, emotions, and behaviors in early and middle childhood. What are the various psychological, social, and contextual factors involved in children’s developing understanding of right and wrong and their ability to feel emotions like sympathy and guilt? And to what extent, and under what circumstances, do socio-moral processes contribute to “good” (e.g., prosociality, kindness) and “bad” (e.g., aggression, violence) behavioral tendencies?

I encourage researchers and community partners with similar interests to reach out to discuss possibilities for future collaboration.

I accept applications on a rolling basis from highly motivated undergraduates interested in gaining research experience in a developmental lab. Prospective students should email me (mjambon@wlu.ca) with a copy their CV/resume and a brief description of their interest in the lab. Previous research experience is an asset but not required. Students who are comfortable interacting with children are especially encouraged to apply. If we are not accepting new volunteer research assistants, your materials will be kept on file and you may be contacted when a position opens up.

Google Scholar profile.

• Jambon, M., & Malti, T. (2022). Developmental relations between children's peer relationship quality and prosocial behavior: The mediating role of trust. Journal of Genetic Psychology, 183(3), 197-210. https://doi.org/10.1080/00221325.2022.2030293
• Jambon, M., Colasante, T., & Malti, T. (2021). A longitudinal investigation of the happy victimizer tendency in childhood: A matter of control or care? Developmental Psychology, 57(5), 689-701. https://doi.org/10.1037/dev0001176
• Jambon, M., Colasante, T., Ngo, H., Dys, S., & Malti, T. (2021). Peer victimization and sympathy development in childhood: The moderating role of emotion regulation. Social Development, 30(2), 463-481. https://doi.org/10.1111/sode.12482
• Jambon, M. & Smetana, J. (2020). Self-reported moral emotions and physical and relational aggression in early childhood: A social domain approach. Child Development, 91(1), e92-e107.https://doi.org/10.1111/cdev.13174
• Jambon, M., Madigan, S., Plamondon, A., & Jenkins, J. (2019). Developmental trajectories of physical aggression and prosocial behavior in early childhood: Family antecedents and psychological correlates. Developmental Psychology, 55, 1211-1225. https://doi.org/10.1037/dev0000714
• Jambon, M., Colasante, T., Peplak, J., & Malti, T. (2019). Anger, sympathy, and children’s reactive and proactive aggression: Testing a differential correlate hypothesis. Journal of Abnormal Child Psychology, 47, 1013-1024. https://doi.org/10.1007/s10802-018-0498-3
• Jambon, M., & Smetana, J. (2019). Socialization of moral judgments and reasoning. In D. Laible, G. Carlo, & L. M. Padilla-Walker (Eds.), The Oxford handbook of parenting and moral development (pp. 375-390). New York, NY: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190638696.013.16
• Jambon, M. & Smetana, J. (2018). Callous-unemotional traits moderate the association between children’s early moral understanding and aggression: A short-term longitudinal study. Developmental Psychology, 54, 903-915. https://doi.org/10.1037/dev0000473
• Smetana, J., Jambon, M., & Ball, C. (2014). The social domain approach to children's moral and social judgments. In M. Killen & J. Smetana (Eds.) Handbook of moral development, 2nd edition (pp. 23-45). New York, NY: Psychology Press.

PS276: Introduction to Developmental Psychology: Adolescence