Theodore H. (Ted) Dix


Associate Professor

HDFS Faculty
Office: SEA 2.430


Office: 512-471-4912
Lab: 512-471-3921
Fax: 512-475-8662



Research Interests

Ted Dix’s work examines parenting competence and its role in developmental risk in the first five to eight years of life. As a point of departure, it is concerned with moment-to-moment processing factors that regulate parents and children’s emotional states, parents’ ability to coordinate parent-child exchanges, and the tendency of the dyad to achieve mutual goals cooperatively. In many families, mothers’ depressive symptoms play a key role in such exchanges. A focal point of this work is understanding the complex factors that determine how and why depressive symptoms disrupt both parenting and diverse aspects of early socioemotional development.

Select Publications

Wang, Y., & Dix, T. (in press). Mothers’ early depressive symptoms predict children’s low social competence in first grade: Mediation by children’s social cognition. ​Journal of Child Psychology and Psychiatry.

Dix, T., Moed, A., & Anderson, E. R. (2014). Mothers’ depressive symptoms predict both increased and reduced negative reactivity with children Aversion sensitivity and the regulation of emotion. Psychological Science, 25, i1353-1361.

Yan, N., & Dix, T. (2014). Mothers’ early depressive symptoms and children’s first-grade adjustment: A transactional analysis of child withdrawal as a mediator. Journal of Child Psychology and Psychiatry, 55, 495-504.

Dix, T., & Yan, N. (2014). Mothers’ depressive symptoms and infant negative emotionality in the prediction of child adjustment at age 3: Testing the maternal reactivity and child vulnerability hypotheses. Development and Psychopathology, 26, 1111-124.

Wang, Y., & Dix, T. (2013). Patterns of depressive parenting: Why they occur and their role in early developmental risk. Journal of Family Psychology, 27, 884-895.

Courses Recently Taught

HDF 313 – Child Development
HDF 358 – Parent-Child Relationships

HDF 398T – College Teaching
HDF 394  – Parent-Child Interaction