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Hülya Gülay Ogelman & Leyla Fetihi. (2021) Examination of the relationship between emotional regulation strategies of 5-year-old children and their peer relationships. Early Child Development and Care 191:1, pages 49-57.
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Sara A. Schmitt, Megan E. Pratt & Megan M. McClelland. (2014) Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement. Early Education and Development 25:5, pages 641-660.
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Alison E. Parker, Janis B. Kupersmidt, Erin T. Mathis, Tracy M. Scull & Calvin Sims. (2014) The impact of mindfulness education on elementary school students: evaluation of the Master Mind program. Advances in School Mental Health Promotion 7:3, pages 184-204.
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Ank P. Ringoot, Pauline W. Jansen, Rianne Kok, Marinus H. van IJzendoorn, Marina VerlindenFrank C. Verhulst, Marian Bakermans‐Kranenburg & Henning Tiemeier. (2021) Parenting, young children's behavioral self‐regulation and the quality of their peer relationships. Social Development 31:3, pages 715-732.
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Emine Ahmetoglu, Ibrahim H. Acar & Manolya Asik Ozturk. (2020) Parental involvement and children’s peer interactions. Current Psychology 41:7, pages 4447-4456.
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Shauna L. Shapiro, Kristen E. Lyons, Richard C. Miller, Britta Butler, Cassandra Vieten & Philip David Zelazo. (2014) Contemplation in the Classroom: a New Direction for Improving Childhood Education. Educational Psychology Review 27:1, pages 1-30.
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Monica Yudron, Stephanie M. Jones & C. Cybele Raver. (2014) Implications of different methods for specifying classroom composition of externalizing behavior and its relationship to social–emotional outcomes. Early Childhood Research Quarterly 29:4, pages 682-691.
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