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Łukasz Nikel, Maria Oleś & Piotr Oleś. (2022) Mediators of the relationships between shyness and school achievement and fluid intelligence in school-age children. Educational Studies 48:5, pages 708-718.
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Stine Solberg, Anne Edwards & Geir Nyborg. (2021) Leading for School Inclusion and Prevention? How School Leadership Teams Support Shy Students and Their Teachers. Scandinavian Journal of Educational Research 65:7, pages 1203-1216.
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Scott R. Frohn, Ibrahim H. Acar, Kathleen Moritz Rudasill, Eric S. Buhs & Sam Pérez-González. (2021) Temperament and social adjustment in first grade: the moderating role of teacher sensitivity. Early Child Development and Care 191:9, pages 1427-1448.
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Meghan P. McCormick, Robin Neuhaus, Erin E. O’Connor, Hope I. White, E. Parham Horn, Samantha Harding, Elise Cappella & Sandee McClowry. (2021) Long-Term Effects of Social-Emotional Learning on Academic Skills: Evidence from a Randomized Trial of INSIGHTS. Journal of Research on Educational Effectiveness 14:1, pages 1-27.
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Meghan McCormick, Hope White, Parham Horn, Rachel Lacks, Erin O’Connor, Elise Cappella & Sandee McClowry. (2018) Instructional Support and Academic Skills: Impacts of INSIGHTS in Classrooms With Shy Children. Early Education and Development 29:5, pages 691-715.
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Sydney L. Iverson & Maria A. Gartstein. (2018) Applications of Temperament: A Review of Caregiver-Focused Temperament-Driven Interventions. Early Education and Development 29:1, pages 31-52.
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Jinjoo Han, Erin E. O’Connor, Meghan P. McCormick & Sandee G. McClowry. (2017) Child Temperament and Home-Based Parent Involvement at Kindergarten Entry: Evidence From a Low-Income, Urban Sample. Early Education and Development 28:5, pages 590-606.
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Matthew K. Burns, Kristy Warmbold-Brann & Anne F. Zaslofsky. (2015) Ecological Systems Theory in School Psychology Review. School Psychology Review 44:3, pages 249-261.
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Maryse Guedes, Manuela Veríssimo & António J. Santos. Perceptions of Portuguese Preschool Teachers and Psychologists about the Acceptability of a New Evidence-Based Universal Intervention Program with Targeted Elements for Inhibited-Withdrawn Behaviors. Evidence-Based Practice in Child and Adolescent Mental Health 0:0, pages 1-19.
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Articles from other publishers (16)
Christina Cipriano, Cheyeon Ha, Miranda Wood, Kaveri Sehgal, Eliya Ahmad & Michael F. McCarthy. (2024) A systematic review and meta-analysis of the effects of universal school-based SEL programs in the United States: Considerations for marginalized students. Social and Emotional Learning: Research, Practice, and Policy 3, pages 100029.
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Claire J. McCartan, Jennifer Roberts & Julie‐Ann Jordan. (2023) Centre‐based early education interventions for improving school readiness: A systematic review. Campbell Systematic Reviews 19:4.
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John McKirahan, A. Michele Lease, Stacey Neuharth-Pritchett & Kyongboon Kwon. (2023) Role of the Match Between Individual Levels of Anxious-Withdrawal and Affiliation Group Characteristics in Predicting Distress. The Elementary School Journal 124:1, pages 31-55.
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H. Melis Yavuz‐Müren, Irem Korucu & Ayşe Bilge Selçuk. 2022. The Wiley‐Blackwell Handbook of Childhood Social Development. The Wiley‐Blackwell Handbook of Childhood Social Development
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Stine Solberg, Geir Nyborg, Liv Heidi Mjelve, Anne Edwards & Anne Arnesen. (2022) Teachers’ experiences of school-based support in their work with shy students. Teaching and Teacher Education 111, pages 103628.
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Reinie Cordier, Renée Speyer, Natasha Mahoney, Anne Arnesen, Liv Heidi Mjelve & Geir Nyborg. (2021) Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis. PLOS ONE 16:7, pages e0254117.
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Jens Dietrichson, Trine Filges, Julie K. Seerup, Rasmus H. Klokker, Bjørn C. A. Viinholt, Martin Bøg & Misja Eiberg. (2021) Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review. Campbell Systematic Reviews 17:2.
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Carlos Valiente, Leah D. Doane, Sierra Clifford, Kevin J. Grimm & Kathryn Lemery-Chalfant. (2021) School readiness and achievement in early elementary school: Moderation by Students' temperament. Journal of Applied Developmental Psychology 74, pages 101265.
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Andrew S. White, Kate M. Sirota, Scott R. Frohn, Sara E. Swenson & Kathleen Moritz Rudasill. (2020) Temperamental Constellations and School Readiness: A MultiVariate Approach. International Journal of Environmental Research and Public Health 18:1, pages 55.
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Keith C. Herman, Caroline G. Hodgson, Colleen L. Eddy, Daniel R. Cohen, Wendy M. Reinke, Lori Burrell, Elizabeth C. Mcfarlane & Anne K. Duggan. (2019) Does Child Likeability Mediate the Link Between Academic Competence and Depressive Symptoms in Early Elementary School?. Child Development 91:2.
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Will E. Hipson, Robert J. Coplan & Daniel G. Séguin. (2019) Active emotion regulation mediates links between shyness and social adjustment in preschool. Social Development 28:4, pages 893-907.
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Andrew S. White, Kate N. Sirota, Scott R. Frohn, Sara E. Swenson & Kathleen Moritz Rudasill. 2018. Kindergarten Transition and Readiness. Kindergarten Transition and Readiness
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Qizhen Deng, Guy Trainin, Kathleen Rudasill, Irina Kalutskaya, Stephanie Wessels, Julia Torquati & Robert J. Coplan. (2017) Elementary preservice teachers' attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children. Learning and Individual Differences 56, pages 85-95.
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Elise Cappella, Erin E. O’Connor, Meghan P. McCormick, Ashley R. Turbeville, Ashleigh J. Collins & Sandee G. McClowry. (2015) Classwide Efficacy of INSIGHTS. The Elementary School Journal 116:2, pages 217-241.
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Kathleen Moritz Rudasill, Amanda Prokasky, Xiaoqing Tu, Scott Frohn, Kate Sirota & Victoria J. Molfese. (2014) Parent vs. teacher ratings of children's shyness as predictors of language and attention skills. Learning and Individual Differences 34, pages 57-62.
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Kathleen Moritz Rudasill & Irina Kalutskaya. (2014) Being Shy at School. Sex Roles 70:7-8, pages 267-273.
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