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Daniel B. Hajovsky, Steven R. Chesnut, Kate A. Helbig,Shanel M. Goranowski. (2023) On the Examination of Longitudinal Trends Between Teacher–Student Relationship Quality and Social Skills During Elementary School. School Psychology Review 52:6, pages 679-695.
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Hyun-Joo Jeon, Christina M. McCartney, Victor Richard, Sara Jo Johnson & Kyong-Ah Kwon. (2021) Associations between parent-teacher and teacher-child relationships and children’s socioemotional functioning. Early Child Development and Care 191:15, pages 2407-2421.
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Jennifer Ly & Qing Zhou. (2018) Bidirectional Associations Between Teacher–Child Relationship Quality and Chinese American Immigrant Children’s Behavior Problems. Journal of Clinical Child & Adolescent Psychology 47:6, pages 954-966.
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Jeffrey Liew, Qian Cao, Jan N. Hughes & Marike H. F. Deutz. (2018) Academic Resilience Despite Early Academic Adversity: A Three-Wave Longitudinal Study on Regulation-Related Resiliency, Interpersonal Relationships, and Achievement in First to Third Grade. Early Education and Development 29:5, pages 762-779.
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Maria Martí, Albert Bonillo, Maria Claustre Jané, Elisa M. Fisher & Helena Duch. (2016) Cumulative Risk, the Mother–Child Relationship, and Social-Emotional Competence in Latino Head Start Children. Early Education and Development 27:5, pages 590-622.
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Will E. Hipson & Daniel G. Séguin. (2016) Is good fit related to good behaviour? Goodness of fit between daycare teacher–child relationships, temperament, and prosocial behaviour. Early Child Development and Care 186:5, pages 785-798.
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Amanda
Sheffield Morris, Aesha John, AmyL. Halliburton, MichaelD. S. Morris, LaraR. Robinson, SonyaS. Myers, KatherineJ. Aucoin, AngelaW. Keyes & Andrew Terranova. (2013) Effortful Control, Behavior Problems, and Peer Relations: What Predicts Academic Adjustment in Kindergartners from Low-Income Families?. Early Education and Development 24:6, pages 813-828.
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VirginiaE. Vitiello, Olga Moas, HeatherA. Henderson, DarylB. Greenfield & PelinM. Munis. (2012) Goodness of Fit Between Children and Classrooms: Effects of Child Temperament and Preschool Classroom Quality on Achievement Trajectories. Early Education and Development 23:3, pages 302-322.
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KassondraM. Silva, TracyL. Spinrad, Nancy Eisenberg, MichaelJ. Sulik, Carlos Valiente, Snjezana Huerta, Alison Edwards, NatalieD. Eggum, AnneS. Kupfer, ChristopherJ. Lonigan, BethM. Phillips, ShaunaB. Wilson, Jeanine Clancy-Menchetti, SusanH. Landry, PaulR. Swank, MichaelA. Assel, HeatherB. Taylor & School Readiness Consortium. (2011) Relations of Children's Effortful Control and Teacher–Child Relationship Quality to School Attitudes in a Low-Income Sample. Early Education and Development 22:3, pages 434-460.
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Sharon Faur, Olivia Valdes, Frank Vitaro, Mara Brendgen, Michel Boivin & Brett Laursen. (2023) Reconsidering the failure model: Using a genetically controlled design to assess the spread of problems from reactive aggression to internalizing symptoms through peer rejection across the primary school years. Child Development.
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Yahya Bouhafa, Pavneet Kaur Bharaj & Amber Simpson. (2023) Examining the Relationships between Teacher Self-Disclosure and Emotional and Behavioral Engagement of STEM Undergraduate Research Scholars: A Structural Equation. Education Sciences 13:8, pages 821.
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Zhenhua Li, Chengfu Yu, Yanhua Cao, Yangang Nie, Wei Tu, Boxing Liu, Zhijun Ning & Pei Chen. (2023) The association between parent–child attachment and prosocial behavior: A longitudinal study. Current Psychology.
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Tiago Ferreira, Joana Cadima, Marisa Matias, Teresa Leal & Paula Mena Matos. (2020) Relations between child self-control, maternal relational frustration, and teacher–child conflict: a longitudinal study with children from dual-earner families. Development and Psychopathology 34:1, pages 183-196.
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Lucie Ráčková, Daniela Kuruczová, Jiří Jarkovský & Julie Bienertová-Vašků. (2021) Birth weight rather than birth length is associated with childhood behavioural problems in a Czech ELSPAC cohort. PLOS ONE 16:7, pages e0253607.
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Ji Young Lee & Jihyun Sung. (2021) The Influence of Effortful Control and Teacher-Child Relationship on Children’s Social Development: Moderated Mediation Effect of Gender. THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 34:2, pages 87-112.
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Chi-Kin John Lee & Jing Huang. (2021) The relations between students' sense of school belonging, perceptions of school kindness and character strength of kindness. Journal of School Psychology 84, pages 95-108.
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Debora L. Roorda & Helma M.Y. Koomen. (2020) Student–Teacher Relationships and Students’ Externalizing and Internalizing Behaviors: A Cross‐Lagged Study in Secondary Education. Child Development 92:1, pages 174-188.
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Rachel L. Kunemund, Shannon Nemer McCullough, Chelsea D. Williams, Chantelle C. Miller, Kevin S. Sutherland, Maureen A. Conroy & Kristen Granger. (2020) The mediating role of teacher self‐efficacy in the relation between teacher–child race mismatch and conflict. Psychology in the Schools 57:11, pages 1757-1770.
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Ibrahim H. Acar, Mefharet Veziroglu-Celik, Aileen Garcia, Amy Colgrove, Helen Raikes, Mübeccel Gönen & Amy Encinger. (2018) The Qualities of Teacher–Child Relationships and Self-Regulation of Children at Risk in the United States and Turkey: The Moderating Role of Gender. Early Childhood Education Journal 47:1, pages 75-84.
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Gül KADAN & Rıdvan KÜÇÜKALİ. (2018) Öğretmen Adaylarının İnsani Değerler ve Çocuk Sevme Düzeylerinin İncelenmesiExamining Humanitarian Values and Levels of Child Love of Teacher Candidates. Uluslararası İnsan Çalışmaları Dergisi 1:2, pages 281-304.
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Eija Pakarinen, Gintautas Silinskas, Bridget K. Hamre, Riitta-Leena Metsäpelto, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus & Jari-Erik Nurmi. (2017) Cross-Lagged Associations Between Problem Behaviors and Teacher-Student Relationships in Early Adolescence. The Journal of Early Adolescence 38:8, pages 1100-1141.
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Elisabeth M. de Jong, Helma M.Y. Koomen, Francine C. Jellesma & Debora L. Roorda. (2018) Teacher and child perceptions of relationship quality and ethnic minority children's behavioral adjustment in upper elementary school: A cross-lagged approach. Journal of School Psychology 70, pages 27-43.
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Gül KADAN & Besime BİLMEZ. (2018) Ergenlerin Çocuk Sevme Düzeyleri ve Öfke İfade Tarzlarının Bazı Değişkenlere Göre İncelenmesiExamination of the Levels of Adolescent of Child Like and the Expression of the Anger According to Some Variables. Çocuk ve Gelişim Dergisi 1:1, pages 1-14.
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이미나, 김민정 & 강수경. (2018) Relationships among parents' effortful control, social parenting-behavior, children's effortful control, and child-teacher relationships. Korean Journal of Early Childhood Education 38:3, pages 289-308.
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이미나, 김민정 & BYUN HYE WEON. (2018) Relationships among effortful control and negative affection of teacher's temperament, teacher-child conflict, and peer play interaction. Korean Journal of Early Childhood Education 38:2, pages 429-446.
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Danielle S. Roubinov, Melissa J. Hagan, W. Thomas Boyce, Marilyn J. Essex & Nicole R. Bush. (2017) Child temperament and teacher relationship interactively predict cortisol expression: The prism of classroom climate. Development and Psychopathology 29:5, pages 1763-1775.
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Rebecca H. Berger, Carlos Valiente, Nancy Eisenberg, Maciel M. Hernández, Marilyn Thompson, Tracy Spinrad, Sarah VanSchyndel, Kassondra Silva & Jody Southworth. (2017) Effortful control and school adjustment: The moderating role of classroom chaos. Journal of Applied Developmental Psychology 53, pages 108-119.
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Tiago Ferreira, Joana Cadima, Marisa Matias, Joana Marina Vieira, Teresa Leal & Paula Mena Matos. (2016) Preschool Children’s Prosocial Behavior: The Role of Mother–Child, Father–Child and Teacher–Child Relationships. Journal of Child and Family Studies 25:6, pages 1829-1839.
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Ender Durualp & Nazan Kaytez. (2016) Evaluation of pre-school teachers' job satisfaction from the point of their children love and other variables. Pegem Eğitim ve Öğretim Dergisi 6:1, pages 97-112.
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Juan P. Zorza, Julián Marino & Alberto Acosta Mesas. (2015) The influence of effortful control and empathy on perception of school climate. European Journal of Psychology of Education 30:4, pages 457-472.
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Debora L. Roorda, Karine Verschueren, Caroline Vancraeyveldt, Sanne Van Craeyevelt & Hilde Colpin. (2014) Teacher–child relationships and behavioral adjustment: Transactional links for preschool boys at risk. Journal of School Psychology 52:5, pages 495-510.
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Ximena A. Portilla, Parissa J. Ballard, Nancy E. Adler, W. Thomas Boyce & Jelena Obradović. (2014) An Integrative View of School Functioning: Transactions Between Self-Regulation, School Engagement, and Teacher-Child Relationship Quality. Child Development, pages n/a-n/a.
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Lauren R Miller-Lewis, Amelia K Searle, Michael G Sawyer, Peter A Baghurst & Darren Hedley. (2013) Resource factors for mental health resilience in early childhood: An analysis with multiple methodologies. Child and Adolescent Psychiatry and Mental Health 7:1, pages 6.
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Shannon T. Lipscomb, Megan E. Pratt, Sara A. Schmitt, Katherine C. Pears & Hyoun K. Kim. (2013) School readiness in children living in non-parental care: Impacts of Head Start. Journal of Applied Developmental Psychology 34:1, pages 28-37.
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