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Early Education and Development Volume 22, 2011 - Issue 3: Self-Regulation in Early Childhood
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ARTICLES

Relations of Children's Effortful Control and Teacher–Child Relationship Quality to School Attitudes in a Low-Income Sample

Kassondra M. Silva School of Social and Family Dynamics, Arizona State University
,
Tracy L. Spinrad School of Social and Family Dynamics, Arizona State UniversityCorrespondence[email protected]
,
Nancy Eisenberg Department of Psychology, Arizona State University
,
Michael J. Sulik Department of Psychology, Arizona State University
,
Carlos Valiente School of Social and Family Dynamics, Arizona State University
,
Snjezana Huerta Department of Psychology, Arizona State University
,
Alison Edwards Department of Psychology, Arizona State University
,
Natalie D. Eggum School of Social and Family Dynamics, Arizona State University
,
Anne S. Kupfer Department of Psychology, Arizona State University
,
Christopher J. Lonigan Department of Psychology, Florida State University
,
Beth M. Phillips Department of Psychology, Florida State University
,
Shauna B. Wilson Department of Psychology, Florida State University
,
Jeanine Clancy-Menchetti Learning Systems Institute, Florida State University
,
Susan H. Landry Department of Pediatrics, University of Texas Health Science Center at Houston
,
Paul R. Swank Department of Pediatrics, University of Texas Health Science Center at Houston
,
Michael A. Assel Department of Pediatrics, University of Texas Health Science Center at Houston
,
Heather B. Taylor Department of Pediatrics, University of Texas Health Science Center at Houston
&
School Readiness Consortium
 show all
Pages 434-460 | Published online: 01 Jun 2011

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Eva-Maria Embacher, Laura Zöggeler-Burkhardt & Wilfried Smidt. (2023) Closeness and conflict in teacher-child relationships in preschool: the role of child personality types. Early Child Development and Care 193:11-12, pages 1240-1256.
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Pilar Alamos, Amanda P. Williford, Ann M. Partee & Gabrielle Lachman. (2023) Teacher and Child Factors Associated with Emotion Talk between Teachers and Preschoolers Displaying Elevated Externalizing Behaviors. Early Education and Development 34:5, pages 1075-1092.
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Tiago Ferreira, Joana Cadima, Marisa Matias, Teresa Leal & Paula Mena Matos. (2021) Teacher-child dependency in preschool: links with teacher-child closeness, conflict and children’s effortful control. Attachment & Human Development 23:5, pages 540-555.
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Shiyi Chen, Beth Phillips & Burcu Izci. (2020) Teacher–child relational conflict in Head Start – exploring the roles of child behaviour, teacher stress, and bias, and classroom environment. Early Child Development and Care 190:8, pages 1174-1186.
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Jian-Bin Li & Eva Yi Hung Lau. (2019) Teacher–Student Conflict and Preschoolers’ Adjustment in the Transition to Primary School: The Role of Child Self-Regulation and Parents’ Positive Relations With Others. Early Education and Development 30:3, pages 423-437.
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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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Shelley McNally & Ruslan Slutsky. (2018) Teacher–child relationships make all the difference: constructing quality interactions in early childhood settings. Early Child Development and Care 188:5, pages 508-523.
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Debora L. Roorda, Suzanne Jak, Marjolein Zee, Frans J. Oort & Helma M. Y. Koomen. (2017) Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement. School Psychology Review 46:3, pages 239-261.
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Karyn Hartz, Amanda P. Williford & Helma M. Y. Koomen. (2017) Teachers’ Perceptions of Teacher–Child Relationships: Links With Children’s Observed Interactions. Early Education and Development 28:4, pages 441-456.
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Francisco Palermo, Ariana M. Mikulski & L. Diego Conejo. (2017) Self-Regulation Abilities and Spanish-Speaking Preschoolers’ Vocabulary and Letter-Word Skills in Spanish and English. Early Education and Development 28:2, pages 207-223.
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Kathleen Moritz Rudasill, Leslie Hawley, Victoria J. Molfese, Xiaoqing Tu, Amanda Prokasky & Kate Sirota. (2016) Temperament and Teacher–Child Conflict in Preschool: The Moderating Roles of Classroom Instructional and Emotional Support. Early Education and Development 27:7, pages 859-874.
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Ji Young Choi & Jennifer Dobbs-Oates. (2016) Teacher-Child Relationships: Contribution of Teacher and Child Characteristics. Journal of Research in Childhood Education 30:1, pages 15-28.
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MeghanP. McCormick, AshleyR. Turbeville, SophieP. Barnes & SandeeG. McClowry. (2014) Challenging Temperament, Teacher–Child Relationships, and Behavior Problems in Urban Low-Income Children: A Longitudinal Examination. Early Education and Development 25:8, pages 1198-1218.
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Stefania Sette, TracyL. Spinrad & Emma Baumgartner. (2013) Links Among Italian Preschoolers’ Socioemotional Competence, Teacher–Child Relationship Quality, and Peer Acceptance. Early Education and Development 24:6, pages 851-864.
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Claudio Longobardi, Sofia Mastrokoukou & Matteo A. Fabris. (2023) Teacher sentiments about physical appearance and risk of bullying victimization: the mediating role of quality of student–teacher relationships and psychological adjustment. Frontiers in Education 8.
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Özge Özcan, Ahmet Erol & Asiye İvrendi. (2023) Behavioral Self-Regulation Skills and the Teacher-Child Relationship in Early Childhood. International Journal of Contemporary Educational Research 10:2, pages 382-394.
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Kyong-Ah Kwon, Shinyoung Jeon, Sherri Castle & Timothy G. Ford. (2021) Children’s Behavioral Challenges in Head Start Classrooms: Links to Teacher Well-Being and Intent to Leave. Early Childhood Education Journal 50:7, pages 1221-1232.
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Chaehyun Lim, Kyong-Ah Kwon & Gary Eldon Bingham. (2021) Teachers’ and Children’s Differing Views on Relationships and Their Associations with Academic Outcomes. Early Childhood Education Journal 50:7, pages 1157-1167.
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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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Francisco Palermo, Rachel Thibodeau-Nielsen, Seunghee Han & Ariana M. Mikulski. (2021) Spanish-speaking preschoolers’ effortful control and their English vocabulary and letter-word skills. Early Childhood Research Quarterly 54, pages 260-270.
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Kathleen Moritz Rudasill, Ray E. Reichenberg, Jungwon Eum, Jentry Stoneman Barrett, Yuenjung Joo, Emily Wilson & Martinique Sealy. (2020) Promoting Higher Quality Teacher–Child Relationships: The INSIGHTS Intervention in Rural Schools. International Journal of Environmental Research and Public Health 17:24, pages 9371.
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Tutrang Nguyen, Arya Ansari, Robert C. Pianta, Jessica V. Whittaker, Virginia E. Vitiello & Erik Ruzek. (2020) The classroom relational environment and children’s early development in preschool. Social Development 29:4, pages 1071-1091.
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Amanda L. Nowak, Julia M. Braungart‐Rieker & Elizabeth M. Planalp. (2020) Children's Dysregulated Representations Mediate Ineffective Parenting Practices and Effortful Control in Lower Income Families. Family Relations 69:4, pages 698-713.
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Emma C. Burns. (2020) Factors that support high school completion: A longitudinal examination of quality teacher‐student relationships and intentions to graduate. Journal of Adolescence 84:1, pages 180-189.
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Carlos Valiente, Julia H. Parker, Jodi Swanson, Robert H. Bradley & Brittany M. Groh. (2019) Early elementary student-teacher relationship trajectories predict girls’ math and boys’ reading achievement. Early Childhood Research Quarterly 49, pages 109-121.
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Melissa Castle Heatly & Elizabeth Votruba-Drzal. (2019) Developmental precursors of engagement and motivation in fifth grade: Linkages with parent- and teacher-child relationships. Journal of Applied Developmental Psychology 60, pages 144-156.
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Pei Pei Liu, Mandy Savitz-Romer, John Perella, Nancy E. Hill & Belle Liang. (2018) Student representations of dyadic and global teacher-student relationships: Perceived caring, negativity, affinity, and differences across gender and race/ethnicity. Contemporary Educational Psychology 54, pages 281-296.
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Sara A. Schmitt, Brittany P. Mihalec-Adkins, Megan E. Pratt & Shannon T. Lipscomb. (2018) Teacher-child closeness as a protective factor for at-risk children experiencing residential mobility. Journal of Applied Developmental Psychology 58, pages 28-37.
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Oh Jeong Soon & 신나리. (2018) Effects of Children's Negative Emotionality and Maternal Parenting Behaviors on Adaptation to Early Childhood Programs: Focusing on Mediation Effects of Effortful Control. Journal of Life-span Studies 8:2, pages 21-45.
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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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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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Kevin Francis McGrath, Penny Van Bergen & Naomi Sweller. (2017) Adding Color to Conflict: Disruptive Students’ Drawings of Themselves with Their Teachers. The Elementary School Journal 117:4, pages 642-663.
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Anjolii Diaz, Nancy Eisenberg, Carlos Valiente, Sarah VanSchyndel, Tracy L. Spinrad, Rebecca Berger, Maciel M. Hernandez, Kassondra M. Silva & Jody Southworth. (2017) Relations of positive and negative expressivity and effortful control to kindergarteners’ student–teacher relationship, academic engagement, and externalizing problems at school. Journal of Research in Personality 67, pages 3-14.
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Maciel M. Hernández, Nancy Eisenberg, Carlos Valiente, Tracy L. Spinrad, Sarah K. VanSchyndel, Anjolii Diaz, Kassondra M. Silva, Rebecca H. Berger & Jody Southworth. (2017) Observed Emotions as Predictors of Quality of Kindergartners’ Social Relationships. Social Development 26:1, pages 21-39.
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Maciel M. Hernández, Carlos Valiente, Nancy Eisenberg, Rebecca H. Berger, Tracy L. Spinrad, Sarah K. VanSchyndel, Kassondra M. Silva, Jody Southworth & Marilyn S. Thompson. (2017) Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality. Early Childhood Research Quarterly 40, pages 98-109.
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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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Tracy L. Spinrad & Nancy Eisenberg. 2015. Emerging Trends in the Social and Behavioral Sciences. Emerging Trends in the Social and Behavioral Sciences 1 11 .
Kevin F. McGrath & Penny Van Bergen. (2015) Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes. Educational Research Review 14, pages 1-17.
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Carlos Valiente, Jodi Swanson, Kathryn Lemery-Chalfant & Rebecca H. Berger. (2014) Children’s effortful control and academic achievement: do relational peer victimization and classroom participation operate as mediators?. Journal of School Psychology 52:4, pages 433-445.
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Saskia Henschel, Marijn de Bruin & Eva Möhler. (2013) Self-Control and Child Abuse Potential in Mothers with an Abuse History and Their Preschool Children. Journal of Child and Family Studies 23:5, pages 824-836.
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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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Kathleen Moritz Rudasill, Kate Niehaus, Eric Buhs & Jamie M. White. (2013) Temperament in early childhood and peer interactions in third grade: The role of teacher–child relationships in early elementary grades. Journal of School Psychology 51:6, pages 701-716.
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Carlos Valiente, Nancy Eisenberg, Tracy L. Spinrad, Rg Haugen, Marilyn S. Thompson & Anne Kupfer. (2013) Effortful Control and Impulsivity as Concurrent and Longitudinal Predictors of Academic Achievement. The Journal of Early Adolescence 33:7, pages 946-972.
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