Citations (42)
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Viola Penttinen, Eija Pakarinen, Antje von Suchodoletz & Marja-Kristiina Lerkkanen. (2023) The Quality of Teacher-child Interactions and Teachers’ Occupational well-being in Finnish Kindergartens: A Person-centered Approach. Early Education and Development 34:7, pages 1506-1527.
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Heli Muhonen, Eija Pakarinen, Helena Rasku-Puttonen & Marja-Kristiina Lerkkanen. (2023) Educational dialogue of preschool teachers experiencing different levels of stress. Research Papers in Education 38:4, pages 593-614.
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Jimin Oh & Sharon Wolf. (2023) Negative effects of teacher burnout on student executive function and social-emotional outcomes. Educational Psychology 43:4, pages 304-325.
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Heli Muhonen, Eija Pakarinen, Helena Rasku-Puttonen & Marja-Kristiina Lerkkanen. (2022) Teacher–student relationship and students’ social competence in relation to the quality of educational dialogue. Research Papers in Education 0:0, pages 1-24.
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Elita Amini Virmani, Holly Hatton-Bowers, Caitlin McPherran Lombardi, Kalli B. Decker, Elizabeth K. King, Sandra I. Plata-Potter & Claire D. Vallotton. (2020) How are Preservice Early Childhood Professionals’ Mindfulness, Reflective Practice Beliefs, and Individual Characteristics Associated with Their Developmentally Supportive Responses to Infants and Toddlers?. Early Education and Development 31:7, pages 1052-1070.
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Viola Penttinen, Eija Pakarinen, Antje von Suchodoletz & Marja-Kristiina Lerkkanen. (2020) Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions. Early Education and Development 31:7, pages 994-1010.
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Bi Ying Hu, Xitao Fan, Yan Wu, Jennifer LoCasale-Crouch & Zhanmei Song. (2019) Contributions of Teacher–Child Interaction Quality to Chinese Children’s Development in the Early Childhood Years. Early Education and Development 30:2, pages 159-177.
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Nhi Hoang, Leena Holopainen & Martti Siekkinen. (2018) Quality of teacher–child interactions and its relations to children’s classroom engagement and disaffection in Vietnamese kindergartens. International Journal of Early Years Education 26:4, pages 387-402.
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Regula Neuenschwander, Allison Friedman-Krauss, Cybele Raver & Clancy Blair. (2017) Teacher Stress Predicts Child Executive Function: Moderation by School Poverty. Early Education and Development 28:7, pages 880-900.
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Cynthia K. Buettner, Lieny Jeon, Eunhye Hur & Rachel E. Garcia. (2016) Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment. Early Education and Development 27:7, pages 1018-1039.
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Päivi Tynjälä, Anne Virtanen, Ulla Klemola, Emma Kostiainen & Helena Rasku-Puttonen. (2016) Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy. European Journal of Teacher Education 39:3, pages 368-387.
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Lieny Jeon, Cynthia K. Buettner & Eunhye Hur. (2016) Preschool Teachers’ Professional Background, Process Quality, and Job Attitudes: A Person-Centered Approach. Early Education and Development 27:4, pages 551-571.
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Articles from other publishers (30)
Robert C. Pianta & Tara Hofkens. (2023) Defining early education quality using CLASS-observed teacher-student interaction. Frontiers in Psychology 14.
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Young-Eun Lee. (2023) Bioecological profiles of preschool children’s individual, familial, and educational characteristics, and their relations with school adjustment, academic performance, and executive function in first grade. Frontiers in Psychology 14.
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Anna‐Liisa Jõgi, Eija Pakarinen & Marja‐Kristiina Lerkkanen. (2022) Teachers' physiological and self‐reported stress, teaching practices and students' learning outcomes in Grade 1. British Journal of Educational Psychology 93:S1, pages 211-226.
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Viola Soininen, Eija Pakarinen & Marja-Kristiina Lerkkanen. (2023) Reciprocal associations among teacher–child interactions, teachers' work engagement, and children's social competence. Journal of Applied Developmental Psychology 85, pages 101508.
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L. P. Maricuțoiu, Z. Pap, E. Ștefancu, V. Mladenovici, D. G. Valache, B. D. Popescu, M. Ilie & D. Vîrgă. (2023) Is Teachers’ Well-Being Associated with Students’ School Experience? A Meta-analysis of Cross-Sectional Evidence. Educational Psychology Review 35:1.
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Laura Damon-Tao, Mael Virat, Hélène Hagège & Rebecca Shankland. (2023) Effets du développement des compétences émotionnelles des enseignants sur la relation enseignant-élève : une revue systématique de la littérature anglophoneEffects of the development of teacher emotional competences on teacher-student relationships: A systematic review of the English-speaking literature. Phronesis 12:2-3, pages 97.
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Elisa Oppermann, Simone Lehrl & Lars Burghardt. (2023) Associations between preschool quality and children's social-emotional development until 2nd grade of elementary school. Early Childhood Research Quarterly 63, pages 133-144.
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Tara Hofkens, Robert C. Pianta & Bridget Hamre. 2023. Effective Teaching Around the World. Effective Teaching Around the World
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Antoine Deschamps, Roger Scrutton & Jean-Philippe Ayotte-Beaudet. (2022) School-based outdoor education and teacher subjective well-being: An exploratory study. Frontiers in Education 7.
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Markus P. Neuenschwander, Ilona Rösti, Vanessa Prieth, Janine Bölsterli & Alafia Zavery. (2022) Zusammenhang von Belastungen der Lehrpersonen und Eltern mit reaktiver und proaktiver Aggression der Kinder: Bedeutung von Emotionsregulation und kooperativem VerhaltenRelationship of teacher and parent stress with reactive and proactive children’s aggression: importance of emotion regulation and cooperative behavior. Zeitschrift für Grundschulforschung 15:2, pages 419-434.
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Anna-Liisa Jõgi, Eija Pakarinen, Asko Tolvanen & Marja-Kristiina Lerkkanen. (2021) Reading Skills, Social Competence, and Physiological Stress in the First Grade. School Mental Health 14:3, pages 624-639.
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Bo Huang, Lina Ma & Li Huang. (2022) My Work Is Meaningless: The Consequences of Perceived Occupational Stigma for Employees in High-Prestige Occupations. Frontiers in Psychology 13.
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Päivi Granö & Serja Turunen. (2022)
‘It Is You in My Picture!’ A Holistic Approach to
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. International Journal of Art & Design Education 41:1, pages 142-157.
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Simon Bérubé & Claire Beaumont. (2022) Liens entre le climat scolaire et les mauvais traitements du personnel éducatif envers les élèves dans les écoles primaires québécoisesLinks between maltreatments by educational staff on students and the school climate in Quebec primary schools. Revue de psychoéducation 51:2, pages 379.
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Maria Inês Duarte Peceguina, João Rodrigo Ferreira da Graça Daniel, Nadine Elisabete Fernandes Gomes Correia & Cecília do Rosário da Mota Aguiar. (2022) Teacher attunement to preschool children's peer preferences: Associations with child and classroom-level variables. Early Childhood Research Quarterly 60, pages 150-160.
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Mariana Souto-Manning & Samantha A. Melvin. (2022) Early Childhood Teachers of Color in New York City: heightened stress, lower quality of life, declining health, and compromised sleep amidst COVID-19. Early Childhood Research Quarterly 60, pages 34-48.
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EeLynn Ng & Emily Meow. 2022. Early Childhood Development and Education in Singapore. Early Childhood Development and Education in Singapore
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Sophie Morlaix & Denis Tavant. (2021) Profil enseignant et compétences psychosociales des élèves : quels liens établir au sein de la classe ?Teachers’ characteristics and students’ psychosocial competencies: What links are there in the classroom?. Revue française de pédagogie:211, pages 87-101.
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Raphael M. Herr, Katharina Diehl, Sven Schneider, Nina Osenbruegge, Nicole Memmer, Steffi Sachse, Stephanie Hoffmann, Benjamin Wachtler, Max Herke, Claudia R. Pischke, Anna Novelli & Jennifer Hilger-Kolb. (2021) Which Meso-Level Characteristics of Early Childhood Education and Care Centers Are Associated with Health, Health Behavior, and Well-Being of Young Children? Findings of a Scoping Review. International Journal of Environmental Research and Public Health 18:9, pages 4973.
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Bi Ying Hu, Yuanhua Li, Chuang Wang, Huiping Wu & Ginny Vitiello. (2021) Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills: A multilevel mediation analysis. Early Childhood Research Quarterly 55, pages 242-251.
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Franziska Egert, Verena Dederer & Ruben G. Fukkink. (2020) The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis. Educational Research Review 29, pages 100309.
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Caroline Christopher & Dale Farran. (2020) Academic gains in kindergarten related to eight classroom practices. Early Childhood Research Quarterly 53, pages 638-649.
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Marie Potapushkina-Delfosse. (2019) Langues, arts et empathie à l’école Languages, arts and empathy at school: community and singularity of experience. TIPA. Travaux interdisciplinaires sur la parole et le langage:35.
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Yi Yang & Bi Ying Hu. (2019) Chinese preschool teachers’ classroom instructional support quality and child-centered beliefs: A latent profile analysis. Teaching and Teacher Education 80, pages 1-12.
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Lieny Jeon, Cynthia K. Buettner, Ashley A. Grant & Sarah N. Lang. (2019) Early childhood teachers' stress and children's social, emotional, and behavioral functioning. Journal of Applied Developmental Psychology 61, pages 21-32.
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Paul McGhee. 2019. Research on Young Children’s Humor. Research on Young Children’s Humor
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Rebecca M. Kanine, Yo Jackson, Lindsay Huffhines, Alexandra Barnett & Katie J. Stone. (2018) A Pilot Study of Universal Teacher–Child Interaction Training at a Therapeutic Preschool for Young Maltreated Children. Topics in Early Childhood Special Education 38:3, pages 146-161.
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Jari-Erik Nurmi, Gintautas Silinskas, Noona Kiuru, Eija Pakarinen, Tiina Turunen, Martti Siekkinen, Asko Tolvanen, Anna-Maija Poikkeus & Marja-Kristiina Lerkkanen. (2017) A child’s psychological adjustment impacts teachers’ instructional support and affective response. European Journal of Psychology of Education 33:4, pages 629-648.
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Katherine M. Zinsser, Claire G. Christensen & Luz Torres. (2016) She's supporting them; who's supporting her? Preschool center-level social-emotional supports and teacher well-being. Journal of School Psychology 59, pages 55-66.
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