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Catharina P. J. van Trijp, Ratib Lekhal, May Britt Drugli, Veslemøy Rydland & Elisabet Solheim Buøen. (2023) Examining the longitudinal association between toddlers’ early shyness and their well-being during their first year in Norwegian early childhood education and care. Early Child Development and Care 0:0, pages 1-14.
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Bi Ying Hu, Lixin Ren, Zhongling Wu, Jiani Chen & Jinbo He. (2022) Relationships Between the Τeacher–Child Conflict and Children’s Problem Behaviors in the Cultural Context of Chinese Preschools. School Psychology Review 51:5, pages 538-554.
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Stefania Sette, Federica Zava, Emma Baumgartner, Fiorenzo Laghi & Robert J. Coplan. (2022) Exploring the Role of Play Behaviors in the Links between Preschoolers’ Shyness and Teacher-Child Relationships. Early Education and Development 33:2, pages 187-203.
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Jingjing Zhu, Yan Li, Katherine R. Wood, Robert J. Coplan & Xinyin Chen. (2019) Shyness and Socioemotional Functioning in Young Chinese Children: The Moderating Role of Receptive Vocabulary. Early Education and Development 30:5, pages 590-607.
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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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Articles from other publishers (19)
Mengdi Chen, Helma M. Y. Koomen & Debora L. Roorda. (2023) Young children's social withdrawal and teacher–child relationship quality: A cross‐cultural comparison between the Netherlands and China. Social Development 32:4, pages 1318-1334.
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Jingjing Zhu, Xiaoqi Yin, Xiaoyun Li, Xinyi Dong, Shiyao Zou & Yan Li. (2023) Social avoidance and social adjustment in Chinese preschool migrant children: the moderating role of teacher–child relationships. Frontiers in Psychiatry 14.
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Yonghan Zhu, Rui Wang, Rongcan Zeng & Chengyan Pu. (2022) Does gender really matter? Exploring determinants behind consumers' intention to use contactless fitness services during the COVID-19 pandemic: a focus on health and fitness apps. Internet Research 33:1, pages 280-307.
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Bowen Xiao, Li Zhu, Xiaoxue Kong, Yan Li & Robert J. Coplan. (2022) Shyness and Socio-Emotional Adjustment in Early Childhood in Mainland China: Exploring the Roles of Maternal Parenting Practices and Beliefs about Shyness. Journal of Child and Family Studies 32:3, pages 833-845.
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Xiumin Hong, Sijie Zhao & Qianqian Liu. (2022) Unusual Experience in the COVID-19 Pandemic: Young Children’s Readjustment from Home to Preschool following School Closures in Different Risk Regions. International Journal of Environmental Research and Public Health 19:24, pages 16785.
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S. Baardstu, R. J. Coplan, E. Eliassen, R. E. Brandlistuen & M. V. Wang. (2022) Exploring the Role of Teacher–Child Relationships in the Longitudinal Associations Between Childhood Shyness and Social Functioning at School: A Prospective Cohort Study. School Mental Health 14:4, pages 984-996.
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Huilan Zhang & Chunkao Deng. (2022) The Impact of Parent–Child Attachment on School Adjustment in Left-behind Children Due to Transnational Parenting: The Mediating Role of Peer Relationships. International Journal of Environmental Research and Public Health 19:12, pages 6989.
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Yunpeng Wu, Min Fang, Jianfen Wu, Yingmin Chen & Hui Li. (2022) Shyness and School Engagement in Chinese Suburban Preschoolers: A Moderated Mediation Model of Teacher–Child Closeness and Child Gender. International Journal of Environmental Research and Public Health 19:7, pages 4270.
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Xinyi Zhang, Carrie Lau & Yi Yang. (2021) Shyness and social–emotional development among Chinese children: A systematic review and meta‐analysis. Infant and Child Development 30:6.
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Bowen Xiao & Robert J. Coplan. (2021) A cross-cultural examination of implicit attitudes toward shyness in Canada and China. Journal of Research in Personality 93, pages 104119.
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Liang Li, Xiaoyi Wang, Fengqiang Gao & Yingmin Chen. (2020) Shyness and academic adjustment in Chinese high school students: The mediating role of self-focused attention model. Current Psychology 39:6, pages 1-10.
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Kayahan Cokuk & Ishak Kozikoglu. (2020) School adaptation problems of primary school students in mixed-age classrooms. Research in Pedagogy 10:1, pages 13-31.
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Feng Zhang, Ying Jiang, Xiuya Lei & Silin Huang. (2019) Teacher power and children's loneliness: Moderating effects of teacher‐child relationships and peer relationships. Psychology in the Schools 56:9, pages 1455-1471.
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Bosun Ko & Jihyun Sung. (2019) Relationship between Young Children’s Social Withdrawal and Preschool Adjustment: The Moderating Effects of Teacher-Child Relationships and Maternal Management Strategies for Children’s Peer Relationships. THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 32:1, pages 45-67.
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Junsheng Liu, Bowen Xiao, Robert J. Coplan, Xinyin Chen & Dan Li. (2018) Cross-Lagged Panel Analyses of Child Shyness, Maternal and Paternal Authoritarian Parenting, and Teacher-Child Relationships in Mainland China. Journal of Child and Family Studies 27:12, pages 4116-4125.
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Yingmin Chen, Liang Li, Xiaoyi Wang, Yingli Li & Fengqiang Gao. (2018) Shyness and Learning Adjustment in Senior High School Students: Mediating Roles of Goal Orientation and Academic Help Seeking. Frontiers in Psychology 9.
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Jingjing Zhu, Danielle Baldwin, Yan Li, Qingbin Xie & Robert J. Coplan. (2018) Unsociability and socio-emotional functioning in young Chinese children: A short-term longitudinal study. Infant and Child Development 27:5, pages e2099.
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전경숙 & 이경순. (2018) Parent Attachment and School Adjustment : Self-esteem as a Mediator. Journal of Education & Culture 24:1, pages 327-349.
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Pi-guo Han, Lei Han, Yu-long Bian, Yu Tian, Min-xia Xu & Feng-qiang Gao. (2017) Influence of Ongoing Task Difficulty and Motivation Level on Children’s Prospective Memory in a Chinese Sample. Frontiers in Psychology 08.
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