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Yangyang Liu, Sandra D. Simpkins & Deborah Lowe Vandell. (2022) Teachers, afterschool program staff, and mothers: Relationships with key adults and children’s adjustment in early elementary school. Applied Developmental Science 26:2, pages 389-403.
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Stephen D. Whitney & David A. Bergin. (2018) Students’ Motivation and Engagement Predict Reading Achievement Differently by Ethnic Group. The Journal of Genetic Psychology 179:6, pages 357-370.
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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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Pei-Jung Yang, Michael E. Lamb, Gregor Kappler & Lieselotte Ahnert. (2017) Children's diurnal cortisol activity during the first year of school. Applied Developmental Science 21:1, pages 30-41.
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Wendy Ochoa, Lok-Wah Li, Fuko Kiyama & Christine M. McWayne. (2024) Are family-teacher communication quality and child and family characteristics associated with head start children's classroom engagement? It's complicated. Early Childhood Research Quarterly 67, pages 34-43.
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Amber H. Beisly. (2023) The Jingle-Jangle of Approaches to Learning in Prekindergarten: a Construct with Too Many Names. Educational Psychology Review 35:3.
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Niels J. de Ruig, Peter F. de Jong & Marjolein Zee. (2023) Stimulating Elementary School Students’ Self-Regulated Learning Through High-Quality Interactions and Relationships: A Narrative Review. Educational Psychology Review 35:3.
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Laura García-Rodríguez, Concha Iriarte Redín & Charo Reparaz Abaitua. (2023) Teacher-student attachment relationship, variables associated, and measurement: A systematic review. Educational Research Review 38, pages 100488.
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Christine M. McWayne, Wendy Ochoa, Julie Segovia, Betty Zan, Daryl Greenfield & Jayanthi Mistry. (2023) Engagement in the preschool classroom: Brief measures for use with children from ethno-racially diverse and low-income backgrounds. Early Childhood Research Quarterly 64, pages 177-185.
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Ying Zhao, Zeqing Zheng, Chenchen Pan & Lulu Zhou. (2021) Self-Esteem and Academic Engagement Among Adolescents: A Moderated Mediation Model. Frontiers in Psychology 12.
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Tim Cadman, Peter R. Diamond & Pasco Fearon. (2018) Reassessing the validity of the attachment Q-sort: An updated meta-analysis. Infant and Child Development 27:1, pages e2034.
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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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Pedro Rosário, José Carlos Núñez, Guillermo Vallejo, Raquel Azevedo, Raquel Pereira, Tânia Moreira, Sonia Fuentes & Antonio Valle. (2017) Promoting Gypsy children's behavioural engagement and school success: Evidence from a four‐wave longitudinal study. British Educational Research Journal 43:3, pages 554-571.
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