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Bridget E. Hatfield, Jennifer K. Finders, Danielle L. Zandbergen & Hillary Lewis. (2022) Associations between Consistent and High-quality Teacher-child Interactions and Preschool Children’s Self-regulation and Activity in the Stress Response System. Early Education and Development 33:7, pages 1222-1236.
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Yujin Jang & Yea-Ji Hong. (2022) The relationship between children’s temperament and fundamental movement skills mediated by autonomy and self-regulation. Early Child Development and Care 192:8, pages 1217-1228.
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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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Robert C. Pianta & Tara Hofkens. (2023) Defining early education quality using CLASS-observed teacher-student interaction. Frontiers in Psychology 14.
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Sümeyye Koşkulu-Sancar, Eva van de Weijer-Bergsma, Hanna Mulder & Elma Blom. (2023) Examining the role of parents and teachers in executive function development in early and middle childhood: A systematic review. Developmental Review 67, pages 101063.
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Jenna E. Finch, Kimia Akhavein, Irina Patwardhan & Caron A.C. Clark. (2023) Teachers' self-efficacy and perceptions of school climate are uniquely associated with students' externalizing and internalizing behavior problems. Journal of Applied Developmental Psychology 85, pages 101512.
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Jenni Salminen, Carolina Guedes, Marja‐Kristiina Lerkkanen, Eija Pakarinen & Joana Cadima. (2021)
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Jean-Pascal Lemelin, Martine Poirier, Yann Le Corff, Jean Toupin & Michèle Dery. (2020) Validation de la version canadienne francophone du Children’s Behavior Questionnaire – Short Form. Bulletin de psychologie Numéro 567-568:3, pages 167-180.
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Noémie Montminy, Stéphanie Duval & Caroline Bouchard. (2020) Le lien entre les habiletés d'autorégulation observées chez l'enfant âgé de 5 ans et la qualité des interactions en classe d’éducation préscolaire. Neuroeducation 6:1, pages 6-23.
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Carolina Guedes, Joana Cadima, Teresa Aguiar, Cecília Aguiar & Clara Barata. (2020) Activity settings in toddler classrooms and quality of group and individual interactions. Journal of Applied Developmental Psychology 67, pages 101100.
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Michelle M. Cumming, Elizabeth Bettini, Andy V. Pham & Jeeyun Park. (2019) School-, Classroom-, and Dyadic-Level Experiences: A Literature Review of Their Relationship With Students’ Executive Functioning Development. Review of Educational Research 90:1, pages 47-94.
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Vera Coelho, Joana Cadima, Ana Isabel Pinto & Cristiana Guimarães. (2018) Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Children. Journal of Early Intervention 41:2, pages 105-124.
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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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Michael Ungar. (2018) The differential impact of social services on young people’s resilience. Child Abuse & Neglect 78, pages 4-12.
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Loren Vandenbroucke, Jantine Spilt, Karine Verschueren, Claire Piccinin & Dieter Baeyens. (2017) The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions. Review of Educational Research 88:1, pages 125-164.
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