Citations (41)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (4)
Nicole Larsen, Angela Pyle, Erica Danniels, Marsha Marzouca & Raadiyah Nazeem. (2023) Kindergarten teachers’ facilitation of social and emotional learning in classroom play contexts. Education Inquiry 0:0, pages 1-22.
Read now
Read now
Zehra Gülseven, Gustavo Carlo, Asiye Kumru, Melike Sayıl & Bilge Selçuk. (2022) The Protective Role of Early Prosocial Behaviours Against Young Turkish Children’s Later Internalizing and Externalizing Problems. European Journal of Developmental Psychology 19:3, pages 400-418.
Read now
Read now
Sgaramella Teresa Maria. (2022) Intrapersonal, social, environmental-societal influences and career development learning during childhood. British Journal of Guidance & Counselling 50:3, pages 413-424.
Read now
Read now
Moshe Israelashvili, Ersilia Menesini & Michal Al-Yagon. (2020) Introduction to the special issue on ‘Prevention and Social-Emotional Development in Childhood and Adolescence’. European Journal of Developmental Psychology 17:6, pages 787-807.
Read now
Read now
Articles from other publishers (37)
Xueke Wang & Tingyong Feng. (2024) Does executive function affect children's peer relationships more than emotion understanding? A Longitudinal study based on latent growth model. Early Childhood Research Quarterly 66, pages 211-223.
Crossref
Crossref
Yane Ardian Rachman, Ujang Sumarwan, Melly Latifah & Tin Herawati. (2023) Factors Influencing The Social-Emotional Development of Children And Adolescents: A Study Systematic Literature Review. Journal of Family Sciences, pages 1-17.
Crossref
Crossref
Sarah Baumann, Anka Bernhard, Anne Martinelli, Katharina Ackermann, Beate Herpertz-Dahlmann, Christine Freitag, Kerstin Konrad & Gregor Kohls. (2022) Perpetrators and victims of cyberbullying among youth with conduct disorder. European Child & Adolescent Psychiatry 32:9, pages 1643-1653.
Crossref
Crossref
Vítor Gamboa, Suzi Rodrigues, Filipa Bértolo, Beatriz Marcelo & Olímpio Paixão. (2023) Socio-emotional skills profiles and their relations with career exploration and perceived parental support among 8th grade students. Frontiers in Psychology 14.
Crossref
Crossref
Miao Wang, Yao Fan, Qingzhu Zhang, Qian Sun, Guowei Wan & Jun Sung Hong. (2023) Multigenerational care or parental care? Familial care types, social–emotional development and mediation of parent–child relationship of single‐parent children in mainland China. Child & Family Social Work 28:3, pages 833-845.
Crossref
Crossref
Ruth Beatson, Jon Quach, Louise Canterford, Paige Farrow, Charlotte Bagnall, Paul Hockey, Elissa Phillips, George C. Patton, Craig A. Olsson, Jemimah Ride, Lisa McKay Brown, Alasdair Roy & Lisa K Mundy. (2023) Improving primary to secondary school transitions: A systematic review of school-based interventions to prepare and support student social-emotional and educational outcomes. Educational Research Review 40, pages 100553.
Crossref
Crossref
Riki Verhoeven, René Butter, Rob Martens & Marie-José Enders-Slegers. (2023) Animal-Assisted Education: Exploratory Research on the Positive Impact of Dogs on Behavioral and Emotional Outcomes of Elementary School Students. Children 10:8, pages 1316.
Crossref
Crossref
Natalie S. King, Laura Peña-Telfer & Shaeroya Earls. (2023) “The Work I Do Matters”: Cultivating a STEM Counterspace for Black Girls through Social-Emotional Development and Culturally Sustaining Pedagogies. Education Sciences 13:7, pages 754.
Crossref
Crossref
Karen D. Rudolph, Yuetian Li, Xiaomei Li & Tianying Cai. (2022) Social goals as predictors of children's in vivo emotional responses to social challenges. Child Development 94:2, pages 424-438.
Crossref
Crossref
Luana Bruno, Alejandro Iborra & Ana Belén García-Varela. (2023) Value Creation Through an Emotional Management Program Adapted to the Needs of a Group of Adult Learners. Journal of Transformative Education, pages 154134462211440.
Crossref
Crossref
Ann-Kathrin Jaggy, Isabelle Kalkusch, Carine Burkhardt Bossi, Barbara Weiss, Fabio Sticca & Sonja Perren. (2023) The impact of social pretend play on preschoolers’ social development: Results of an experimental study. Early Childhood Research Quarterly 64, pages 13-25.
Crossref
Crossref
Samuel Essler & Markus Paulus. (2022) Caregivers' everyday moral reasoning predicts young children's aggressive, prosocial, and moral development: Evidence from ambulatory assessment. Infancy 27:6, pages 1068-1090.
Crossref
Crossref
Patricia J. Allen, Inès Bergès, Richard Joiner & Gil G. Noam. (2022) Supporting every teacher: Using the Holistic Teacher Assessment (HTA) to measure social-emotional experiences of educators. Teaching and Teacher Education 119, pages 103827.
Crossref
Crossref
Yingxin Li, Zhou Jin, Gaoqi Dong, Ran Zheng & Ting Wang. (2022) A survey of college students’ willingness to participate in social practice with perceived environmental support based on the applied mixed research method. Frontiers in Psychology 13.
Crossref
Crossref
Isabelle Kalkusch, Ann-Kathrin Jaggy, Carine Burkhardt Bossi, Barbara Weiss, Fabio Sticca & Sonja Perren. (2022) Fostering children’s social pretend play competence and social skills through play tutoring: What is the mechanism of change?. International Journal of Behavioral Development 46:5, pages 461-471.
Crossref
Crossref
Jacqueline Huscroft-D’Angelo, Alexandra Trout, Sara Bharwani, Ashley Brown & Cassandra Dittmer. (2022) An Exploratory Study of Education Professionals’ Perspectives on the Educational Needs of Students Transitioning from Foster Care to Permanency Placements. Education and Treatment of Children 45:3, pages 263-276.
Crossref
Crossref
Hong Shi, Hanfang Zhao, Zheng Ren, Minfu He, Yuyu Li, Yajiao Pu, Xiangrong Li, Shixun Wang, Li Cui, Jieyu Zhao, Hongjian Liu & Xiumin Zhang. (2022) Factors Associated with Subjective Well-Being of Chinese Adolescents Aged 10–15: Based on China Family Panel Studies. International Journal of Environmental Research and Public Health 19:12, pages 6962.
Crossref
Crossref
Päivi Granö & Serja Turunen. (2022)
‘It Is You in My Picture!’ A Holistic Approach to
Six‐Year‐Old
Children’s Art Experiences
. International Journal of Art & Design Education 41:1, pages 142-157.
Crossref
Crossref
Andreas Maercker. 2022. Trauma Sequelae. Trauma Sequelae
45
58
.
Samuel Essler, Natalie Christner & Markus Paulus. (2021) Longitudinal Relations Between Parental Strain, Parent–Child Relationship Quality, and Child Well-Being During the Unfolding COVID-19 Pandemic. Child Psychiatry & Human Development 52:6, pages 995-1011.
Crossref
Crossref
Mari Laakso, Åse Fagerlund, Anu-Katriina Pesonen, Pekka Lahti-Nuuttila, Rejane A. O. Figueiredo, Cecilia Karlsson & Johan G. Eriksson. (2020) Flourishing Students: The Efficacy of an Extensive Positive Education Program on Adolescents’ Positive and Negative Affect. International Journal of Applied Positive Psychology 6:3, pages 253-276.
Crossref
Crossref
Y.-L. Wang, A. Kajamies, T.-R. Hurme & T. Palonen. (2021) Together with my playmates: Preschoolers' peer relationships and interactions in small group settings. Learning, Culture and Social Interaction 30, pages 100531.
Crossref
Crossref
Tai-Ling Liu, Ray C. Hsiao, Wen-Jiun Chou & Cheng-Fang Yen. (2021) Perpetration of and Victimization in Cyberbullying and Traditional Bullying in Adolescents with Attention-Deficit/Hyperactivity Disorder: Roles of Impulsivity, Frustration Intolerance, and Hostility. International Journal of Environmental Research and Public Health 18:13, pages 6872.
Crossref
Crossref
Dale F. Hay, Amy L. Paine, Oliver Perra, Kaye V. Cook, Salim Hashmi, Charlotte Robinson, Victoria Kairis & Rhiannon Slade. (2021) Prosocial and Aggressive Behavior: A Longitudinal Study. Monographs of the Society for Research in Child Development 86:2, pages 7-103.
Crossref
Crossref
Shankar Neeraj, Sandeeka Mannakkara & Suzanne Wilkinson. (2020) Build back better concepts for resilient recovery: a case study of India’s 2018 flood recovery. International Journal of Disaster Resilience in the Built Environment 12:3, pages 280-294.
Crossref
Crossref
Ingrid Schoon. (2021) Towards an Integrative Taxonomy of Social-Emotional Competences. Frontiers in Psychology 12.
Crossref
Crossref
Ju‐Hyun Song, Tyler Colasante & Tina Malti. (2019) Taming anger and trusting others: Roles of skin conductance, anger regulation, and trust in children's aggression. British Journal of Developmental Psychology 38:1, pages 42-58.
Crossref
Crossref
Alaina Brenick, Samantha E. Lawrence, Daniell Carvalheiro & Rony Berger. (2019) Teaching tolerance or acting tolerant? Evaluating skills- and contact-based prejudice reduction interventions among Palestinian-Israeli and Jewish-Israeli youth. Journal of School Psychology 75, pages 8-26.
Crossref
Crossref
Marc Jambon, Tyler Colasante, Joanna Peplak & Tina Malti. (2018) Anger, Sympathy, and Children’s Reactive and Proactive Aggression: Testing a Differential Correlate Hypothesis. Journal of Abnormal Child Psychology 47:6, pages 1013-1024.
Crossref
Crossref
E.M. Romera, J.A. Casas, O. Gómez-Ortiz & R. Ortega-Ruiz. (2019) Moral domain as a risk and protective factor against bullying. An integrating perspective review on the complexity of morality. Aggression and Violent Behavior 45, pages 75-82.
Crossref
Crossref
A. Maercker. 2019. Traumafolgestörungen. Traumafolgestörungen
47
60
.
Rony Berger, Alaina Brenick, Samantha E. Lawrence, Lila Coco & Hisham Abu-Raiya. (2018) Comparing the effectiveness and durability of contact- and skills-based prejudice reduction approaches. Journal of Applied Developmental Psychology 59, pages 46-53.
Crossref
Crossref
Andreas Beelmann, Tina Malti, Gil G. Noam & Simon Sommer. (2018) Innovation and Integrity: Desiderata and Future Directions for Prevention and Intervention Science. Prevention Science 19:3, pages 358-365.
Crossref
Crossref
Tina Malti, Antonio Zuffianò & Gil G. Noam. (2017) Knowing Every Child: Validation of the Holistic Student Assessment (HSA) as a Measure of Social-Emotional Development. Prevention Science 19:3, pages 306-317.
Crossref
Crossref
Hannelore Reicher & Marlies Matischek-Jauk. 2018. Bildung und Emotion. Bildung und Emotion
249
268
.
Joanna Peplak, Ju-Hyun Song, Tyler Colasante & Tina Malti. (2017) “Only you can play with me!” Children’s inclusive decision making, reasoning, and emotions based on peers’ gender and behavior problems. Journal of Experimental Child Psychology 162, pages 134-148.
Crossref
Crossref
Tina Malti & Margit Averdijk. (2017) Severe Youth Violence: Developmental Perspectives Introduction to the Special Section. Child Development 88:1, pages 5-15.
Crossref
Crossref