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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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Lucía Sánchez-Tarazaga, Aida Sanahuja Ribés, Paola Ruiz-Bernardo & Reina Ferrández-Berrueco. (2023) Social competences in pre-service education: what do future secondary teachers think?. Journal of Education for Teaching 0:0, pages 1-15.
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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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Susanne A. Denham, Luigina Mortari & Roberta Silva. (2022) Preschool Teachers’ Emotion Socialization and Child Social-Emotional Behavior in Two Countries. Early Education and Development 33:5, pages 806-831.
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Liv Kristin Bjorlykke Øvereng & Siv M. Gamlem. (2022) Mapping the quality of teacher–pupil interactions in lessons with and without the use of tablets during a typical school day in first grade. Cambridge Journal of Education 52:4, pages 473-493.
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James Hall & Lars-Erik Malmberg. (2020) The contribution of Multilevel Structural Equation Modelling to contemporary trends in educational research. International Journal of Research & Method in Education 43:4, pages 339-347.
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Rica Ramírez, Lisa M. López, Olivia Hernandez Gonzalez, Marcela Galicia, Eugene Komaroff & Carol Scheffner Hammer. Investigating the Development of Positive Peer Interactions in Low-Income Latino DLL Preschool Children. Early Education and Development 0:0, pages 1-18.
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Sema ÖNGÖREN. (2023) Supporting self-regulation in the preschool period: A case study of teachers' practicesOkul öncesi dönemde öz düzenlemeyi desteklemek: Öğretmen uygulamalarına ilişkin bir durum çalışması. Turkish Journal of Education 12:4, pages 182-200.
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Yue Song, Martine Broekhuizen & Judith Semon Dubas. (2023) Prosocial development throughout the toddlerhood: A person‐centred approach. Infant and Child Development.
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Runke Huang & Iram Siraj. (2023) Profiles of Chinese preschoolers' academic and social–emotional development in relation to classroom quality: A multilevel latent profile approach. Child Development 94:4, pages 1002-1016.
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Joseph Lobo. (2023) Teacher Emotional Support and School Engagement: The case of Physical Education Teachers and Students in a Prominent Local College. Physical Culture and Sport. Studies and Research 98:1, pages 57-66.
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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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Charles L. Fisk, Jeffrey R. Harring, Zuchao Shen, Walter Leite, King Yiu Suen & Katerina M. Marcoulides. (2022) Using Simulated Annealing to Investigate Sensitivity of SEM to External Model Misspecification. Educational and Psychological Measurement 83:1, pages 73-92.
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Hui-Ling Wendy Pan. (2023) Advancing Student Learning Power by Operating Classrooms as Learning Communities: Mediated Effects of Engagement Activities and Social Relations. Sustainability 15:3, pages 2461.
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Michelle Taylor, Pilar Alamos, Khara L.P. Turnbull, Jennifer LoCasale-Crouch & Carollee Howes. (2023) Examining individual children's peer engagement in pre-kindergarten classrooms: Relations with classroom-level teacher-child interaction quality. Early Childhood Research Quarterly 64, pages 331-344.
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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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Anne-Elina Salo, Marja Vauras, Maiju Hiltunen & Anu Kajamies. (2022) Long-term intervention of at-risk elementary students' socio-motivational and reading comprehension competencies: Video-based case studies of emotional support in teacher–dyad and dyadic interactions. Learning, Culture and Social Interaction 34, pages 100631.
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Kristiina Mänty, Susanna Kinnunen, Outi Rinta-Homi & Marika Koivuniemi. (2022) Enhancing Early Childhood Educators’ Skills in Co-regulating Children’s Emotions: A Collaborative Learning Program. Frontiers in Education 7.
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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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Daria Bukhalenkova, Aleksander Veraksa, Margarita Aslanova, Pia Williams & Jonna Larsson. 2022. Child Development in Russia. Child Development in Russia
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