An integrative view of school functioning: transactions between self-regulation, school engagement, and teacher-child relationship quality (Q34195203)

31 July 2017

An integrative view of school functioning: transactions between self-regulation, school engagement, and teacher-child relationship quality (English)

1 reference

31 July 2017

Ximena A Portilla

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Nancy Adler

series ordinal

3

object named as

Nancy E Adler

1 reference

31 July 2017

Parissa J Ballard

2

1 reference

31 July 2017

W Thomas Boyce

series ordinal

4

1 reference

31 July 2017

Jelena Obradović

series ordinal

5

1 reference

31 July 2017

language of work or name

1 reference

10 June 2014

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31 July 2017

1 reference

31 July 2017

85

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31 July 2017

5

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31 July 2017

1915-1931

1 reference

Teacher-Child Relationships from Kindergarten to Sixth Grade: Early childhood predictors of teacher-perceived conflict and closeness

31 July 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Examining Associations Between Effortful Control and Teacher-Child Relationships in Relation to Head Start Children's Socioemotional Adjustment

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Continuity and Change in Early School Engagement: Predictive of Children's Achievement Trajectories from First to Eighth Grade?

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Social stratification, classroom climate, and the behavioral adaptation of kindergarten children

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Dynamics of teacher-student relationships: stability and change across elementary school and the influence on children's academic success

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Self-Regulation and School Readiness

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

The Role of Emotion Regulation and Children's Early Academic Success

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-risk Children: Additive and Interactive Effects

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Teacher-Student Support, Effortful Engagement, and Achievement: A 3-Year Longitudinal Study

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Developmental commentary: individual and contextual influences on student-teacher relationships and children's early problem behaviors

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Biological processes in prevention and intervention: the promotion of self-regulation as a means of preventing school failure.

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Research strategies for capturing transactional models of development: The limits of the possible

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

A new approach to integrating data from multiple informants in psychiatric assessment and research: mixing and matching contexts and perspectives

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Missing data: our view of the state of the art

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

School readiness. Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Teacher discipline and child misbehavior in day care: untangling causality with correlational data

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Parents' attributions for their children's behavior

5 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten.

5 July 2018

1 reference

https://api.crossref.org/works/10.1111%2FCDEV.12259

How does your kindergarten classroom affect your earnings? Evidence from Project Star

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FCDEV.12259

Reciprocal relations between teacher-child conflict and aggressive behavior in kindergarten: a three-wave longitudinal study

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FCDEV.12259

School readiness and later achievement.

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FCDEV.12259

School Engagement: Potential of the Concept, State of the Evidence

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FCDEV.12259

Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FCDEV.12259

Transactional associations among teacher support, peer social preference, and child externalizing behavior: a four-wave longitudinal study.

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FCDEV.12259

Classroom Effects on Children’s Achievement Trajectories in Elementary School

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FCDEV.12259

The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FCDEV.12259

Effects of aggression on achievement: does conflict with the teacher make it worse?

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FCDEV.12259

Developmental foundations of externalizing problems in young children: the role of effortful control.

21 January 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4165700

Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade

28 October 2018

1 reference

https://api.crossref.org/works/10.1111%2FCDEV.12259

Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FCDEV.12259

In Search of Golden Rules: Comment on Hypothesis-Testing Approaches to Setting Cutoff Values for Fit Indexes and Dangers in Overgeneralizing Hu and Bentler's (1999) Findings

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FCDEV.12259

Children's interpersonal behaviors and the teacher-child relationship

21 January 2018

1 reference

PubMed

https://pubmed.ncbi.nlm.nih.gov/24916608

inferred from PubMed ID database lookup

12 December 2020

based on heuristic

Identifiers

DOI

10.1111/CDEV.12259

1 reference

31 July 2017

1 reference

31 July 2017

1 reference