研究论文
Teacher–child relationship quality: The roles of child temperament and teacher–child interactions
Kathleen Moritz Rudasill, Sara E. Rimm‐Kaufman
University of Louisville University of Virginia
来源Early Childhood Research Quarterly
年份2009
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373
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84.99
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学术脉络
学科主题
社会科学Early Childhood Education and Development
Educational Environments and Student Outcomes · Attachment and Relationship Dynamics
参考文献 85
Teachers' Narratives about Their Relationships with Children: Associations with Behavior in Classrooms. (Special Topic)
被引 85Megan W. Stuhlman, Robert C. Pianta · School Psychology Review · 2002
Inhibited and Uninhibited Children: Challenges in School Settings
被引 47Heather A. Henderson, Nathan A. Fox · School Psychology Review · 1998
Infant Predictors of Kindergarten Behavior: The Contribution of Inhibited and Uninhibited Temperament Types
被引 126Sara E. Rimm‐Kaufman, Jerome Kagan · Behavioral Disorders · 2005
此处列出前 3 条
引用本文 373
Effortful Control, Executive Functions, and Education: Bringing Self-Regulatory and Social-Emotional Competencies to the Table
被引 395Jeffrey Liew · Child Development Perspectives · 2011
Students’ characteristics and teacher–child relationships in instruction: A meta-analysis
被引 284Jari‐Erik Nurmi · Educational Research Review · 2012
A longitudinal study of student–teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence
被引 264Kathleen Moritz Rudasill, Thomas G. Reio, Natalie Stipanovic · Journal of School Psychology · 2010
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