An Applied Contextual Model for Promoting Self-Regulation Enactment Across Development: Implications for Prevention, Public Health and Future Research-Reference-Cited by-同舟云学术

An Applied Contextual Model for Promoting Self-Regulation Enactment Across Development: Implications for Prevention, Public Health and Future Research

Published:2019-08 Issue:4 Volume:40 Page:367-403
ISSN:0278-095X
Container-title:The Journal of Primary Prevention
language:en
Short-container-title:J Primary Prevent

Author:

Murray Desiree W.^ORCID,Rosanbalm Katie,Christopoulos Christina,Meyer Aleta L.

Funder

Office of Planning, Research and Evaluation

Publisher

Springer Science and Business Media LLC

Subject

Public Health, Environmental and Occupational Health

Link

http://link.springer.com/content/pdf/10.1007/s10935-019-00556-1.pdf

Reference162 articles.

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4. Baker, J. A., Grant, S., & Morlock, L. (2008). The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23(1), 3. https://doi.org/10.1037/1045-3830.23.1.3 .

5. Barbarin, O. (2013). A longitudinal examination of socioemotional learning in African American and Latino boys across the transition from pre-K to kindergarten. The American Journal of Orthopsychiatry, 83(2 Pt 3), 156–164. https://doi.org/10.1111/ajop.12024 .

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