Temperamental Anger and Positive Reactivity and the Development of Social Skills: Implications for Academic Competence During Preadolescence-Reference-Cited by-同舟云学术

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Temperamental Anger and Positive Reactivity and the Development of Social Skills: Implications for Academic Competence During Preadolescence

Published:2017-12-14 Issue:5 Volume:29 Page:747-761
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Dollar Jessica M.¹,Perry Nicole B.²,Calkins Susan D.¹,Keane Susan P.³,Shanahan Lilly⁴

Affiliation:

1. Department of Human Development and Family Studies, The University of North Carolina-Greensboro

2. The Institute of Child Development, The University of Minnesota Twin Cities

3. Department of Psychology, The University of North Carolina-Greensboro

4. Department of Psychology, The University of Zürich

Funder

National Institute of Mental Health

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2017.1409606

Reference87 articles.

1. Interaction of temperamental resistance to control and restrictive parenting in the development of externalizing behavior.

2. Identifying developmental cascades among differentiated dimensions of social competence and emotion regulation.

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

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1. Cognitive Control Moderates Associations Between Domains of Temperamental Reactivity and Preschoolers’ Social Behaviors;Developmental Psychobiology;2024-09-05

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3. Biomedical science students’ perception of the use of role-play in learning stress and anger management skills;The Asia Pacific Scholar;2024-04-02

4. Vocabulary size predicts behavioral problems in emotionally reactive children;Early Childhood Research Quarterly;2024

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