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The relation between teacher–student interaction and executive function performance in children: A cross-cultural meta-analysis

  • Published:2024-03-14 Issue:3 Volume:59 Page:195-215
  • ISSN:0046-1520
  • Container-title:Educational Psychologist
  • language:en
  • Short-container-title:Educational Psychologist

Author:

Xu Canmei1ORCID,Huizinga Mariëtte2ORCID,Tekelia Ekubagewargies Daniale1,Soetaert Justine1ORCID,Van Den Noortgate Wim13ORCID,Baeyens Dieter1ORCID

Affiliation:

1. Faculty of Psychology and Educational Sciences, KU Leuven, Belgium

2. Department of Education and Family Studies, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Netherlands

3. Itec, An Imec Research Group, KU Leuven, Belgium

Publisher

Informa UK Limited

Reference167 articles.

1. Abenavoli, R. M., & Greenberg, M. T. (2014). Patterns of school readiness among low-income kindergartners [Paper presentation]. Paper presented at the Society for Research on Educational Effectiveness Conference, Washington, DC, USA. Retrieved from http://files.eric.ed.gov/fulltext/ED562745.pdf

2. The Qualities of Teacher–Child Relationships and Self-Regulation of Children at Risk in the United States and Turkey: The Moderating Role of Gender

3. Student–teacher relationships and classroom climate in first grade: how do they relate to students’ stress regulation?

4. Examining the effects of household chaos on child executive functions: A meta-analysis.

5. Stress signalling pathways that impair prefrontal cortex structure and function
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