Cross-lagged effects of self-regulation skills and behaviour problems in the transition from preschool to elementary school
Author:
Affiliation:
1. Faculty of Educational and Social Sciences, Department of Pedagogic and Rehabilitation Psychology, University of Oldenburg, Oldenburg, Germany
2. Family Law Psychology, Psychologische Hochschule Berlin, Berlin, Germany
Publisher
Informa UK Limited
Subject
Pediatrics,Developmental and Educational Psychology,Social Psychology
Link
https://www.tandfonline.com/doi/pdf/10.1080/03004430.2020.1784891
Reference35 articles.
1. Diagnostic and Statistical Manual of Mental Disorders
2. Self-Regulation, Emotion Understanding and Aggressive Behaviour in Preschool Boys / Samokontrola, razumijevanje emocija i agresivno ponašanje dječaka predškolske dobi
3. Early externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment
4. How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments
5. Factor structure of self-regulation in preschoolers: Testing models of a field-based assessment for predicting early school readiness
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1. Parenting Style and Child Aggressive Behavior from Preschool to Elementary School: The Mediating Effect of Emotion Dysregulation;Early Childhood Education Journal;2023-09-08
2. The relationship between parental depression and child internalizing and externalizing problems: The roles of parenting stress and child maltreatment;Frontiers in Public Health;2023-02-07
3. Bidirectional relations between self-control and cooperation among Japanese preschoolers: A random-intercept cross-lagged panel analysis;Early Childhood Research Quarterly;2023
4. Modeling for Development of 3 to 7 Years Old Children’s Behavior Self-Regulation by Gini Decision Tree Algorithm;2022 2nd International Conference on Social Sciences and Intelligence Management (SSIM);2022-11-24
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