An Integrative View of School Functioning: Transactions Between Self-Regulation, School Engagement, and Teacher-Child Relationship Quality
Author:
Affiliation:
1. Stanford Graduate School of Education
2. University of California San Francisco
3. University of California Berkeley
Publisher
Wiley
Subject
Developmental and Educational Psychology,Education,Pediatrics, Perinatology, and Child Health
Link
http://onlinelibrary.wiley.com/wol1/doi/10.1111/cdev.12259/fullpdf
Reference61 articles.
1. Transactional associations between classroom engagement and relations with teachers from first through fourth grade;Archambault;Learning and Instruction,2013
2. Teacher discipline and child misbehavior in day care: Untangling causality with correlational data;Arnold;Developmental Psychology,1998
3. Contributions of teacher-child relationships to positive school adjustment during elementary school;Baker;Journal of School Psychology,2006
4. The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems;Baker;School Psychology Quarterly,2008
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