Teachers’ Effortful Control and Student Functioning: Mediating and Moderating Processes-Reference-Cited by-同舟云学术

Teachers’ Effortful Control and Student Functioning: Mediating and Moderating Processes

Published:2015-10-22 Issue:3 Volume:25 Page:623-645
ISSN:0961-205X
Container-title:Social Development
language:en
Short-container-title:Soc. Dev.

Author:

Swanson Jodi¹,Valiente Carlos¹,Bradley Robert H.¹,Lemery‐Chalfant Kathryn¹,Abry Tashia¹

Affiliation:

1. Arizona State University

Funder

National Science Foundation

Publisher

Wiley

Subject

Social Sciences (miscellaneous),Sociology and Political Science,Developmental and Educational Psychology

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/sode.12165

Reference68 articles.

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3. Contributions of teacher–child relationships to positive school adjustment during elementary school

4. Bassok D. &Rosem A.(2014).Is kindergarten the new first grade? The changing nature of kindergarten in the age of accountability. EdPolicyWorks Working Paper Series No. 20. Charlottesville: EdPolicyWorks.

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