Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade

16 references·16 citing·51 second hopsampled

FromToDepth

this work references cited by second hop· second hop is a sample of the most-cited connections

References

1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
2002Socioeconomic Status and Child Development5,471 cited
2007School readiness and later achievement.5,435 cited
1998Socioeconomic disadvantage and child development.3,762 cited
2007The Strength Model of Self-Control3,564 cited
2007Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten3,137 cited
2008Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills1,870 cited
2005Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?1,714 cited
2003Developmental trajectories of childhood disruptive behaviors and adolescent delinquency: A six-site, cross-national study.1,637 cited
1999Consequences of growing up poor1,604 cited
2009Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity1,328 cited
2004Collective Efficacy Beliefs:Theoretical Developments, Empirical Evidence, and Future Directions1,209 cited
1995Tools of the Mind: The Vygotskian Approach to Early Childhood Education1,115 cited
2000Teachers’ judgments of problems in the transition to kindergarten

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

1,056 cited

2004Teacher-Child Relationships and Children's Success in the First Years of School1,045 cited

2011Organizing Schools for Improvement: Lessons from Chicago1,027 cited

Cited by

2016Quality in Early Education Classrooms: Definitions, Gaps, and Systems197 cited
2014A typical morning in preschool: Observations of teacher–child interactions in German preschools178 cited
2011The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten161 cited
2016The Role of Psychological Safety in Human Development160 cited
2013Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China159 cited
2014Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland149 cited
2019Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon143 cited
2021Fostering socio-emotional learning through early childhood intervention120 cited
2016Early adolescents' motivations to defend victims in school bullying and their perceptions of student–teacher relationships: A self‐determination theory approach117 cited
2022The role of teachers' instrumental and emotional support in students' academic buoyancy, engagement, and academic skills: A study of high school and elementary school students in different national contexts113 cited
2020Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence100 cited
2015The Early Years98 cited
2014The Influence of Parental Socioeconomic Background and Gender on Self-Regulation Among 5-Year-Old Children in Norway88 cited
2016In Sync and in Control: A Meta‐Analysis of Parent–Child Positive Behavioral Synchrony and Youth Self‐Regulation87 cited
2017Teacher–child relationships make all the difference: constructing quality interactions in early childhood settings82 cited
2019Rethinking School-Based Bullying Prevention Through the Lens of Social and Emotional Learning: a Bioecological Perspective79 cited