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Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher–child relationship during the school transition
16 references·16 citing·38 second hopsampled
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(2003)A biopsychosocial model of th…Socioeconomic Status and Child Development (2002)Socioeconomic Status and Chil…Males on the life-course-persistent and adolescence-limited antisocial pathways: Follow-up at age 26 years (2002)Males on the life-course-pers…Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade (2001)Early Teacher–Child Relations…Childhood predictors differentiate life-course persistent and adolescence-limited antisocial pathways among males and females (2001)Childhood predictors differen…Enhancing relationships between children and teachers. (1999)Enhancing relationships betwe…Handbook of antisocial behavior (1998)Handbook of antisocial behavi…The teacher-child relationship and children's early school adjustment (1997)The teacher-child relationshi…Relational Aggression, Gender, and Social-Psychological Adjustment (1995)Relational Aggression, Gender…Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy. (1993)Adolescence-limited and life-…Early predictors of male delinquency: A review. (1983)Early predictors of male deli…A growth curve approach to the measurement of change. (1982)A growth curve approach to th…The ecology of human development: Experiments by nature and design (1980)The ecology of human developm…The ecology of human development : experiments by nature and design (1979)The ecology of human developm…Workplace stress and the quality of teacher–children relationships in Head Start (2014)Workplace stress and the qual…Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes (2014)Who, when, why and to what en…Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school (2014)Students’ emotional and cogni…Dynamics of Teacher–Student Relationships: Stability and Change Across Elementary School and the Influence on Children’s Academic Success (2012)Dynamics of Teacher–Student R…Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment (2011)Longitudinal Effects of Teach…Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes (2010)Teacher–Child Interactions in…Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School (2010)Teacher-Child Relationship an…Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy (2010)Reciprocal effects of student…Being treated differently: Stigma experiences with family, peers, and school staff among adolescents with mental health disorders (2010)Being treated differently: St…Teacher–child relationship quality: The roles of child temperament and teacher–child interactions (2009)Teacher–child relationship qu…Child effortful control, teacher–student relationships, and achievement in academically at-risk children: Additive and interactive effects (2009)Child effortful control, teac…The role of child gender and ethnicity in teacher–child relationship quality and children's behavioral adjustment in preschool (2008)The role of child gender and …Reciprocal Relations Between Teacher–Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study (2008)Reciprocal Relations Between …Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors (2007)Teachers' Perceptions of Conf…Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students (2005)Relationship influences on te…Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis (2005)Classroom engagement mediates…Attachment and Loss (1969)Patterns of Attachment: A Psychological Study of the Strange Situation (1978)Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? 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(1986)The world report on violence and health (2002)The Bioecological Model of Human Development (2007)Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed (1992)Online communication, social media and adolescent wellbeing: A systematic narrative review (2014)
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References

  • 1979The ecology of human development : experiments by nature and design12,542 cited
  • 1993Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy.9,978 cited
  • 1980The ecology of human development: Experiments by nature and design5,522 cited
  • 2002Socioeconomic Status and Child Development5,471 cited
  • 1995Relational Aggression, Gender, and Social-Psychological Adjustment3,951 cited
  • 2001Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade3,304 cited
  • 1997The teacher-child relationship and children's early school adjustment1,815 cited
  • 1999Enhancing relationships between children and teachers.1,779 cited
  • 2002Males on the life-course-persistent and adolescence-limited antisocial pathways: Follow-up at age 26 years1,733 cited
  • 2001Childhood predictors differentiate life-course persistent and adolescence-limited antisocial pathways among males and females1,669 cited
  • 2003Developmental trajectories of childhood disruptive behaviors and adolescent delinquency: A six-site, cross-national study.1,637 cited
  • 1983Early predictors of male delinquency: A review.1,516 cited
  • 1998Handbook of antisocial behavior1,315 cited
  • 2003A biopsychosocial model of the development of chronic conduct problems in adolescence.

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1,226 cited
  • 2009Sex Differences in Antisocial Behaviour Conduct Disorder, Delinquency, and Violence in the Dunedin Longitudinal Study1,211 cited
  • 1982A growth curve approach to the measurement of change.1,084 cited
  • Cited by

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    • 2014Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes386 cited
    • 2009Teacher–child relationship quality: The roles of child temperament and teacher–child interactions373 cited
    • 2007Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors363 cited
    • 2008Reciprocal Relations Between Teacher–Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study353 cited
    • 2005Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students345 cited
    • 2010Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes343 cited
    • 2014Workplace stress and the quality of teacher–children relationships in Head Start335 cited
    • 2011Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment333 cited
    • 2012Dynamics of Teacher–Student Relationships: Stability and Change Across Elementary School and the Influence on Children’s Academic Success323 cited
    • 2014Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school320 cited
    • 2010Being treated differently: Stigma experiences with family, peers, and school staff among adolescents with mental health disorders314 cited
    • 2010Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy276 cited
    • 2008The role of child gender and ethnicity in teacher–child relationship quality and children's behavioral adjustment in preschool271 cited
    • 2005Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis257 cited
    • 2009Child effortful control, teacher–student relationships, and achievement in academically at-risk children: Additive and interactive effects241 cited