References

• 2001Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade3,724 cited
• 2005Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?1,904 cited
• 1999Trajectories of Boys' Physical Aggression, Opposition, and Hyperactivity on the Path to Physically Violent and Nonviolent Juvenile Delinquency1,406 cited
• 2004Teacher-Child Relationships and Children's Success in the First Years of School1,067 cited
• 1996Peer Victimization: Cause or Consequence of School Maladjustment?953 cited
• 2006Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement?913 cited
• 2006Contributions of teacher–child relationships to positive school adjustment during elementary school860 cited
• 1995Handbook of Infant Mental Health794 cited
• 2006Congeneric and (Essentially) Tau-Equivalent Estimates of Score Reliability700 cited
• 1995The roles of social withdrawal, peer rejection, and victimization by peers in predicting loneliness and depressed mood in childhood692 cited
• 2003Anxious Solitude and Peer Exclusion: A Diathesis–Stress Model of Internalizing Trajectories in Childhood689 cited
• 1997Individual risk and social risk as interacting determinants of victimization in the peer group.607 cited
• 2005Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher–child relationship during the school transition