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Relations of positive and negative expressivity and effortful control to kindergarteners’ student–teacher relationship, academic engagement, and externalizing problems at school
16 references·5 citing·46 second hop
Relations of positive and negative expressivity and effortful control to kindergarteners’ student–teacher relationship, academic engagement, and externalizing problems at school (2015)Relations of positive and negative expres…Handbook of Research on Student Engagement (2012)Handbook of Research on Stude…Academic Emotions and Student Engagement (2012)Academic Emotions and Student…Emotion-Related Self-Regulation and Its Relation to Children's Maladjustment (2010)Emotion-Related Self-Regulati…The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice (2006)The Control-Value Theory of A…Developmental Cascades: Linking Academic Achievement and Externalizing and Internalizing Symptoms Over 20 Years. (2005)Developmental Cascades: Linki…Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research (2002)Academic Emotions in Students…The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001)The role of positive emotions…Investigations of Temperament at Three to Seven Years: The Children's Behavior Questionnaire (2001)Investigations of Temperament…Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade (2001)Early Teacher–Child Relations…From Neurons to Neighborhoods (2000)From Neurons to NeighborhoodsEffortful control in early childhood: Continuity and change, antecedents, and implications for social development. (2000)Effortful control in early ch…Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Cutoff criteria for fit index…Children's Social and Scholastic Lives in Kindergarten: Related Spheres of Influence? (1999)Children's Social and Scholas…Social, emotional, and personality development (1998)Social, emotional, and person…Handbook of educational psychology (1997)Handbook of educational psych…Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. (1992)Externalizing behavior proble…Emotional Competence During Childhood and Adolescence (2019)Emotional Competence During C…Early childhood teachers’ socialization of children’s emotional competence (2019)Early childhood teachers’ soc…Negative emotionality, emotion regulation, and achievement: Cross-lagged relations and mediation of academic engagement (2018)Negative emotionality, emotio…Executive control goes to school: Implications of preschool executive performance for observed elementary classroom learning engagement. (2017)Executive control goes to sch…Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality (2017)Elementary students’ effortfu…Flow: the psychology of optimal experience (1990)Emotion And Adaptation (1991)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. 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(1998)Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures (2003)Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance (2007)A Handbook of Child Psychology (1932)Development and validation of brief measures of positive and negative affect: The PANAS scales. (1988)EQS : structural equations program manual (1989)The Relations of Regulation and Emotionality to Children's Externalizing and Internalizing Problem Behavior (2001)Personality Development: Stability and Change (2005)Anger is an approach-related affect: Evidence and implications. (2009)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy: Toward a unifying theory of behavioral change (1978)Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions (2008)Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. (2009)Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument (2006)Student Engagement: What Is It? Why Does It Matter? (2012)PISA 2018 Assessment and Analytical Framework (2019)Mapping research in student engagement and educational technology in higher education: a systematic evidence map (2020)Skill Formation and the Economics of Investing in Disadvantaged Children (2006)The Social Determinants of Health: Coming of Age (2011)The Social Determinants of Health: It's Time to Consider the Causes of the Causes (2014)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Professional Development and Teacher Learning: Mapping the Terrain (2004)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)
this work references cited by second hop

References

  • 1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives108,592 cited
  • 2001The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.16,136 cited
  • 2006The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice5,605 cited
  • 1997Handbook of educational psychology4,825 cited
  • 2000From Neurons to Neighborhoods4,403 cited
  • 2002Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research3,926 cited
  • 2001Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade3,304 cited
  • 2012Handbook of Research on Student Engagement3,048 cited
  • 2001Investigations of Temperament at Three to Seven Years: The Children's Behavior Questionnaire2,424 cited
  • 2000Effortful control in early childhood: Continuity and change, antecedents, and implications for social development.1,993 cited
  • 1998Social, emotional, and personality development1,899 cited
  • 1992Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms.1,633 cited
  • 2010Emotion-Related Self-Regulation and Its Relation to Children's Maladjustment1,255 cited

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2005
Developmental Cascades: Linking Academic Achievement and Externalizing and Internalizing Symptoms Over 20 Years.
1,151 cited
  • 2012Academic Emotions and Student Engagement1,142 cited
  • 1999Children's Social and Scholastic Lives in Kindergarten: Related Spheres of Influence?1,136 cited
  • Cited by

    • 2017Executive control goes to school: Implications of preschool executive performance for observed elementary classroom learning engagement.79 cited
    • 2019Emotional Competence During Childhood and Adolescence78 cited
    • 2018Negative emotionality, emotion regulation, and achievement: Cross-lagged relations and mediation of academic engagement68 cited
    • 2017Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality62 cited
    • 2019Early childhood teachers’ socialization of children’s emotional competence55 cited