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Executive Functioning and School Readiness Among Preschoolers With Externalizing Problems: The Moderating Role of the Student–Teacher Relationship
16 references·0 citing·51 second hopsampled
Executive Functioning and School Readiness Among Preschoolers With Externalizing Problems: The Moderating Role of the Student–Teacher Relationship (2015)Executive Functioning and School Readines…Woodcock-Johnson III Tests of Achievement (2012)Woodcock-Johnson III Tests of…The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011)The Influence of Affective Te…Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills (2008)Measures of Classroom Quality…Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure (2008)Biological processes in preve…School readiness and later achievement. (2007)School readiness and later ac…Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten (2007)Relating Effortful Control, E…Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. (2007)Links between behavioral regu…Executive functions and achievements in school: Shifting, updating, inhibition, and working memory (2005)Executive functions and achie…Developmental Cascades: Linking Academic Achievement and Externalizing and Internalizing Symptoms Over 20 Years. (2005)Developmental Cascades: Linki…Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? (2005)Can Instructional and Emotion…School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. (2002)School readiness: Integrating…Assessment and Development of Executive Function (EF) During Childhood (2002)Assessment and Development of…Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade (2001)Early Teacher–Child Relations…NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses (2000)NIMH Diagnostic Interview Sch…The teacher-child relationship and children's early school adjustment (1997)The teacher-child relationshi…Working Memory (1992)Working MemoryAttachment and Loss (1969)Peer relations and later personal adjustment: Are low-accepted children at risk? (1987)Peer Rejection in Childhood. (1991)Enhancing relationships between children and teachers. (1999)Learner-Centered Teacher-Student Relationships Are Effective: A Meta-Analysis (2007)Security in Infancy, Childhood, and Adulthood: A Move to the Level of Representation (1985)Psychosocial resilience and protective mechanisms. (1987)The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2008)A Review of School Climate Research (2013)Comparison of human infants and rhesus monkeys on Piaget's AB task: evidence for dependence on dorsolateral prefrontal cortex (1989)The relationship between cognition and action: performance of children 312–7 years old on a stroop- like day-night test (1994)Development of Executive Functions Through Late Childhood and Adolescence in an Australian Sample (2001)A Developmental Perspective on Executive Function (2010)Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample (2011)Implications for educational practice of the science of learning and development (2019)Feeling and thinking: Preferences need no inferences. 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(2012)Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions (2012)National Association for the Education of Young Children (2016)Patterns of Attachment: A Psychological Study of the Strange Situation (1978)School Engagement: Potential of the Concept, State of the Evidence (2004)Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011)The CES-D Scale (1977)Human Capital (1983)Statistical Methods for Meta-Analysis (1988)Socioeconomic status and the brain: mechanistic insights from human and animal research (2010)The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions (2011)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Diagnostic Interview for Children and Adolescents (DICA) (2000)Linking “big” personality traits to anxiety, depressive, and substance use disorders: A meta-analysis. (2010)Diagnostic and Statistical Manual of Mental Disorders (2013)Gender differences in depression in representative national samples: Meta-analyses of diagnoses and symptoms. (2017)Mental Health Surveillance Among Children — United States, 2013–2019 (2022)Diagnostic and Statistical Manual of Mental Disorders (2024)Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception (1983)Regulation of distress and negative emotions: A developmental view. (1989)Individual Differences in Inhibitory Control and Children's Theory of Mind (2001)Preschool Program Improves Cognitive Control (2007)Working Memory (1974)Individual differences in working memory and reading (1980)Phonological memory deficits in language disordered children: Is there a causal connection? (1990)Cognitive Architecture and Instructional Design (1998)Multimedia Learning (2002)Cognitive Architecture and Instructional Design: 20 Years Later (2019)
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References

  • 2007School readiness and later achievement.5,435 cited
  • 1992Working Memory5,253 cited
  • 2000NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses3,502 cited
  • 2001Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade3,304 cited
  • 2007Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten3,137 cited
  • 2011The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement2,366 cited
  • 2002Assessment and Development of Executive Function (EF) During Childhood2,218 cited
  • 2002School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.1,872 cited
  • 2008Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills1,870 cited
  • 1997The teacher-child relationship and children's early school adjustment1,815 cited
  • 2005Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?1,714 cited
  • 2012Woodcock-Johnson III Tests of Achievement1,566 cited
  • 2007Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills.1,558 cited

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  • 2005Executive functions and achievements in school: Shifting, updating, inhibition, and working memory1,278 cited
  • 2008Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure1,167 cited
  • 2005Developmental Cascades: Linking Academic Achievement and Externalizing and Internalizing Symptoms Over 20 Years.1,151 cited
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