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Participant roles in preschool bullying: The impact of emotion regulation, social preference, and quality of the teacher–child relationship
16 references·0 citing·46 second hop
Participant roles in preschool bullying: The impact of emotion regulation, social preference, and quality of the teacher–child relationship (2018)Participant roles in preschool bullying: …Recent trends in research on teacher–child relationships (2012)Recent trends in research on …Social behavior and peer relationships of victims, bully‐victims, and bullies in kindergarten (2005)Social behavior and peer rela…Peer relations in childhood (2004)Peer relations in childhoodPreschool Emotional Competence: Pathway to Social Competence? (2003)Preschool Emotional Competenc…Parental Maltreatment and Emotion Dysregulation as Risk Factors for Bullying and Victimization in Middle Childhood (2001)Parental Maltreatment and Emo…Do Relational Risks and Protective Factors Moderate the Linkages between Childhood Aggression and Early Psychological and School Adjustment? (2001)Do Relational Risks and Prote…An Integrated Model of Emotion Processes and Cognition in Social Information Processing (2000)An Integrated Model of Emotio…Enhancing relationships between children and teachers. (1999)Enhancing relationships betwe…Emotional Development in Young Children (1999)Emotional Development in Youn…Bullying as a group process: Participant roles and their relations to social status within the group (1998)Bullying as a group process: …Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. (1997)Emotion regulation among scho…Bullying at school: what we know and what we can do (1994)Bullying at school: what we k…Bullying at School - What We Know and What We Can Do (1994)Bullying at School - What We …Dimensions and types of social status: A cross-age perspective. (1982)Dimensions and types of socia…The Ecology of Human Development (1979)The Ecology of Human Developm…Attachment as an Organizational Construct (1977)Attachment as an Organization…Attachment and Loss (1969)Patterns of Attachment: A Psychological Study of the Strange Situation (1978)Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade (2001)The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2008)The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011)Conformity, status, and idiosyncrasy credit. (1958)Long-term follow-up of early detected vulnerable children. (1973)Coaching Children in Social Skills for Friendship Making (1977)Peer relations and later personal adjustment: Are low-accepted children at risk? 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(2003)Peer Interactions, Relationships, and Groups (2007)The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions (2011)EMOTION REGULATION: A THEME IN SEARCH OF DEFINITION (1994)The Emerging Field of Emotion Regulation: An Integrative Review (1998)A Partial Least Squares Latent Variable Modeling Approach for Measuring Interaction Effects: Results from a Monte Carlo Simulation Study and an Electronic-Mail Emotion/Adoption Study (2003)Human Abilities: Emotional Intelligence (2007)Prosocial Development (2007)The Role of the Family Context in the Development of Emotion Regulation (2007)Sex Differences in Social Behavior: A Social-Role Interpretation. (1989)Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire (2003)Bullying and the peer group: A review (2009)School Bullying: Development and Some Important Challenges (2013)The Development and Treatment of Childhood Aggression (2013)Review of Child Development Research (1965)Review of Child Development Research (1976)The inventory of parent and peer attachment: Individual differences and their relationship to psychological well-being in adolescence (1987)Adult attachment, working models, and relationship quality in dating couples. (1990)Attachment styles among young adults: A test of a four-category model. (1991)Bullying Behaviors Among US Youth (2001)Cyberbullying: its nature and impact in secondary school pupils (2008)Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. (2014)Ecology of the family as a context for human development: Research perspectives. 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References

  • 1979The Ecology of Human Development33,398 cited
  • 1994Bullying at school: what we know and what we can do4,765 cited
  • 1982Dimensions and types of social status: A cross-age perspective.2,451 cited
  • 1998Bullying as a group process: Participant roles and their relations to social status within the group2,023 cited
  • 1999Enhancing relationships between children and teachers.1,791 cited
  • 1977Attachment as an Organizational Construct1,689 cited
  • 2000An Integrated Model of Emotion Processes and Cognition in Social Information Processing1,635 cited
  • 1997Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale.1,632 cited
  • 2003Preschool Emotional Competence: Pathway to Social Competence?1,554 cited
  • 1994Bullying at School - What We Know and What We Can Do996 cited
  • 2012Recent trends in research on teacher–child relationships867 cited
  • 2001Parental Maltreatment and Emotion Dysregulation as Risk Factors for Bullying and Victimization in Middle Childhood671 cited
  • 2004Peer relations in childhood644 cited
  • 1999Emotional Development in Young Children634 cited
  • 2005Social behavior and peer relationships of victims, bully‐victims, and bullies in kindergarten

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560 cited
  • 2001Do Relational Risks and Protective Factors Moderate the Linkages between Childhood Aggression and Early Psychological and School Adjustment?557 cited
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