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Cited by

• 2014How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments317 cited
• 2010Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy276 cited
• 2011Preschoolers’ emotion knowledge: Self-regulatory foundations, and predictions of early school success255 cited
• 2012Understanding Student Engagement with a Contextual Model250 cited
• 2005Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes246 cited
• 2010Examining the link between preschool social–emotional competence and first grade academic achievement: The role of attention skills227 cited
• 2012Observing Preschoolers’ Social-Emotional Behavior: Structure, Foundations, and Prediction of Early School Success221 cited
• 2007The Importance of Conscientiousness in Adolescent Interpersonal Relationships221 cited
• 2006Developmental trajectories of externalizing and internalizing behaviors: Factors underlying resilience in physically abused children211 cited
• 2007Preschoolers’ academic readiness: What role does the teacher–child relationship play?201 cited
• 2000Parents, peer groups, and other socializing influences.189 cited
• 2003The Association of Bullying and Victimization with Middle School Adjustment182 cited