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Journal Abstract Search

205 related items for PubMed ID: 26751629

  • 1. Emotional expression in school context, social relationships, and academic adjustment in kindergarten.
    Hernández MM, Eisenberg N, Valiente C, VanSchyndel SK, Spinrad TL, Silva KM, Berger RH, Diaz A, Terrell N, Thompson MS, Southworth J.
    Emotion; 2016 Jun; 16(4):553-66. PubMed ID: 26751629
    [Abstract] [Full Text] [Related]

  • 2. Bidirectional associations between emotions and school adjustment.
    Hernández MM, Eisenberg N, Valiente C, Spinrad TL, Berger RH, VanSchyndel SK, Silva KM, Diaz A, Thompson MS, Gal DE, Southworth J.
    J Pers; 2018 Oct; 86(5):853-867. PubMed ID: 29171879
    [Abstract] [Full Text] [Related]

  • 3. Classroom risks and resources: Teacher burnout, classroom quality and children's adjustment in high needs elementary schools.
    Hoglund WL, Klingle KE, Hosan NE.
    J Sch Psychol; 2015 Oct; 53(5):337-57. PubMed ID: 26407833
    [Abstract] [Full Text] [Related]

  • 4. Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement.
    Hughes JN, Cao Q.
    J Sch Psychol; 2018 Apr; 67():148-162. PubMed ID: 29571530
    [Abstract] [Full Text] [Related]

  • 5. Balance in Positive Emotional Expressivity Across School Contexts Relates to Kindergarteners' Adjustment.
    Hernández MM, Eisenberg N, Valiente C, Spinrad TL, Berger RH, VanSchyndel SK, Thompson MS, Southworth J, Silva KM.
    Early Educ Dev; 2018 Apr; 29(1):1-13. PubMed ID: 29795975
    [Abstract] [Full Text] [Related]

  • 6. Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education.
    Breeman LD, Wubbels T, van Lier PA, Verhulst FC, van der Ende J, Maras A, Hopman JA, Tick NT.
    J Sch Psychol; 2015 Feb; 53(1):87-103. PubMed ID: 25636262
    [Abstract] [Full Text] [Related]

  • 7. Boys' and girls' latent profiles of behavior and social adjustment in school: Longitudinal links with later student behavioral engagement and academic achievement?
    Olivier E, Archambault I, Dupéré V.
    J Sch Psychol; 2018 Aug; 69():28-44. PubMed ID: 30558752
    [Abstract] [Full Text] [Related]

  • 8. Do classroom relationships moderate the association between peer defending in school bullying and social-emotional adjustment?
    Lubon A, Finet C, Demol K, van Gils FE, Ten Bokkel IM, Verschueren K, Colpin H.
    J Sch Psychol; 2024 Aug; 105():101315. PubMed ID: 38876544
    [Abstract] [Full Text] [Related]

  • 9. Effect of peer nominations of teacher-student support at individual and classroom levels on social and academic outcomes.
    Hughes JN, Im MH, Wehrly SE.
    J Sch Psychol; 2014 Jun; 52(3):309-22. PubMed ID: 24930822
    [Abstract] [Full Text] [Related]

  • 10. The role of school-based relationships for school well-being: How different are high- and average-ability students?
    Weyns T, Colpin H, Verschueren K.
    Br J Educ Psychol; 2021 Dec; 91(4):1127-1145. PubMed ID: 33476050
    [Abstract] [Full Text] [Related]

  • 11. Processes and conditions underlying the link between shyness and school adjustment among Turkish children.
    Bayram Özdemir S, Cheah CSL, Coplan RJ.
    Br J Dev Psychol; 2017 Jun; 35(2):218-236. PubMed ID: 27653012
    [Abstract] [Full Text] [Related]

  • 12. Shyness and school adjustment in Chinese children: The roles of teachers and peers.
    Coplan RJ, Liu J, Cao J, Chen X, Li D.
    Sch Psychol Q; 2017 Mar; 32(1):131-142. PubMed ID: 27736120
    [Abstract] [Full Text] [Related]

  • 13. Does early executive function predict teacher-child relationships from kindergarten to second grade?
    McKinnon RD, Blair C, Family Life Project Investigators.
    Dev Psychol; 2018 Nov; 54(11):2053-2066. PubMed ID: 30211568
    [Abstract] [Full Text] [Related]

  • 14. Positive teacher and peer relations combine to predict primary school students' academic skill development.
    Kiuru N, Aunola K, Lerkkanen MK, Pakarinen E, Poskiparta E, Ahonen T, Poikkeus AM, Nurmi JE.
    Dev Psychol; 2015 Apr; 51(4):434-46. PubMed ID: 25751095
    [Abstract] [Full Text] [Related]

  • 15. Understanding academic readiness for kindergarten: The interactive role of emotion knowledge and teacher-child closeness.
    Marks LC, Hund AM, Finan LJ, Kannass KN, Hesson-McInnis MS.
    J Exp Child Psychol; 2023 Mar; 227():105585. PubMed ID: 36423440
    [Abstract] [Full Text] [Related]

  • 16. Emotion-related socialization in the classroom: Considering the roles of teachers, peers, and the classroom context.
    Valiente C, Swanson J, DeLay D, Fraser AM, Parker JH.
    Dev Psychol; 2020 Mar; 56(3):578-594. PubMed ID: 32077726
    [Abstract] [Full Text] [Related]

  • 17. A longitudinal examination of socioemotional learning in African American and Latino boys across the transition from pre-K to kindergarten.
    Barbarin O.
    Am J Orthopsychiatry; 2013 Mar; 83(2 Pt 3):156-64. PubMed ID: 23889008
    [Abstract] [Full Text] [Related]

  • 18. Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study.
    Engels MC, Pakarinen E, Lerkkanen MK, Verschueren K.
    J Sch Psychol; 2019 Oct; 76():140-158. PubMed ID: 31759462
    [Abstract] [Full Text] [Related]

  • 19. Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools.
    Webster-Stratton C, Jamila Reid M, Stoolmiller M.
    J Child Psychol Psychiatry; 2008 May; 49(5):471-88. PubMed ID: 18221346
    [Abstract] [Full Text] [Related]

  • 20. Teachers victimizing students: Contributions of student-to-teacher victimization, peer victimization, school safety, and school climate in Chile.
    López V, Benbenishty R, Astor RA, Ascorra P, González L.
    Am J Orthopsychiatry; 2020 May; 90(4):432-444. PubMed ID: 32134312
    [Abstract] [Full Text] [Related]

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