These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


Pubmed for Handhelds

PUBMED FOR HANDHELDS

Journal Abstract Search

641 related items for PubMed ID: 28425728

  • 1. Parent- and teacher-child relationships and engagement at school entry: Mediating, interactive, and transactional associations across contexts.
    Heatly MC, Votruba-Drzal E.
    Dev Psychol; 2017 Jun; 53(6):1042-1062. PubMed ID: 28425728
    [Abstract] [Full Text] [Related]

  • 2. Parents' and teachers' academic influences, behavioral engagement, and first- and fifth-grade achievement.
    Bryce CI, Bradley RH, Abry T, Swanson J, Thompson MS.
    Sch Psychol; 2019 Sep; 34(5):492-502. PubMed ID: 30451513
    [Abstract] [Full Text] [Related]

  • 3. 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]

  • 4. Transactional Links Between Teacher-Student Relationships and Adolescent Rule-Breaking Behavior and Behavioral School Engagement: Moderating Role of a Dopaminergic Genetic Profile Score.
    De Laet S, Colpin H, Van Leeuwen K, Van den Noortgate W, Claes S, Janssens A, Goossens L, Verschueren K.
    J Youth Adolesc; 2016 Jun; 45(6):1226-44. PubMed ID: 27013478
    [Abstract] [Full Text] [Related]

  • 5. Teacher-child dependency and teacher sensitivity predict engagement of children with attachment problems.
    Spilt JL, Vervoort E, Verschueren K.
    Sch Psychol Q; 2018 Sep; 33(3):419-427. PubMed ID: 28956936
    [Abstract] [Full Text] [Related]

  • 6. Teacher and child perceptions of relationship quality and ethnic minority children's behavioral adjustment in upper elementary school: A cross-lagged approach.
    de Jong EM, Koomen HMY, Jellesma FC, Roorda DL.
    J Sch Psychol; 2018 Oct; 70():27-43. PubMed ID: 30340701
    [Abstract] [Full Text] [Related]

  • 7. Teacher-child relationships and the development of academic and behavioral skills during elementary school: a within- and between-child analysis.
    Maldonado-Carreño C, Votruba-Drzal E.
    Child Dev; 2011 Oct; 82(2):601-16. PubMed ID: 21410918
    [Abstract] [Full Text] [Related]

  • 8. 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]

  • 9. Teacher-child relationships and behavioral adjustment: transactional links for preschool boys at risk.
    Roorda DL, Verschueren K, Vancraeyveldt C, Van Craeyevelt S, Colpin H.
    J Sch Psychol; 2014 Oct; 52(5):495-510. PubMed ID: 25267171
    [Abstract] [Full Text] [Related]

  • 10. Developmental trajectories of children's behavioral engagement in late elementary school: Both teachers and peers matter.
    De Laet S, Colpin H, Vervoort E, Doumen S, Van Leeuwen K, Goossens L, Verschueren K.
    Dev Psychol; 2015 Sep; 51(9):1292-306. PubMed ID: 26192040
    [Abstract] [Full Text] [Related]

  • 11. Parent beliefs and children's social-behavioral functioning: the mediating role of parent-teacher relationships.
    Kim EM, Sheridan SM, Kwon K, Koziol N.
    J Sch Psychol; 2013 Apr; 51(2):175-85. PubMed ID: 23481083
    [Abstract] [Full Text] [Related]

  • 12. Can teacher-child relationships alter the effects of early socioeconomic status on achievement in middle childhood?
    McCormick MP, O'Connor EE, Parham Horn E.
    J Sch Psychol; 2017 Oct; 64():76-92. PubMed ID: 28735609
    [Abstract] [Full Text] [Related]

  • 13.
    ; . PubMed ID:
    [No Abstract] [Full Text] [Related]

  • 14. Changing Teacher-Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors.
    Williford AP, LoCasale-Crouch J, Whittaker JV, DeCoster J, Hartz KA, Carter LM, Wolcott CS, Hatfield BE.
    Child Dev; 2017 Sep; 88(5):1544-1553. PubMed ID: 27990626
    [Abstract] [Full Text] [Related]

  • 15. Teacher- and parent-child relationships and children's adjustment behaviors in grade 1: The role of temperament.
    Jaruseviciute V, Kiuru N, Silinskas G.
    J Fam Psychol; 2022 Dec; 36(8):1363-1375. PubMed ID: 35925716
    [Abstract] [Full Text] [Related]

  • 16. Gendered pathways to socioemotional competencies in very young children.
    Liu Q, Huang J, Caldwell MP, Cheung SK, Cheung H, Siu TSC.
    Sci Rep; 2024 Mar 16; 14(1):6360. PubMed ID: 38493206
    [Abstract] [Full Text] [Related]

  • 17. Inter-parental conflict and children's academic attainment: a longitudinal analysis.
    Harold GT, Aitken JJ, Shelton KH.
    J Child Psychol Psychiatry; 2007 Dec 16; 48(12):1223-32. PubMed ID: 18093028
    [Abstract] [Full Text] [Related]

  • 18. The combined effects of teacher-child and peer relationships on children's social-emotional adjustment.
    Wang C, Hatzigianni M, Shahaeian A, Murray E, Harrison LJ.
    J Sch Psychol; 2016 Dec 16; 59():1-11. PubMed ID: 27923438
    [Abstract] [Full Text] [Related]

  • 19. Interparental conflict and children's school adjustment: the explanatory role of children's internal representations of interparental and parent-child relationships.
    Sturge-Apple ML, Davies PT, Winter MA, Cummings EM, Schermerhorn A.
    Dev Psychol; 2008 Nov 16; 44(6):1678-90. PubMed ID: 18999330
    [Abstract] [Full Text] [Related]

  • 20. Intrafamily conflict in relation to boys' adjustment at school.
    Ingoldsby EM, Shaw DS, Garcia MM.
    Dev Psychopathol; 2001 Nov 16; 13(1):35-52. PubMed ID: 11346051
    [Abstract] [Full Text] [Related]

    Page: [Next] [New Search]
    of 33.