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The synergy of teacher-child dependency and temperament for children’s early language skills
(Taylor & Francis, 2019-07-04)
Shy children are less likely to interact with peers and teachers, ask questions, and participate in classroom activities. Children low in attention and inhibitory control also perform worse academically. Although research ...
Preschool children’s self-regulation and learning behaviors: The moderating role of teacher–child relationship
(Springer, 2022-02)
Background Children's approach to learning is essential for both academic achievement and socio-emotional well-being. This competence is influenced by both individual (self-regulation) and environmental factors (teacher-child ...
Pathways to low-income children’s self-regulation: Child temperament and the qualities of teacher–child relationships
(Taylor & Francis, 2020-11)
Research Findings: We examined low-income children's temperament (regulatory and reactive) as a predictor of their self-regulation, and teacher-child relationship (closeness and conflict) as a moderator of associations ...
Temperament and social adjustment in first grade: the moderating role of teacher sensitivity
(Taylor & Francis, 2021)
The present study examined teacher sensitivity as a potential moderator of the relationship between children's temperament in infancy and their social development in first grade. Using data from the Study of Early Child ...
Early teacher–child relationships promote self-regulation development in prekindergarten
(MDPI, 2022-07)
Children’s experiences during the prekindergarten period are critical for shaping their emerging self-regulation skills. The purpose of this study was to examine the contribution of teacher–child relationship quality to ...
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