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Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate

https://doi.org/10.1016/j.ecresq.2015.01.008
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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Relationships Between Teachers and Children
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Behavior Assessment System for Children–2
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Behavior Assessment System for Children
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The Social Ecology of the Transition to School: Classrooms, Families, and Children
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Further examination of the convergent and discriminant validity of the student–teacher relationship scale
inferredcites →https://doi.org/10.1007/978-1-4614-2018-7openalex-snapshot
Handbook of Research on Student Engagement
inferredcites →https://doi.org/10.1007/978-1-4614-2018-7_1openalex-snapshot
Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct
inferredcites →https://doi.org/10.1007/978-1-4614-2018-7_3openalex-snapshot
Engagement Across Developmental Periods
inferredcites →https://doi.org/10.1007/978-1-4614-2018-7_5openalex-snapshot
Student Engagement: What Is It? Why Does It Matter?
inferredcites →https://doi.org/10.1007/978-1-4614-2018-7_6openalex-snapshot
Part I Commentary: So What Is Student Engagement Anyway?
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How Many Imputations are Really Needed? Some Practical Clarifications of Multiple Imputation Theory
inferredcites →https://doi.org/10.1016/j.ecresq.2004.07.007openalex-snapshot
The early childhood classroom observation measure
inferredcites →https://doi.org/10.1016/j.ecresq.2007.01.002openalex-snapshot
Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research
inferredcites →https://doi.org/10.1016/j.ecresq.2009.06.001openalex-snapshot
The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten
inferredcites →https://doi.org/10.1016/j.ecresq.2009.07.005openalex-snapshot
Child effortful control, teacher–student relationships, and achievement in academically at-risk children: Additive and interactive effects
inferredcites →https://doi.org/10.1016/j.ecresq.2011.02.004openalex-snapshot
Classroom dimensions predict early peer interaction when children are diverse in ethnicity, race, and home language
inferredcites →https://doi.org/10.1016/j.jsp.2004.11.003openalex-snapshot
Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher–child relationship during the school transition
inferredcites →https://doi.org/10.1016/j.jsp.2004.12.002openalex-snapshot
Effects of variation in teacher organization on classroom functioning
inferredcites →https://doi.org/10.1016/j.jsp.2005.10.001openalex-snapshot
Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis
inferredcites →https://doi.org/10.1016/j.jsp.2007.03.002openalex-snapshot
Effects of classroom organization on letter–word reading in first grade
inferredcites →https://doi.org/10.1016/j.jsp.2007.06.009openalex-snapshot
Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate
inferredcites →https://doi.org/10.1016/j.jsp.2009.10.001openalex-snapshot
An introduction to modern missing data analyses
inferredcites →https://doi.org/10.1016/j.jsp.2010.09.001openalex-snapshot
The quality of teacher–student interactions: Associations with first graders' academic and behavioral outcomes
inferredcites →https://doi.org/10.1016/j.jsp.2011.08.004openalex-snapshot
Teacher and observer views on student–teacher relationships: Convergence across kindergarten and relations with student engagement
inferredcites →https://doi.org/10.1016/j.jsp.2011.09.001openalex-snapshot
Validating the Student-Teacher Relationship Scale: Testing factor structure and measurement invariance across child gender and age in a Dutch sample
inferredcites →https://doi.org/10.1016/j.jsp.2011.12.002openalex-snapshot
Are boys better off with male and girls with female teachers? A multilevel investigation of measurement invariance and gender match in teacher–student relationship quality
inferredcites →https://doi.org/10.1016/j.tate.2008.02.019openalex-snapshot
The differential influence of instructional context on the academic engagement of students with behavior problems
inferredcites →https://doi.org/10.1016/s0022-4405(02)00107-3openalex-snapshot
Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories
inferredcites →https://doi.org/10.1016/s0022-4405(96)00029-5openalex-snapshot
The teacher-child relationship and children's early school adjustment
inferredcites →https://doi.org/10.1016/s0193-3973(00)00051-4openalex-snapshot
An Ecological Perspective on the Transition to Kindergarten
inferredcites →https://doi.org/10.1016/s0885-2006(00)00049-1openalex-snapshot
Teachers’ judgments of problems in the transition to kindergarten
inferredcites →https://doi.org/10.1017/s0954579405050029openalex-snapshot
Developmental foundations of externalizing problems in young children: The role of effortful control
inferredcites →https://doi.org/10.1017/s0954579406060251openalex-snapshot
The impact of classroom aggression on the development of aggressive behavior problems in children
inferredcites →https://doi.org/10.1027/1614-2241.1.3.86openalex-snapshot
Sufficient Sample Sizes for Multilevel Modeling
inferredcites →https://doi.org/10.1037//0003-066x.57.2.111openalex-snapshot
School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.
inferredcites →https://doi.org/10.1037/0012-1649.36.2.220openalex-snapshot
Effortful control in early childhood: Continuity and change, antecedents, and implications for social development.
inferredcites →https://doi.org/10.1037/0012-1649.43.4.947openalex-snapshot
Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills.
inferredcites →https://doi.org/10.1037/0022-0663.100.1.1openalex-snapshot
Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study.
inferredcites →https://doi.org/10.1037/0022-0663.95.1.148openalex-snapshot
Sense of relatedness as a factor in children's academic engagement and performance.
inferredcites →https://doi.org/10.1037/0022-0663.99.1.39openalex-snapshot
Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades.
inferredcites →https://doi.org/10.1037/10314-000openalex-snapshot
Enhancing relationships between children and teachers.
inferredcites →https://doi.org/10.1037/1082-989x.1.2.130openalex-snapshot
Power analysis and determination of sample size for covariance structure modeling.
inferredcites →https://doi.org/10.1037/a0012840openalex-snapshot
Engagement and disaffection in the classroom: Part of a larger motivational dynamic?
inferredcites →https://doi.org/10.1037/a0013153openalex-snapshot
Continuity and change in early school engagement: Predictive of children's achievement trajectories from first to eighth grade?
inferredcites →https://doi.org/10.1037/a0015471openalex-snapshot
Guilt and effortful control: Two mechanisms that prevent disruptive developmental trajectories.
inferredcites →https://doi.org/10.1037/a0015861openalex-snapshot
The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.
inferredcites →https://doi.org/10.1037/a0016647openalex-snapshot
Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.
inferredcites →https://doi.org/10.1037/a0018992openalex-snapshot
Prediction of kindergartners' academic achievement from their effortful control and emotionality: Evidence for direct and moderated relations.
inferredcites →https://doi.org/10.1037/a0026339openalex-snapshot
Indirect effects of child reports of teacher–student relationship on achievement.
inferredcites →https://doi.org/10.1046/j.1467-8624.2003.00629.xopenalex-snapshot
Social Functioning in First Grade: Associations With Earlier Home and Child Care Predictors and With Current Classroom Experiences
inferredcites →https://doi.org/10.1080/02568540609594588openalex-snapshot
Kindergarten to 1st Grade: Classroom Characteristics and the Stability and Change of Children's Classroom Experiences
inferredcites →https://doi.org/10.1080/02796015.2002.12086159openalex-snapshot
Academic Engagement: Current Perspectives on Research and Practice
inferredcites →https://doi.org/10.1080/02796015.2004.12086261openalex-snapshot
Teacher-Child Relationships and Children's Success in the First Years of School
inferredcites →https://doi.org/10.1080/02796015.2007.12087938openalex-snapshot
How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning?
inferredcites →https://doi.org/10.1080/02796015.2009.12087852openalex-snapshot
Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement
inferredcites →https://doi.org/10.1080/10409289.2010.497451openalex-snapshot
Self-Regulation and School Readiness
inferredcites →https://doi.org/10.1080/10409289.2010.497453openalex-snapshot
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes
inferredcites →https://doi.org/10.1080/10409289.2010.505259openalex-snapshot
Children's Effortful Control and Academic Achievement: Mediation Through Social Functioning
inferredcites →https://doi.org/10.1080/10705519909540118openalex-snapshot
Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives
inferredcites →https://doi.org/10.1080/15374410701448513openalex-snapshot
Effortful Control, Social Competence, and Adjustment Problems in Children at Risk for Psychopathology
inferredcites →https://doi.org/10.1080/15374410802148079openalex-snapshot
Reciprocal Relations Between Teacher–Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study
inferredcites →https://doi.org/10.1086/429948openalex-snapshot
The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms
inferredcites →https://doi.org/10.1086/499701openalex-snapshot
The Relation of Kindergarten Classroom Environment to Teacher, Family, and School Characteristics and Child Outcomes
inferredcites →https://doi.org/10.1086/499760openalex-snapshot
The Classroom Assessment Scoring System: Findings from the Prekindergarten Year
inferredcites →https://doi.org/10.1086/605768openalex-snapshot
Predicting School Adjustment in Early Elementary School: Impact of Teacher‐Child Relationship Quality and Relational Classroom Climate
inferredcites →https://doi.org/10.1111/1467-8624.00066openalex-snapshot
Charting the Relationship Trajectories of Aggressive, Withdrawn, and Aggressive/Withdrawn Children during Early Grade School
inferredcites →https://doi.org/10.1111/1467-8624.00101openalex-snapshot
Children's Social and Scholastic Lives in Kindergarten: Related Spheres of Influence?
inferredcites →https://doi.org/10.1111/1467-8624.00301openalex-snapshot
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
inferredcites →https://doi.org/10.1111/1467-8624.00336openalex-snapshot
The Development of Self-Regulation in the First Four Years of Life
inferredcites →https://doi.org/10.1111/1467-8624.00337openalex-snapshot
The Relations of Regulation and Emotionality to Children's Externalizing and Internalizing Problem Behavior
inferredcites →https://doi.org/10.1111/1467-9507.00119openalex-snapshot
Social‐emotional Classroom Climate in Child Care, Child‐Teacher Relationships and Children’s Second Grade Peer Relations
inferredcites →https://doi.org/10.1111/cdev.12184openalex-snapshot
Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development
inferredcites →https://doi.org/10.1111/j.1467-8624.1997.tb01939.xopenalex-snapshot
Inhibitory Control as a Contributor to Conscience in Childhood: From Toddler to Early School Age
inferredcites →https://doi.org/10.1111/j.1467-8624.2005.00889.xopenalex-snapshot
Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?
inferredcites →https://doi.org/10.1111/j.1467-8624.2007.01019.xopenalex-snapshot
Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten
inferredcites →https://doi.org/10.1111/j.1467-9507.2009.00555.xopenalex-snapshot
Preschoolers' Attachment to Mother and Risk for Adjustment Problems in Kindergarten: Can Teachers Make a Difference?
inferredcites →https://doi.org/10.1111/j.1750-8606.2011.00196.xopenalex-snapshot
Effortful Control, Executive Functions, and Education: Bringing Self-Regulatory and Social-Emotional Competencies to the Table
inferredcites →https://doi.org/10.1177/0049124106292362openalex-snapshot
Addressing Data Sparseness in Contextual Population Research
inferredcites →https://doi.org/10.1207/s15326985ep3304_3openalex-snapshot
The social context of early schooling and children's school adjustment
inferredcites →https://doi.org/10.1207/s15326985ep3602_5openalex-snapshot
Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education
inferredcites →https://doi.org/10.1207/s15566935eed1401_7openalex-snapshot
Regulatory Contributors to Children's Kindergarten Achievement
inferredcites →https://doi.org/10.1348/026151010x526542openalex-snapshot
The structure of effortful control in preschoolers and its relation to externalizing problems
inferredcites →https://doi.org/10.1353/mpq.2007.0006openalex-snapshot
Children's Effortful Control and Academic Competence: Mediation through School Liking
inferredcites →https://doi.org/10.1787/9789264035461-enopenalex-snapshot
Starting Strong II
inferredcites →https://doi.org/10.1787/eag_highlights-2013-enopenalex-snapshot
Education at a Glance 2013
inferredcites →https://doi.org/10.2307/1131849openalex-snapshot
Inhibitory Control as a Contributor to Conscience in Childhood: From Toddler to Early School Age
inferredcites →https://doi.org/10.3102/00346543074001059openalex-snapshot
School Engagement: Potential of the Concept, State of the Evidence
inferredcites →https://doi.org/10.3102/0034654311421793openalex-snapshot
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement
inferredcites →https://doi.org/10.3102/0034654313480891openalex-snapshot
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice
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An Introduction to Multilevel Modeling Techniques
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Helping Children Transition from Kindergarten to First Grade

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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Promoting young autistic students’ social functioning and engagement in the classroom: Positive response strategies and close student-teacher relationships
inferred← citeshttps://doi.org/10.1016/j.system.2023.103037openalex-snapshot
Comparing high school students’ online self-regulation and engagement in English language learning
inferred← citeshttps://doi.org/10.1026/0049-8637/a000214openalex-snapshot
Der längsschnittliche Zusammenhang zwischen vorschulischen Selbstregulationsfähigkeiten und akademischen Kompetenzen in der Grundschule
inferred← citeshttps://doi.org/10.1037/dev0000296openalex-snapshot
Executive control goes to school: Implications of preschool executive performance for observed elementary classroom learning engagement.
inferred← citeshttps://doi.org/10.1037/edu0000240openalex-snapshot
Teacher–child relationships, classroom climate, and children’s social-emotional and academic development.
inferred← citeshttps://doi.org/10.1080/00131857.2018.1561366openalex-snapshot
Transition as a displacement from more fundamental system concerns: Distinguishing four different meanings of transition in education
inferred← citeshttps://doi.org/10.1080/00220671.2024.2362164openalex-snapshot
Reported and observed engagement in handwriting and keyboarding activities in elementary school: Are students as engaged as they say they are?
inferred← citeshttps://doi.org/10.1080/00313831.2019.1650822openalex-snapshot
Students’ Proactive Aggressiveness, Mental Health Problems and Perceived Classroom Interaction
inferred← citeshttps://doi.org/10.1080/01443410.2022.2075541openalex-snapshot
Association between children’s temperament and learning behaviors: contribution of relationships with parents and teachers
inferred← citeshttps://doi.org/10.1080/01443410.2023.2225816openalex-snapshot
The association between teacher–student relationships and school engagement: an investigation of gender differences
inferred← citeshttps://doi.org/10.1080/02568543.2020.1847219openalex-snapshot
The Longitudinal Influence of Self-Regulation on School Performance and Behavior Problems From Preschool to Elementary School
inferred← citeshttps://doi.org/10.1080/02671522.2022.2135013openalex-snapshot
Teacher–student relationship and students’ social competence in relation to the quality of educational dialogue
inferred← citeshttps://doi.org/10.1080/03004279.2018.1531045openalex-snapshot
Using an adaptation programme to introduce children to the early years of schooling in Slovakia
inferred← citeshttps://doi.org/10.1080/03004430.2017.1417854openalex-snapshot
Teacher–child relationships make all the difference: constructing quality interactions in early childhood settings
inferred← citeshttps://doi.org/10.1080/03004430.2020.1714606openalex-snapshot
Finding something good in the bad: the curvilinear emotional demand-conflict teacher–child relationship link
inferred← citeshttps://doi.org/10.1080/03004430.2023.2245576openalex-snapshot
Unprecedented times: what we have learned about remote instruction in early childhood during the COVID-19 pandemic
inferred← citeshttps://doi.org/10.1080/03004430.2023.2277132openalex-snapshot
Predictors of preschoolers’ classroom engagement: teacher–child interactions, teacher–child relationships, and child’s self-control
inferred← citeshttps://doi.org/10.1080/03004430.2026.2628667openalex-snapshot
Father and mother executive function and parenting: associations with preschool children’s executive function
inferred← citeshttps://doi.org/10.1080/09575146.2016.1141395openalex-snapshot
Teacher support of student engagement in early childhood: embracing ambivalence through playworlds
inferred← citeshttps://doi.org/10.1080/1034912x.2025.2528189openalex-snapshot
Application of Universal Design for Learning for Improving Child Engagement in an Inclusive Preschool Setting in Taiwan
inferred← citeshttps://doi.org/10.1080/10409289.2020.1857540openalex-snapshot
Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure: Predicting First-Grade Reading from Kindergarten Entry Assessment (KEA) Data
inferred← citeshttps://doi.org/10.1080/10409289.2021.1958283openalex-snapshot
Preschoolers’ Profiles of Self-regulation, Social-emotional and Behavior Skills and Its Prediction for a Successful Behavior Adaptation during the Transitional Period from Preschool to Elementary School
inferred← citeshttps://doi.org/10.1080/10409289.2022.2055992openalex-snapshot
Fostering Early Motivation: The Influence of Teacher-Child Relationships and Interactions on Motivation in the Kindergarten Classroom
inferred← citeshttps://doi.org/10.1080/10409289.2022.2105625openalex-snapshot
Preschoolers’ Vocabulary Skills And Inhibitory Control: The Role Of Classroom Engagement
inferred← citeshttps://doi.org/10.1080/10409289.2023.2204293openalex-snapshot
Teachers’ Use of Spanish in the Classroom: Implications for Hispanic Dual Language Learners’ Classroom Engagement
inferred← citeshttps://doi.org/10.1080/10409289.2023.2297656openalex-snapshot
Profiles of State and Trait Engagement of Preschool Children
inferred← citeshttps://doi.org/10.1080/10409289.2026.2680043openalex-snapshot
Linking Behavioral Self-Regulation to Early Math and Science Abilities: The Moderating Role of Teacher-Child Relationships
inferred← citeshttps://doi.org/10.1080/10796126.2018.1434761openalex-snapshot
Teacher–child relationships in the context of poverty: the role of frequent school mobility
inferred← citeshttps://doi.org/10.1080/10901027.2026.2648276openalex-snapshot
Combatting reality shock: case instruction and preservice teachers’ mastery goals
inferred← citeshttps://doi.org/10.1080/17405629.2016.1196587openalex-snapshot
Students’ self-regulation and achievement in basic reading and math skills: the role of student–teacher relationships in middle childhood
inferred← citeshttps://doi.org/10.1080/2372966x.2020.1717372openalex-snapshot
Forecasting Accuracy of Earliest Assessment Versus Transitional Change in Early Education Classroom Problem Behavior Among Children at Risk
inferred← citeshttps://doi.org/10.1093/oso/9780197675144.001.0001openalex-snapshot
Family and Contexts of Development
inferred← citeshttps://doi.org/10.1093/oso/9780197675144.002.0004openalex-snapshot
Copyright Page
inferred← citeshttps://doi.org/10.1093/oso/9780197675144.002.0006openalex-snapshot
Foreword
inferred← citeshttps://doi.org/10.1093/oso/9780197675144.003.0001openalex-snapshot
Introduction
inferred← citeshttps://doi.org/10.1093/oso/9780197675144.003.0002openalex-snapshot
Social Development of Children Living in Poverty in Colombia
inferred← citeshttps://doi.org/10.1093/oso/9780197675144.003.0003openalex-snapshot
Family-Based Developmental Intervention
inferred← citeshttps://doi.org/10.1093/oso/9780197675144.003.0004openalex-snapshot
Motherhood in Poverty, a Perinatal Intervention Device to Detect Psychosocial Risk
inferred← citeshttps://doi.org/10.1093/oso/9780197675144.003.0005openalex-snapshot
Colombian Mothers’ Intuitive Theories Regarding Their Children’s Self-Regulation
inferred← citeshttps://doi.org/10.1093/oso/9780197675144.003.0006openalex-snapshot
Multigenerational Cohabitation and Relationships in the Family
inferred← citeshttps://doi.org/10.1093/oso/9780197675144.003.0007openalex-snapshot
Family Mechanisms Underlying Adolescent Development in Facing Changes and Adversities
inferred← citeshttps://doi.org/10.1093/oso/9780197675144.003.0008openalex-snapshot
Emotion Talk during Reminiscing
inferred← citeshttps://doi.org/10.1093/oso/9780197675144.003.0009openalex-snapshot
Conclusions and Future Orientations
inferred← citeshttps://doi.org/10.1111/bjep.12153openalex-snapshot
The role of preschool teacher–child interactions in academic adjustment: An intervention study with Playing‐2‐gether
inferred← citeshttps://doi.org/10.1111/bjep.12284openalex-snapshot
The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self‐efficacy, work‐related stress, and general well‐being: Results from the STARS randomized controlled trial
inferred← citeshttps://doi.org/10.1111/bjep.12347openalex-snapshot
Externalizing behaviour, task‐focused behaviour, and academic achievement: An indirect relation?
inferred← citeshttps://doi.org/10.1111/bjep.12383openalex-snapshot
Social interaction and gender as factors affecting the trajectories of children's engagement and hyperactive behaviour in preschool
inferred← citeshttps://doi.org/10.1111/cdev.13431openalex-snapshot
Investigating Bidirectional Links Between the Quality of Teacher–Child Relationships and Children’s Interest and Pre-Academic Skills in Literacy and Math
inferred← citeshttps://doi.org/10.1111/josh.70138openalex-snapshot
Associations Between School‐Based Recess Interventions and Student Chronic Absenteeism in Low‐Income California Schools
inferred← citeshttps://doi.org/10.1111/sode.12403openalex-snapshot
Exploring dyadic teacher–child interactions, emotional security, and task engagement in preschool children displaying externalizing behaviors
inferred← citeshttps://doi.org/10.1111/sode.12745openalex-snapshot
A meta‐analysis of the association between teacher support and school engagement
inferred← citeshttps://doi.org/10.1155/2022/5478088openalex-snapshot
A Comparative Study of Information and Communication Technology (ICT)-Based and Conventional Methods of Instruction on Learners’ Academic Enthusiasm for L2 Learning
inferred← citeshttps://doi.org/10.1177/01650254231223520openalex-snapshot
The joint effects of individual-level and classroom-level teacher−child relationships on children’s psychosocial adjustment: A longitudinal study
inferred← citeshttps://doi.org/10.1177/1053815118810238openalex-snapshot
Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Children
inferred← citeshttps://doi.org/10.1177/14687984211037004openalex-snapshot
Teachers’ beliefs about children and children’s literacy development: The mediating role of responsive teaching
inferred← citeshttps://doi.org/10.1177/1476718x251363714openalex-snapshot
Teacher observed social skills of 4-year-old children with and without typical language development
inferred← citeshttps://doi.org/10.1177/2332858415603959openalex-snapshot
Social-Emotional Learning and Academic Achievement
inferred← citeshttps://doi.org/10.1371/journal.pone.0231381openalex-snapshot
The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school
inferred← citeshttps://doi.org/10.1371/journal.pone.0285985openalex-snapshot
Early childhood education and care quality and associations with child outcomes: A meta-analysis
inferred← citeshttps://doi.org/10.1371/journal.pone.0290677openalex-snapshot
Relation between fluid intelligence and mathematics and reading comprehension achievements: The moderating role of student teacher relationships and school bonding
inferred← citeshttps://doi.org/10.1371/journal.pone.0310114openalex-snapshot
Structures of multivariables affecting literacy: Cluster analysis
inferred← citeshttps://doi.org/10.17051/ilkonline.2021.01.54openalex-snapshot
The Influence of Dance Instructional Strategy and Teacher's Pedagogy Competence on Classroom Climate
inferred← citeshttps://doi.org/10.17105/spr45-2.141-170openalex-snapshot
Starting Strong: A School-Based Indicated Prevention Program During the Transition to Kindergarten
inferred← citeshttps://doi.org/10.17161/jas.v3i3.6514openalex-snapshot
Enhancing the Transfer of Life Skills from Sport-based Youth Development Programs to School, Family, and Community Settings
inferred← citeshttps://doi.org/10.17240/aibuefd.2024..-1332750openalex-snapshot
COVID-19 Pandemisi Sürecinde Okul Öncesi Eğitime Yeni Başlayan Özel Gereksinimli Çocukların Okula Uyumlarının İncelenmesi
inferred← citeshttps://doi.org/10.17755/esosder.811871openalex-snapshot
AKADEMİK VE SOSYAL DUYGUSAL OKULA HAZIR BULUNUŞLUK İLE ÖZ DÜZENLEME BECERİLERİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ
inferred← citeshttps://doi.org/10.18384/2310-7235-2021-3-98-115openalex-snapshot
SCHOOL INVOLVEMENT FEATURES OF SCHOOLCHILDREN WITH DIFFERENT LEVELS OF LEARNING ACTIVITY CONSCIOUS SELF-REGULATION
inferred← citeshttps://doi.org/10.18510/hssr.2021.9311openalex-snapshot
ROLE OF TEACHING STYLES ON SELF- REGULATION AMONG THE ADOLESCENTS WITH PHYSICAL DISABILITIES
inferred← citeshttps://doi.org/10.21638/spbu16.2023.403openalex-snapshot
A contextual approach to the characteristics of a preschooler’s temperament: The role of the educational environment
inferred← citeshttps://doi.org/10.21638/spbu16.2023.407openalex-snapshot
Perceptions of childhood experiences and characteristics of shame in adults
inferred← citeshttps://doi.org/10.22363/2313-1683-2020-17-3-390-411openalex-snapshot
The Relationship Between School Engagement and Conscious Self-regulation of Learning Activity: The Current State of the Problem and Research Perspectives in Russia and Abroad
inferred← citeshttps://doi.org/10.25236/ijnde.2024.060233openalex-snapshot
Development of inhibitory control in 5-year-olds in preschool education: influence on the quality of their engagement
inferred← citeshttps://doi.org/10.2766/200506openalex-snapshot
Structural indicators for inclusive systems in and around schools. Analytical Report
inferred← citeshttps://doi.org/10.3102/0034654317743200openalex-snapshot
The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions
inferred← citeshttps://doi.org/10.3102/1440506openalex-snapshot
Structural Association Between Teacher-Student Relationship and School Engagement Among Korean Elementary Students
inferred← citeshttps://doi.org/10.33086/cej.v6i1.5926openalex-snapshot
The Impact of Executive Function on Emotional Dysregulation in Early Childhood: a Correlational Analysis
inferred← citeshttps://doi.org/10.3310/phr07060openalex-snapshot
Training teachers in classroom management to improve mental health in primary school children: the STARS cluster RCT
inferred← citeshttps://doi.org/10.3389/feduc.2021.627581openalex-snapshot
Early Second Language Learners, Staff Responsiveness and Child Engagement in the Swedish Preschool Context in Relation to Child Behaviour Characteristics and Staffing
inferred← citeshttps://doi.org/10.3389/feduc.2023.944635openalex-snapshot
Are relations between children’s hyperactive behavior, engagement, and social interactions in preschool transactional? A longitudinal study
inferred← citeshttps://doi.org/10.3389/feduc.2024.1392907openalex-snapshot
Understanding the interplay between teacher self-efficacy, teacher–student interactions, and students’ self-regulated learning skills at different levels of classroom ecology
inferred← citeshttps://doi.org/10.3389/fpsyg.2017.00923openalex-snapshot
Children’s Self-Regulation in Cultural Contexts: The Role of Parental Socialization Theories, Goals, and Practices
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.718262openalex-snapshot
Strengthening Executive Function and Self-Regulation Through Teacher-Student Interaction in Preschool and Primary School Children: A Systematic Review
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.1015089openalex-snapshot
Sleep duration and depression among adolescents: Mediation effect of collective integration
inferred← citeshttps://doi.org/10.3390/children12080985openalex-snapshot
Timmy’s Trip to Planet Earth: The Long-Term Effects of a Social and Emotional Education Program for Preschool Children
inferred← citeshttps://doi.org/10.3390/su13169216openalex-snapshot
Hot Topics and Evolution of Frontier Research in Early Education: A Bibliometric Mapping of the Research Literature (2001–2020)
inferred← citeshttps://doi.org/10.36315/2024inpact128openalex-snapshot
Teacher practice supporting student school readiness skills: A qualitative longitudinal study related to Covid-19 from mid-2020 to mid-2023
inferred← citeshttps://doi.org/10.3917/cdle.050.0107openalex-snapshot
L’accompagnement scolaire : effet à double tranchant sur l’identité des adolescents ?
inferred← citeshttps://doi.org/10.4018/978-1-5225-3955-1.ch001openalex-snapshot
Foundational Processes, Home-School Partnerships, and Culturally Responsive Practices for Dual Language Learners
inferred← citeshttps://doi.org/10.4018/978-1-5225-7507-8.ch079openalex-snapshot
Foundational Processes, Home-School Partnerships, and Culturally Responsive Practices for Dual Language Learners
inferred← citeshttps://doi.org/10.4018/978-1-5225-8283-0.ch002openalex-snapshot
Preparing Teachers to Effectively Engage With Young English Language Learners and Immigrant Families
inferred← citeshttps://doi.org/10.4018/978-1-6684-6386-4.ch012openalex-snapshot
Diversity in the Classroom
inferred← citeshttps://doi.org/10.46245/ijorer.v7i1.1055openalex-snapshot
The Paradox of Empathic Communication in Islamic Education (A Quantitative Analysis of Teacher–Student Interaction and Motivation in the Qur’an Memorization Program)
inferred← citeshttps://doi.org/10.51706/2707-3076-2021-4openalex-snapshot
Scientific journal of Khortytsia National Academy
inferred← citeshttps://doi.org/10.51706/2707-3076-2021-4-13openalex-snapshot
FEATURES OF PSYCHOLOGICAL ADAPTATION TO SCHOOL OF FIRST-GRADERS WITH SPEECHDISORDERS IN INCLUSIVE EDUCATIONAL ENVIRONMENT
inferred← citeshttps://doi.org/10.52547/ijes.4.4.127openalex-snapshot
The Effect of Interactive Management Style on Academic Adjustment, Math Anxiety and Academic Engagement of Students
inferred← citeshttps://doi.org/10.5334/pme.1414openalex-snapshot
Identifying Behaviours Representative of Agentic Engagement in Pre-clinical Medical Education PBL Groups Based on Literature and Observations
inferred← citeshttps://doi.org/10.5539/jel.v7n6p124openalex-snapshot
Students’ School Engagement and Their Truant Behavior: Do Relationships with Classmates and Teachers Matter?
inferred← citeshttps://doi.org/10.55549/ijaste.57openalex-snapshot
Applying Technology and Awareness Integration Theory for Quality Early Childhood Care and Education
inferred← citeshttps://doi.org/10.57709/12049448openalex-snapshot
The Principal's Influence on Teacher Efficacy to Foster Student Engagement: A Case Study of Two Elementary Schools
inferred← citeshttps://doi.org/10.7282/t3ng4sptopenalex-snapshot
Examining the (false) dichotomy between "care" and "education" in early childhood programs
inferred← citeshttps://doi.org/10.7822/omuefd.1252629openalex-snapshot
Okul Öncesi Dönem Çocuklarının Duygu Düzenleme Becerileri ile Öğretmen-Çocuk İlişkisi Üzerine Bir Değerlendirme
Editorial review for independent work. ICSAC — the Institute for Complexity Science and Advanced Computing — runs a structured editorial panel for researchers publishing outside journals, and publishes on CiteStamp rails. Submission is free and goes through ORCID: icsacinstitute.org/submit.