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An Integrative View of School Functioning: Transactions Between Self-Regulation, School Engagement, and Teacher–Child Relationship Quality

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What this work says

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

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Child effortful control, teacher–student relationships, and achievement in academically at-risk children: Additive and interactive effects

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Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher–child relationship during the school transition

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Contributions of teacher–child relationships to positive school adjustment during elementary school

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The role of emotion regulation in children's early academic success

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Teaching practices and the promotion of achievement and adjustment in first grade

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Transactional associations between classroom engagement and relations with teachers from first through fourth grade

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The teacher-child relationship and children's early school adjustment

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An Ecological Perspective on the Transition to Kindergarten

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Research strategies for capturing transactional models of development: The limits of the possible

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Developmental foundations of externalizing problems in young children: The role of effortful control

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Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills.

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School readiness and later achievement.

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Enhancing relationships between children and teachers.

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Assessing child-teacher relationships.

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The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems.

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Missing data: Our view of the state of the art.

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Continuity and change in early school engagement: Predictive of children's achievement trajectories from first to eighth grade?

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Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.

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Prediction of kindergartners' academic achievement from their effortful control and emotionality: Evidence for direct and moderated relations.

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Social stratification, classroom climate, and the behavioral adaptation of kindergarten children

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Examining Associations Between Effortful Control and Teacher–Child Relationships in Relation to Head Start Children's Socioemotional Adjustment

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Self-Regulation and School Readiness

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Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes

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Relations of Children's Effortful Control and Teacher–Child Relationship Quality to School Attitudes in a Low-Income Sample

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Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives

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Reciprocal Relations Between Teacher–Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study

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Developmental Commentary: Individual and Contextual Influences on Student–Teacher Relationships and Children's Early Problem Behaviors

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Transactional Associations Among Teacher Support, Peer Social Preference, and Child Externalizing Behavior: A Four-Wave Longitudinal Study

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How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project Star

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Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade

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Parents' Attributions for Their Children's Behavior

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Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten

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Effects of Aggression on Achievement: Does Conflict With the Teacher Make It Worse?

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Dynamics of Teacher–Student Relationships: Stability and Change Across Elementary School and the Influence on Children’s Academic Success

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Teacher–Child Relationships from Kindergarten to Sixth Grade: Early Childhood Predictors of Teacher‐perceived Conflict and Closeness

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Preschoolers' Attachment to Mother and Risk for Adjustment Problems in Kindergarten: Can Teachers Make a Difference?

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Analysis of Incomplete Multivariate Data

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Scaled and Adjusted Restricted Tests in Multi Sample Analysis of Moment Structures

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Analysis of Incomplete Multivariate Data

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Classroom Effects on Children’s Achievement Trajectories in Elementary School

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School Engagement: Potential of the Concept, State of the Evidence

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The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement

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Malleability, plasticity, and individuality: How children learn and develop in context1

inferred← citeshttps://doi.org/10.1080/10888691.2024.2418090openalex-snapshot

Back to school: Teachers’ initial perceptions of students’ executive function behaviors are important for teacher–student relationships and executive function development

inferred← citeshttps://doi.org/10.1080/10901027.2024.2327424openalex-snapshot

Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategies

inferred← citeshttps://doi.org/10.1080/1350293x.2021.1985557openalex-snapshot

Preschool children’s social competence: the roles of parent–child, parent–parent, and teacher–child relationships

inferred← citeshttps://doi.org/10.1080/1350293x.2023.2200018openalex-snapshot

Playfulness as the antecedent of kindergarten children’s prosocial skills and school readiness

inferred← citeshttps://doi.org/10.1080/1359866x.2020.1789912openalex-snapshot

College students with ADHD and their reasons for becoming teachers despite negative childhood experiences

inferred← citeshttps://doi.org/10.1080/13632752.2019.1672991openalex-snapshot

RE-AIM evaluation of a teacher-delivered programme to improve the self-regulation of children attending Australian Aboriginal community primary schools

inferred← citeshttps://doi.org/10.1080/13632752.2023.2255426openalex-snapshot

Teachers’ relational competence: perceptions of teachers and students with and without ADHD and ASD

inferred← citeshttps://doi.org/10.1080/15374416.2020.1750021openalex-snapshot

Profiles and Predictors of Academic and Social School Functioning among Children with Autism Spectrum Disorder

inferred← citeshttps://doi.org/10.1080/17405629.2022.2069095openalex-snapshot

The role of attachment styles in attention-deficit hyperactivity disorder: A meta-analytic review from the perspective of a transactional development model

inferred← citeshttps://doi.org/10.1080/17482631.2022.2088456openalex-snapshot

Ambivalent bonds, positive and negative emotions, and expectations in teachers’ perceptions of relationship with their students with ADHD

inferred← citeshttps://doi.org/10.1080/19404158.2023.2286301openalex-snapshot

“I want to help kids like me be heard!” A survey about schooling from the perspective of adolescents with ADHD

inferred← citeshttps://doi.org/10.1080/19411243.2021.1959486openalex-snapshot

A Multi-Tiered and Multi-Dimensional Approach to Intervention in Schools: Recommendations for Children with Sensory Integration and Processing Challenges

inferred← citeshttps://doi.org/10.1080/22087168.2019.12370256openalex-snapshot

The Perspectives of Students Involved in a Classroom-Based Oral Language Intervention in their first Formal year of Schooling

inferred← citeshttps://doi.org/10.1080/2372966x.2020.1717373openalex-snapshot

Early Elementary Trajectories of Classroom Behavior Self-Regulation: Prediction by Student Characteristics and Malleable Contextual Factors

inferred← citeshttps://doi.org/10.1080/2372966x.2021.1883995openalex-snapshot

On the Examination of Longitudinal Trends Between Teacher–Student Relationship Quality and Social Skills During Elementary School

inferred← citeshttps://doi.org/10.1093/oso/9780190095888.003.0014openalex-snapshot

Learning About Systemic Resilience From Studies of Student Resilience

inferred← citeshttps://doi.org/10.1108/979-8-88730-597-420251009openalex-snapshot

Implementing Gamified Learning Experiences Into Core Content Areas to Drive Student-Driven Engagement

inferred← citeshttps://doi.org/10.1111/1440-1630.70101openalex-snapshot

Occupational therapists, self‐regulation, and primary schools: A scoping review

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.12316openalex-snapshot

ADHD and emotional engagement with school in the primary years: Investigating the role of student–teacher relationships

inferred← citeshttps://doi.org/10.1111/cdep.12164openalex-snapshot

Physiological Responsivity and Executive Functioning: Implications for Adaptation and Resilience in Early Childhood

inferred← citeshttps://doi.org/10.1111/cdev.12477openalex-snapshot

Teacher–Student Relationship and Peer Disliking and Liking Across Grades 1–4

inferred← citeshttps://doi.org/10.1111/cdev.12541openalex-snapshot

An Efficacy Trial of Carescapes: Home-Based Child-Care Practices and Children's Social Outcomes

inferred← citeshttps://doi.org/10.1111/cdev.12906openalex-snapshot

Data-Driven Improvement in Prekindergarten Classrooms: Report From a Partnership in an Urban District

inferred← citeshttps://doi.org/10.1111/cdev.13322openalex-snapshot

Early Maternal Sensitivity and Teacher–Student Relationship Quality Across Grade School: Enduring or Transient Associations?

inferred← citeshttps://doi.org/10.1111/cdev.13357openalex-snapshot

Preschool Quality Effects on Learning Behavior and Later Achievement in Germany: Moderation by Socioeconomic Status

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/desc.13215openalex-snapshot

Autonomic profiles and self‐regulation outcomes in early childhood

inferred← citeshttps://doi.org/10.1111/sode.12179openalex-snapshot

Observed Emotions as Predictors of Quality of Kindergartners’ Social Relationships

inferred← citeshttps://doi.org/10.1111/sode.12434openalex-snapshot

Bidirectionality in kindergarten children's school readiness and emotional regulation

inferred← citeshttps://doi.org/10.1111/sode.12544openalex-snapshot

The interaction between parental warmth and the teacher‐student relationship predicts changes in early elementary children's problem 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/10.11114/jets.v5i2.2138openalex-snapshot

The Role of a Temperament Intervention in Kindergarten Children’s Standardized Academic Achievement

inferred← citeshttps://doi.org/10.1161/jaha.120.016162openalex-snapshot

Stepping Stones From Childhood Adversity to Cardiovascular Disease and Premature Mortality

inferred← citeshttps://doi.org/10.1177/0022487120902404openalex-snapshot

The Roles of Teacher Expectations and School Composition on Teacher–Child Relationship Quality

inferred← citeshttps://doi.org/10.1177/0031721718762421openalex-snapshot

When trauma hinders learning

inferred← citeshttps://doi.org/10.1177/00380407221149016openalex-snapshot

The Relationship between Ninth Graders’ Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition

inferred← citeshttps://doi.org/10.1177/07319487241288222openalex-snapshot

Academic Achievement and Engagement During the Transition to Middle Childhood: Comparisons by Learning Disability Status

inferred← citeshttps://doi.org/10.1177/1087054715587098openalex-snapshot

Inattention Symptoms Are Associated With Academic Achievement Mostly Through Variance Shared With Intrinsic Motivation and Behavioral Engagement

inferred← citeshttps://doi.org/10.1177/10870547261427102openalex-snapshot

Understanding the Relationship Between Early Elementary Children’s ADHD Symptoms and Teachers’ Needs Supportive Practices

inferred← citeshttps://doi.org/10.1177/1476718x20938092openalex-snapshot

Building strong teacher–child relationships in today’s kindergarten classroom: Focusing on opportunities versus obstacles

inferred← citeshttps://doi.org/10.1177/2156759x221076851openalex-snapshot

Initial Validation of the ASCA-Informed Student Needs Assessment—High School Version

inferred← citeshttps://doi.org/10.1177/2332858419829438openalex-snapshot

Peers Matter: Links Between Classmates’ and Individual Students’ Executive Functions in Elementary School

inferred← citeshttps://doi.org/10.1177/2332858419848443openalex-snapshot

Do Schools Promote Executive Functions? Differential Working Memory Growth Across School-Year and Summer Months

inferred← citeshttps://doi.org/10.13110/merrpalmquar1982.64.2.0248openalex-snapshot

Examining the Roles of Parent–Child and Teacher–Child Relationships on Behavior Regulation of Children at Risk

inferred← citeshttps://doi.org/10.13110/merrpalmquar1982.65.3.0265openalex-snapshot

Self-Regulation in Early and Middle Childhood as a Precursor to Social Adjustment Among Low-Income, Ethnic Minority Children

inferred← citeshttps://doi.org/10.1371/journal.pmed.1002044openalex-snapshot

Exclusive Breastfeeding and Cognition, Executive Function, and Behavioural Disorders in Primary School-Aged Children in Rural South Africa: A Cohort Analysis

inferred← citeshttps://doi.org/10.1371/journal.pone.0234895openalex-snapshot

School-based intervention to address self-regulation and executive functioning in children attending primary schools in remote Australian Aboriginal communities

inferred← citeshttps://doi.org/10.1515/cercles-2021-2026openalex-snapshot

Personality traits as predictors of language learner engagement

inferred← citeshttps://doi.org/10.1590/0102.3772e37310openalex-snapshot

Engajamento Escolar: Revisão de Literatura Abrangendo Relação Professor-Aluno e Bullying

inferred← citeshttps://doi.org/10.1590/1982-02752018000400008openalex-snapshot

Influence of bullying and teacher-student relationship on school engagement: Analysis of an explanatory model

inferred← citeshttps://doi.org/10.17105/spr-2017-0035.v46-3openalex-snapshot

Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement

inferred← citeshttps://doi.org/10.18130/v39s7popenalex-snapshot

The Role of Dosage and Quality of Head Start Experiences in the Development of Self-Regulation

inferred← citeshttps://doi.org/10.21009/jpud.171.05openalex-snapshot

The Effect of Mathematics Learning Approaches and Self-Regulation to Recognize the Concept of Early Numbers Ability

inferred← citeshttps://doi.org/10.21608/jsu.2021.215457openalex-snapshot

مهارات تنظیم الذات وعلاقتها بالاندماج الأکادیمی لدى تلامیذ الحلقة الثانیة من التعلیم الأساسی فی ضوء بعض المتغیرات الدیموغرافیة

inferred← citeshttps://doi.org/10.21814/rpe.18145openalex-snapshot

Um panorama sobre engajamento escolar: Uma revisão sistemática

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/10.25115/ejrep.v20i57.4189openalex-snapshot

Predictive Analysis of Academic Performance in Peruvian Children: The Role of Effortful Control and School Liking

inferred← citeshttps://doi.org/10.26803/ijlter.19.6.20openalex-snapshot

UAE Elementary Teachers’ Use of ADHD Referral and Management Strategies

inferred← citeshttps://doi.org/10.29250/sead.1427349openalex-snapshot

An Examination of Preschool Children's Play Skills and Independent Learning Behaviors in Türkiye

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/10.31234/osf.io/agzmxopenalex-snapshot

“Don’t chat in class and pay attention”: Linking self-regulation and school engagement profiles with academic achievement

inferred← citeshttps://doi.org/10.31234/osf.io/edfx9_v1openalex-snapshot

Different Patterns of Positive Youth Development: A Latent Profile Analysis of Prosocial Behavior, Social-Emotional Adjustment, and Academic Competence

inferred← citeshttps://doi.org/10.31265/usps.114openalex-snapshot

Development of self-regulation and academic skills: The role of child factors, socioeconomic status, and cultural context

inferred← citeshttps://doi.org/10.32320/978-961-270-283-0openalex-snapshot

Early School Leaving: Training Perspectives

inferred← citeshttps://doi.org/10.32348/1852.4206.v15.n2.25806openalex-snapshot

El rol de la autorregulación como recurso operativo en la predicción del involucramiento escolar: transición preescolar-primaria

inferred← citeshttps://doi.org/10.32604/jpa.2025.065784openalex-snapshot

Intentional self-regulation and peer relationship in the teacher-student relationship for learning engagement: A moderation–mediation analysis

inferred← citeshttps://doi.org/10.3389/feduc.2018.00002openalex-snapshot

A Proposed Functional Abilities Classification Tool for Developmental Disorders Affecting Learning and Behaviour

inferred← citeshttps://doi.org/10.3389/feduc.2023.1265501openalex-snapshot

Consistency and inconsistency in learning experiences across the early grades

inferred← citeshttps://doi.org/10.3389/fpsyg.2026.1885244openalex-snapshot

Longitudinal associations between teacher–child relationships, resilience, and behavioral problems among preschool children

inferred← citeshttps://doi.org/10.3389/fpubh.2021.711451openalex-snapshot

Syrian Refugee Youth Resettled in Norway: Mechanisms of Resilience Influencing Health-Related Quality of Life and Mental Distress

inferred← citeshttps://doi.org/10.3390/brainsci14040318openalex-snapshot

Principles for Adapting Assessments of Executive Function across Cultural Contexts

inferred← citeshttps://doi.org/10.3390/children10061082openalex-snapshot

ADHD Symptoms Increase Perception of Classroom Entropy and Impact Teacher Stress Levels

inferred← citeshttps://doi.org/10.3390/children8070595openalex-snapshot

Associations between Perceived Child-Parent Relationships and School Engagement among 9–11 Aged Children

inferred← citeshttps://doi.org/10.3390/educsci15020137openalex-snapshot

Thriving Children’s Emotional Self-Regulation in Preschool: A Systematic Review Discussed from an Interactionist Perspective

inferred← citeshttps://doi.org/10.3390/ijerph19073920openalex-snapshot

ARCCH Model of Resilience: A Flexible Multisystemic Resilience Framework

inferred← citeshttps://doi.org/10.3390/soc16080269openalex-snapshot

Exploring the Potential of the Museum of Feelings for Children’s Self-Regulation: A Deductive Theoretical Analysis

inferred← citeshttps://doi.org/10.4018/979-8-3693-1870-6.ch009openalex-snapshot

Children as Changemakers

inferred← citeshttps://doi.org/10.52380/ijcer.2023.10.2.268openalex-snapshot

Behavioral Self-Regulation Skills and the Teacher-Child Relationship in Early Childhood

inferred← citeshttps://doi.org/10.52597/buje.1142941openalex-snapshot

Self-Regulation in Children Attending Preschool Institutions That Implement Different Educational Approaches

inferred← citeshttps://doi.org/10.5332/hatsuhatsu.2023.95_25openalex-snapshot

Development of a Rating Scale to Assess the Social and Emotional Skills of Elementary School Children

inferred← citeshttps://doi.org/10.54014/6x7j-4pv7openalex-snapshot

The effects of parental monitoring and parent-child relationships quality on children's academic engagement in mother-headed, single-parent families

inferred← citeshttps://doi.org/10.5539/jedp.v6n1p173openalex-snapshot

Teacher-Child Relationships and Child Temperament in Early Achievement

inferred← citeshttps://doi.org/10.64628/aam.v3ys6y6dvopenalex-snapshot

COVID-19’s teaching challenges: 5 tips from pediatric care for teachers wearing masks

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