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Pratt, Megan E.; Swanson, Jodi; van Huisstede, Lauren; Gaias, Larissa M. – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2019
Multiple, simultaneous stressors in the family context during early childhood may compromise healthy adjustment to school, with potential long-term implications. Moreover, stressors across multiple contexts (e.g., home and school) can exacerbate the negative influences of stress on children's functioning. We investigated associations between…
Descriptors: Stress Variables, Standardized Tests, Teacher Student Relationship, Student Adjustment
Lee, Phyllis; Bierman, Karen L. – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2015
For socioeconomically disadvantaged children, a positive experience in kindergarten may play a particularly important role in fostering the behavioral adjustment and learning engagement necessary for school success. Prior research has identified supportive student--teacher relationships and classroom emotional support as two features of the…
Descriptors: Kindergarten, Disadvantaged Youth, Low Income Groups, Early Intervention
Runions, Kevin C.; Vitaro, Fank; Cross, Donna; Shaw, Thérèse; Hall, Margaret – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2014
This investigation used two-part growth modeling and cross-lagged panel analysis to examine the predictive function of parenting and teacher-child relationship on the likelihood of children showing problems with parent-rated physical aggression, and on the severity of problems, for 374 children followed from prekindergarten and first grade.…
Descriptors: Teacher Student Relationship, Parenting Styles, Child Rearing, Aggression