Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start

By Amy M. Roberts, Jennifer LoCasale-Crouch, B. Hamre, Jamie DeCoster. 2016

110 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0eb23e5a0315b42c9466fc194d0ae738bf2e305f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Arya Ansari
2. Amaya Erro-Garcés
3. Concha Iriarte Redín
4. Robert C. Pianta
5. Virginia E. Vitiello
6. Erik A. Ruzek
7. B. Hamre
8. Andrew J. Mashburn

In Education

1. Erik A. Ruzek
2. Arya Ansari
3. Virginia E. Vitiello
4. J. Whittaker
5. Amaya Erro-Garcés
6. Concha Iriarte Redín
7. Robert C. Pianta
8. B. Hamre

Citations in the corpus

• Stress in teaching professionals across Europe (2020, background): “In fact, in the area of education, the comorbidity of depression with stress anxiety and health problems such as heart disease and digestive disorders is wellknown (Rodríguez-Leonardo, Tovalín, & Rodríguez, 2018), as is the fact that teachers’ depression has a negative effect on emotional support an”
• Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions (2020, background): “However, less attention has focused on the role of teachers’ emotional states, stress, and workplace experiences, despite indications that such factors may suppress teachers’ capabilities (Hamre & Pianta, 2004; Jennings, 2015; Roberts et al., 2016).”