Spending time with teacher: characteristics of preschoolers who frequently elicit versus initiate interactions with teachers

By Robert J. Coplan, Kavita Prakash. 2003

155 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/54e651e10566e803a8ba626b470746a74f309f13

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In Clinical Psychology

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Citations in the corpus

Paying Attention to and Not Neglecting Social Withdrawal and Social Isolation (2004, background): “…other problems related to early school adjustment, including peer rejection, social isolation, increased teacher attention, academic difficulties, and school refusal (Coplan, Gavinski-Molina, Lagace-Seguin, & Wichmann 2001; Coplan & Prakash, 2003; Gazelle & Ladd, 2003; Hart et al., 2000).”
The Stresses of a “Brave New World”: Shyness and School Adjustment in Kindergarten (2008, result): “This finding is consistent with results from recent behavioral observation studies indicating that shy children tend to require more attention from teachers (e.g., Coplan & Prakash, 2003).”
Kindergarten Teachers' Beliefs and Responses to Hypothetical Prosocial, Asocial, and Antisocial Children (2007, unknown): “This is consistent with past research indicating that teachers spend less time with children displaying positive social behaviors (Coplan & Prakash, 2003) and would be most likely to do nothing or praise in response to this behavior (Warden et al., 1996).”
Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1 (2010, result): “However, results from other recent research suggest that shy children are not going unnoticed by teachers (e.g., Coplan & Arbeau, 2008; Coplan & Prakash, 2003; Thijs, Koomen, & Van der Leij, 2006).”
Talking Yourself Out of Being Shy: Shyness, Expressive Vocabulary, and Socioemotional Adjustment in Preschool (2005, background): “…anxiety, asocial/withdrawn behavior with peers, and the requirement of teacher attention, and negatively related to prosocial behavior and child self-perceptions (e.g., Coplan, 2000; Coplan & Prakash, 2003; Crozier, 1995; Gazelle & Ladd, 2003; Hart et al., 2000; Stevenson-Hinde & Glover, 1996).”
Students’ evocative impact on teacher instruction and teacher–child relationships (2015, background): “For example, Coplan and Prakash (2003) found that students who most often initiated their teacher’s attention tended to be shy and anxious.”
Social Withdrawal in Childhood (2009, unknown): “For example, researchers have reported that that socially-withdrawn children require more attention from teachers (e.g., Coplan & Prakash, 2003) and develop less close and more highly dependent relationships with them (e.g., Ladd & Burgess, 1999; Rudasill, Rimm- Kaufman, Justice, & Pence, 2006).”
A “Multitude” of Solitude: A Closer Look at Social Withdrawal and Nonsocial Play in Early Childhood (2007, background): “For example, in the preschool years, shyness is related to poorer social competence, lower self-esteem, anxiety, peer rejection, increased teacher attention, and academic difficulties (Bohlin, Hagekull, & Andersson, 2005; Coplan & Prakash, 2003; Coplan, Findlay, & Nelson, 2004; Hart et al., 2000).”
Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade (2011, background): “Emerging evidence suggests that children’s shyness and effortful control are related to the frequency of their interactions with teachers (Coplan and Prakash, 2003; Keogh, 2003; Rudasill and Rimm-Kaufman, 2009).”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, unknown): “As such, internalizers are more likely to go undetected or ignored by their teachers than students with externalizing conduct (Coplan & Prakash, 2003) and may have little, if any, influence on teachers’ self-efficacy judgment toward them in different teaching domains.”