The Relationship Between Psychological Understanding and Positive Social Behaviors

By K. Cassidy, R. Werner, M. Rourke, Lynn S. Zubernis, G. Balaraman. 2003

220 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6451beb58e4435d0f3020bf18e72e6e74308fb7f

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. M. Poulou
2. Ann Shields
3. S. Denham
4. P. Garner
5. Gabriel J. Stylianides
6. Karen Skilling

In Developmental and Educational Psychology

1. M. Poulou
2. Ann Shields
3. Gabriel J. Stylianides
4. Karen Skilling

In Education

1. M. Poulou
2. Alison L. Miller
3. S. Denham
4. P. Garner
5. Lisa Marks Woolfson
6. Helenrose Fives
7. Michelle Buehl

Citations in the corpus

• Emotional and Behavioural Difficulties in Preschool (2013, background): “The direct associations found between loneliness/dissatisfaction and both overt aggression and shyness/withdrawal (Cassidy et al. 2003), peer exclusion, poorer friendship quality, school”
• Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers (2006, background): “In the early childhood literature, the term “emotional competence” has been used to refer to a myriad of emotion-related skills and behaviours that should relate in predicted ways to positive child outcomes (eg, social skills, positive engagement in school; Cassidy, Werner, Rourke, Zubernis, & Balar”
• What mothers say and what they do: The relation between parenting, theory of mind, language and conflict/cooperation (2006, unknown): “A third purpose was to examine Cassidy et al.’s (2003) finding that children’s general language abilities were a better predictor of cooperation than their theory of mind.”
• “I Know, you Know”: Epistemic Egocentrism in Children and Adults (2003, background): “Cassidy, Werner, Rourke, Zubernis, and Balaraman (2002) showed that children who performed better on false belief measures were more liked by their peers.”