Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

By Kathleen Moritz Rudasill, S. Rimm-Kaufman. 2009

403 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8840f6892dd7e7bdd6ebae89061b6a1103097c2c

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

In Education

Citations in the corpus

Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1 (2010, background): “In early education settings, shy children speak less, make fewer social initiations to peers, and display poorer social skills (e.g., Asendorpf & Meier, 1993; Bohlin, Hagekull, & Andersson, 2005; Coplan et al., 2004; Evans, 2001; Rimm-Kaufman & Kagan, 2005).”
Family and Sociodemographic Predictors of School Readiness Among African American Boys in Kindergarten (2012, background): “Specifically, children with more positive approaches to learning may elicit more social engagement with their teachers and closer and less conflicted teacher–child relationships that in turn can foster growth (Hamre & Pianta, 2005; Rudasill & Rimm-Kaufman, 2009; Sameroff & MacKenzie, 2003).”
Teacher–Child Interactions in Infant/Toddler Child Care and Socioemotional Development (2015, background): “Research from preschool and elementary school classrooms also suggests that teachers’ reports of relationship quality are based not only on child attributes (e.g., sex, language ability, aggression, compliance) but also on teachers’ perceptions of child behaviors (Rudasill & Rimm-Kaufman, 2009).”
Effortful Control, Executive Functions, and Education: Bringing Self‐Regulatory and Social‐Emotional Competencies to the Table (2012, background): “Consistent with the notion that child temperament interacts with the learning environment to affect learning or achievement (Rothbart & Jones, 1998; Rudasill & Rimm-Kaufman, 2009), Liew et al. (2010) found that child effortful control (assessed with a behavioral measure of attentional and…”
The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade (2012, background): “Behavioral self-control helps children behave in socially acceptable ways, laying the groundwork for children to build and maintain strong social relationships (Rudasill & Rimm-Kaufman, 2009).”