Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool

By Kathleen Moritz Rudasill, S. Rimm-Kaufman, Laura M. Justice, K. Pence. 2006

142 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9af4131868f2acd112cf1c4226317bc29991d9d7

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In Clinical Psychology

In Education

Citations in the corpus

Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1 (2010, background): “Indeed, Rudasill et al. (2006) reported that shy children who had greater language ability also had more dependent relationships with their teachers.”
Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender (2008, background): “Children’s shyness also served as a unique, albeit negative, predictor of close relationships between children and teachers, a finding similar to that reported previously by Rudasill et al. (2006).”
The Role of Student Characteristics and Teacher Behaviors in Students’ Learner Empowerment (2009, background): “(1996) extended Shulman et al.’s (1993) work, defined learner empowerment as consisting of three dimensions: meaningfulness, competence, and impact, and developed the learner empowerment measure.”
Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships (2010, background): “Recent research findings suggest that child temperament and language skills predict teacher–child relationship quality ( Rudasill, Rimm-Kaufman, Justice, & Pence, 2006 ).”
Teacher–child relationship quality: The roles of child temperament and teacher–child interactions (2009, background): “Congruent with previous research (Rudasill et al., 2006; Rydell et al., 2005), our findings showed that children with lower levels of shyness were more likely to have relationships with teachers that were higher in conflict and closeness.”
Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade (2011, background): “Regarding temperament, an emerging body of work suggests that certain temperament characteristics, such as effortful control, may promote positive teacher–child relationships, while others, such as anger, may hinder them (Justice et al., 2008; Rudasill and Rimm-Kaufman, 2009; Rudasill et al., 2006; ”