The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom.

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Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate (2015, background): “Finally, building on previous research that demonstrated an association between organizational climate and behavioral engagement in kindergarten (Ponitz et al., 2009; Rimm-Kaufman et al., 2009), we investigate the contribution of classroom organization quality to behavioral engagement in learning in”
Classroom organization and teacher stress predict learning motivation in kindergarten children (2010, background): “Effective classroom management has been shown to be associated with high achievement (Cameron et al. 2008; Wharton-McDonald et al. 1998) and greater engagement in learning ( Rimm-Kaufman et al. 2009; Wharton-McDonald et al. 1998).”