Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade

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Promoting child and youth resilience by strengthening home and school environments: A literature review (2020, background): “…abilities and the satisfaction of making positive impacts in children’s lives influences the level of interaction and the quality of the relationship between the parent/caregiver/ teacher and the child (Collie et al., 2012; Rudasill, 2011; Sanders &Woolley, 2005; Zee & Koomen, 2016).”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, unknown): “One possibility that may explain this negative association is that internalizers feel more wary and anxious in the face of social stimuli and consequently tend to refrain from daily interactions with their teacher (e.g., Arbeau, Coplan, & Weeks, 2010; Coplan & Prakash, 2003; Rudasill, 2011).”