Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1

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Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, unknown): “Such socially withdrawn behaviors may result in a student-teacher relationship pattern characterized by lower levels of closeness, and higher levels of dependency (e.g., Arbeau et al., 2010; Henricsson & Rydell, 2004; Roorda et al., 2014).”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, unknown): “…Students (N) p/s rpe rne rpa rna rpn rea Allen & Fraser 2007 120 p .11 – .05 – – – Al–Yagon & Mikulincer 2004 205 p – – .19 −.33 −.38 – Ang 2005 266 p – – .22 −.03 −.45 – Arbeau et al. 2010 169 p .22 −.23 – – −.48 – Archambault et al. 2013 1,145 p .40 – .17 – – .40 Baker 2006 1,310 p – – .18…”
Recent trends in research on teacher–child relationships (2012, background): “For instance, Arbeau, Coplan, and Weeks (2010) found, among first grade children, shyness was related to lower social adjustment.”