Kindergartners' Temperament, Classroom Engagement, and Student–teacher Relationship: Moderation by Effortful Control

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Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, unknown): “…rea Urhahne 2015 246 s .50 – – – – – Valeski & Stipek 2001 225 p .15 – .06 – – .08 Valeski & Stipek 2001 127 p .18 – .04 – – .22 Valiente et al. 2008 264 p .44 – .32 – – .43 Valiente et al. 2012 291 p .41 – – – – – van Ryzin 2011 349 s .48 – .04 – – .15 Vedder et al. 2005 338 p .12 – – – –…”
The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions (2018, background): “With regard to the dyadic level, general measures of teacher–child relationship quality were positively associated with inhibition outcomes (Commodari, 2013), also after controlling for children’s SES (Valiente et al., 2012).”