Typical Classroom Experiences in First Grade: The Role of Classroom Climate and Functional Risk in the Development of Social Competencies

By H. Wilson, Robert C. Pianta, Megan W. Stuhlman. The Elementary school journal, 2007

151 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f9bc37472e5c75efcb8c0e02752f1c7b08a2bd72

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In Clinical Psychology

In Education

Citations in the corpus

Teacher–Child Relationships, Classroom Climate, and Children’s Social-Emotional and Academic Development (2017, background): “…social problems, higher classroom emotional support is linked to improved academic achievement and teacher–child relationship quality (Hamre & Pianta, 2005), teacher-reported self-control and peer competence (Wilson et al., 2007), and internalizing symptoms (Griggs, Mikami, & Rimm-Kaufman, 2016).”
The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade (2012, background): “Such work builds on existing evidence (e.g., Perry et al., 2007; Pianta, La Paro, Payne, Cox, & Bradley, 2002; Wilson et al., 2007) and indicates that interventions that aim to improve emotionally supportive interactions hold promise for improving children’s social behaviors and selfregulatory skill”
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes (2010, background): “The extant literature gives strong evidence that the emotional climate of the classroom, a social input, has an influence on children's social outcomes, including by predicting children's social competence ( Burchinal et al, 2008 ; Curby et al, 2009 ; NICHD ECCRN, 2003; Wilson, Pianta, & Stuhlman,”
Differentiating classroom climate concepts: Academic, management, and emotional environments (2009, methodology): “Wilson et al. (2007) describe a quasi-experimental study in which classrooms were divided into groups based on direct observation. cluster analysis had been used to create four profiles of first grade classroom conditions.”