Research strategies for capturing transactional models of development: The limits of the possible

By A. Sameroff, M. Mackenzie. Development and Psychopathology, 2003

828 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fdf9e14351550d4688bd37735d1d27d5379a8f8c

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Citations in the corpus

Predicting Homework Effort: Support for a Domain-Specific, Multilevel Homework Model. (2006, background): “This applies particularly to situations that involve the possibility of transactional influences (Sameroff & MacKenzie, 2003).”
Toward a Transactional Model of Parent-Adolescent Relationship Quality and Adolescent Psychological Adjustment (2008, background): “…model is necessary to more fully understand how adolescents’ relationships with their parents are associated with internalizing and externalizing problems (Cichetti & SchneiderRosen, 1984; Patterson, 1982; Reitz, Dekovic, & Meijer, 2006; Sameroff & MacKenzie, 2003; Stice & Barrera, 1995).”
The Relationship Between Teacher and Student Behavior in Classrooms for Students with Emotional and Behavioral Disorders: Transactional Processes (2005, methodology): “Toward that end, we describe the transactional model of development (Sameroff, 1983, 1995, 2000; Sameroff & Mackenzie, 2003 ), drawing on research in developmental psychology to enhance this description.”
Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade (2011, methodology): “Children and their first and third grade teachers from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD) were participants in the present study.”
The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students (2009, methodology): “The ISI classroom observation system has been designed to incorporate multidimensional, transactional, and dynamical systems frameworks to describe the classroom environment (Connor, Piasta, et al., 2009; Ford & Lerner, 1992; Op’t Eynde & Turner, 2006; Sameroff & MacKenzie, 2003).”
Students’ evocative impact on teacher instruction and teacher–child relationships (2015, background): “What differentiates this model from others is that it emphasizes bidirectional effects, placing equal emphasis on both how the environment affects the child and how the child affects the environment (Sameroff, 2009; Sameroff & MacKenzie, 2003).”
Predicting School Adjustment in Early Elementary School: Impact of Teacher‐Child Relationship Quality and Relational Classroom Climate (2009, background): “However, a focus on teacher-child relationships is currently still missing in several school-based prevention and intervention efforts as these efforts have generally been too centered on the individual child (e.g., Sameroff & Mackenzie, 2003; Zajac & Kobak, 2006).”
Relations Among Maternal Literacy Beliefs, Home Literacy Practices, and the Emergent Literacy Skills of Preschoolers With Specific Language Impairment (2008, background): “Although it is impossible to determine why these differences occur given the present methodologies, it is important to note that this association may be bidirectional in nature, supporting a transactional model of development (eg, Sameroff, 1993 ; Sameroff & MacKenzie, 2003 ).”