Kimberley A. Arbeau

Clinical Psychology · 2007–2010

A researcher in the Science corpus: 4 papers; trusts 14 researchers and is trusted by 3 researchers here, as inferred from the citation graph.

Subfields

• Clinical Psychology — 52 citations into it; #3,276 of 8,024 by trust here, #3,145 by citations
• Education — 46 citations into it; #5,174 of 11,309 by trust here, #3,542 by citations
• Social Psychology — 10 citations into it; #11,309 of 15,694 by trust here, #10,985 by citations
• Developmental and Educational Psychology — 6 citations into it

Whom Kimberley A. Arbeau trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Robert J. Coplan
2. B. Hamre
3. Kenneth H. Rubin
4. Robert C. Pianta
5. G. Ladd
6. S. Rimm-Kaufman
7. Wendy Craig
8. C. Howes
9. Mandana Armer
10. Kenneth H Robert J Coplan

Who trusts Kimberley A. Arbeau overall

1. Robert J. Coplan
2. K. Hughes
3. Katherine Ray
4. M. Weeks
5. Robert C. Pianta
6. Terri J Sabol
7. Kenneth H. Rubin
8. Marjolein Zee

Papers from Kimberley A. Arbeau's perspective

Ordered by how strongly the researchers Kimberley A. Arbeau trusts endorse each paper. Same corpus, a different order for every researcher.

1. Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. (Child Development)
2. Contributions of teacher–child relationships to positive school adjustment during elementary school
3. Teacher-Child Relationships and Children's Success in the First Years of School
4. Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom
5. Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories
6. Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? (Child Development)
7. Children's needs III: Development, prevention, and intervention.
8. Temperament in the classroom : understanding individual differences
9. Kindergarten Teachers' Beliefs and Responses to Hypothetical Prosocial, Asocial, and Antisocial Children
10. The Consistency of Perceived Teacher–Child Relationships Between Preschool and Kindergarten

Their papers

• Kindergarten Teachers' Beliefs and Responses to Hypothetical Prosocial, Asocial, and Antisocial Children (2007) — 132 citations
• Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1 (2010) — 238 citations
• Peer interactions and play in early childhood. (2009) — 125 citations
• The Stresses of a “Brave New World”: Shyness and School Adjustment in Kindergarten (2008) — 127 citations