Temperamental Anger and Effortful Control, Teacher-Child Conflict, and Externalizing Behavior Across the Elementary School Years.

about

Temperamental Anger and Effortful Control, Teacher-Child Conflict, and Externalizing Behavior Across the Elementary School Years.

Item

http://www.wikidata.org/entity/Q47306823

description

2017 nî lūn-bûn

@nan

2017年の論文

@ja

2017年学术文章

@wuu

2017年学术文章

@zh

2017年学术文章

@zh-cn

2017年学术文章

@zh-hans

2017年学术文章

@zh-my

2017年学术文章

@zh-sg

2017年學術文章

@yue

2017年學術文章

@zh-hant

name

Temperamental Anger and Effort ...... s the Elementary School Years.

@en

Temperamental Anger and Effort ...... s the Elementary School Years.

@nl

type

Item

label

Temperamental Anger and Effort ...... s the Elementary School Years.

@en

Temperamental Anger and Effort ...... s the Elementary School Years.

@nl

prefLabel

Temperamental Anger and Effort ...... s the Elementary School Years.

@en

Temperamental Anger and Effort ...... s the Elementary School Years.

@nl

P1476

Temperamental Anger and Effort ...... s the Elementary School Years.

@en

P2093

Alexander Michael Wasserman

http://www.w3.org/2001/XMLSchema#string

Irina Kalutskaya

http://www.w3.org/2001/XMLSchema#string

Kathleen Moritz Rudasill

http://www.w3.org/2001/XMLSchema#string

Lesa Hoffman

http://www.w3.org/2001/XMLSchema#string

Lisa J Crockett

http://www.w3.org/2001/XMLSchema#string

P2860

Personality differences in childhood and adolescence: measurement, development, and consequences

Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade.

Confidence Limits for the Indirect Effect: Distribution of the Product and Resampling Methods.

The relations of temperament reactivity and effortful control to children's adjustment problems in China and the United States.

Direct and indirect aggression during childhood and adolescence: a meta-analytic review of gender differences, intercorrelations, and relations to maladjustment.

The impact of parents, child care providers, teachers, and peers on early externalizing trajectories.

Preschool program improves cognitive control.

Interaction of temperamental resistance to control and restrictive parenting in the development of externalizing behavior.

The separation of between-person and within-person components of individual change over time: a latent curve model with structured residuals

Teacher-student relationships as compensatory resources for aggressive children.

P31

scholarly article

P356

10.1111/CDEV.12910

http://www.w3.org/2001/XMLSchema#string

P577

2017-08-02T00:00:00Z

http://www.w3.org/2001/XMLSchema#dateTime

P698

28766703

http://www.w3.org/2001/XMLSchema#string

P921

primary school

P932

5796855

http://www.w3.org/2001/XMLSchema#string