This meta-analysis aims to clarify the relationship between teacher-child interaction and children's outcomes in language, mathematics, literacy, social development, and self-regulation based on the perspective of the Classroom Assessment Scoring System (CLASS). A total of 24 studies with 139 independent effect sizes and 67,919 participants were…

Decades of research have associated effective emotion and behaviour regulation with learning and social competence among young children. However, further studies on children's use of emotion regulation in their everyday lives are required. This study focuses on investigating six- to nine-year-old children's (N?=?24) use of emotion regulation…

The central goal of the present study was to examine how a child's emotion regulation ability may moderate the relations between teaching styles and anxiety in childhood. Participants were 33 children (21 males, 12 females; mean age 7.5 years, standard deviation = 0.42), their mothers and teachers. Children completed the Early Adolescent…

Suggests that teachers use classroom strategies (structure and routine, reasonable rules and limits, using appropriate methods of discipline, other positive behavior management techniques) and socio-emotional interventions (development of friendships, appropriate expressions of emotions, anger control, conflict management, and internal sense of…