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Direct linkRibeiro, Ana Raquel; Pereira, Ana Isabel; Pedro, Marta; Roberto, Magda Sofia – Infant and Child Development, 2023
Student engagement promotes school learning and adaptation and can be a protective factor for children who are vulnerable to school failure. A longitudinal mixed-methods study was conducted to identify individual, family and school predictors of children's school engagement as well as to explore the facilitators of and obstacles to student…
Descriptors: Learner Engagement, Predictor Variables, Elementary School Students, Student Characteristics
Goble, Priscilla; Nauman, Cambrian; Fife, Katelyn; Blalock, Sarah M. – Infant and Child Development, 2020
The current study examined the effect of children's positive relationships and interactions with their teachers and the development of executive function (EF) skills in first grade. A primary objective was to examine externalizing behaviour problems (EBPs) as a potential moderator of the link between teacher-child relationships and interactions…
Descriptors: Teacher Student Relationship, Interaction, Executive Function, Grade 1
Ruberry, Erika J.; Klein, Melanie R.; Kiff, Cara J.; Thompson, Stephanie F.; Lengua, Liliana J. – Infant and Child Development, 2018
This study examined whether parenting moderated the association between cumulative risk and preschool children's adjustment problems, social competence, and academic readiness. The sample consisted of 306 families representing the full range of income, with 29% at or near poverty and 28% lower income. Cumulative risk and observed maternal…
Descriptors: Child Rearing, Correlation, Risk, Preschool Children
Lipscomb, Shannon T.; Becker, Derek R.; Laurent, Heidemarie; Neiderhiser, Jenae M.; Shaw, Daniel S.; Natsuaki, Misaki N.; Reiss, David; Fisher, Philip A.; Leve, Leslie D. – Infant and Child Development, 2018
This study examined children's morning hypothalamic-pituitary-adrenal (HPA) axis activation as a moderator of links between hostile, over-reactive parenting at age 4.5 years and children's skills for success in school (higher executive function and literacy and less externalizing behaviour) at age 6. Participants included 361 adoptive families.…
Descriptors: Child Rearing, Parenting Styles, Young Children, Executive Function
Doumen, Sarah; Buyse, Evelien; Colpin, Hilde; Verschueren, Karine – Infant and Child Development, 2011
High levels of teacher-child conflict have repeatedly been found to amplify children's aggressive behaviour. Up to now, however, research on possible mechanisms explaining this link is largely lacking. The current study aimed to test whether children's self-esteem is an intervening mechanism. Participants were 139 children (70 boys, M age = 6.18…
Descriptors: Conflict, Grade 1, Teacher Student Relationship, Aggression
Martin-Storey, Alexa; Serbin, Lisa A.; Stack, Dale M.; Schwartzman, Alex E. – Infant and Child Development, 2009
The Behaviour Style Observation System for Young Children (BSOS) was used to predict preschool-aged children's externalizing and internalizing behaviour problems in middle childhood, 3-5 years after the initial assessment. This observational measurement tool was designed to sample and assess young children's disruptive, non-compliant, and…
Descriptors: Behavior Problems, Observation, Young Children, Children
Nyberg, Lillianne; Henricsson, Lisbeth; Rydell, Ann-Margaret – Infant and Child Development, 2008
The principal aim of the present study was to obtain a deeper understanding than hitherto of the concurrent correlates and prospective predictors of loneliness and poor peer acceptance, both falling under the umbrella term low social inclusion. Problematic and socially competent behaviours were investigated as possible predictors of low social…
Descriptors: Grade 6, Grade 1, Peer Acceptance, Psychological Patterns
