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http://hdl.handle.net/1942/22916| Title: | The effect of individual and class-level teacher-child interactions and peer acceptance on behavior development in kindergarten: A three-wave longitudinal study | Authors: | Weyns, Tessa Colpin, Hilde DOUMEN, Sarah Verschueren, Karine |
Issue Date: | 2016 | Source: | School Psychology 3.0: A World of Connections! School Psychologists as Communicators, Collaborators, Organizers and Mental Health Advocates,p. 113-113 | Abstract: | The present study examined the effect of individual and class-level teacher-child interactions and peer acceptance on the development of externalizing, internalizing and prosocial behaviors in kindergarten. Research has established the importance of these three interpersonal antecedents in the development of children. However, there is a lack of studies that examine their effects together. | Notes: | Presented on July 22 by Tessa Weyns during a symposium on TEACHER-STUDENT INTERACTIONS: IMPORTANCE FOR YOUNG CHILDREN’S DEVELOPMENT (Verschueren, Weyns, & Koomen) | Document URI: | http://hdl.handle.net/1942/22916 | Rights: | ispa conference 2016 | Category: | C2 | Type: | Proceedings Paper |
| Appears in Collections: | Research publications |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| Abstract_ISPA.pdf | Peer-reviewed author version | 118.21 kB | Adobe PDF | View/Open |
| 20160704_ISPA_v5_pages.113.pdf | Published version | 215.43 kB | Adobe PDF | View/Open |
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