Please use this identifier to cite or link to this item: http://hdl.handle.net/1942/22916
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dc.contributor.authorWeyns, Tessa-
dc.contributor.authorColpin, Hilde-
dc.contributor.authorDOUMEN, Sarah-
dc.contributor.authorVerschueren, Karine-
dc.date.accessioned2016-12-20T08:23:07Z-
dc.date.available2016-12-20T08:23:07Z-
dc.date.issued2016-
dc.identifier.citationSchool Psychology 3.0: A World of Connections! School Psychologists as Communicators, Collaborators, Organizers and Mental Health Advocates,p. 113-113-
dc.identifier.urihttp://hdl.handle.net/1942/22916-
dc.description.abstractThe 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.-
dc.language.isoen-
dc.rightsispa conference 2016-
dc.titleThe effect of individual and class-level teacher-child interactions and peer acceptance on behavior development in kindergarten: A three-wave longitudinal study-
dc.typeProceedings Paper-
local.bibliographicCitation.conferencedate20-23 July 2016-
local.bibliographicCitation.conferencename38th annual conference of the International School Psychology Association (ISPAISPA 2016 Conference)-
local.bibliographicCitation.conferenceplaceAmsterdam, The Netherlands-
dc.identifier.epage113-
dc.identifier.spage113-
local.format.pages1-
local.bibliographicCitation.jcatC2-
dc.description.notesPresented on July 22 by Tessa Weyns during a symposium on TEACHER-STUDENT INTERACTIONS: IMPORTANCE FOR YOUNG CHILDREN’S DEVELOPMENT (Verschueren, Weyns, & Koomen)-
local.type.refereedNon-Refereed-
local.type.specifiedAbstract-
local.bibliographicCitation.btitleSchool Psychology 3.0: A World of Connections! School Psychologists as Communicators, Collaborators, Organizers and Mental Health Advocates-
item.contributorWeyns, Tessa-
item.contributorColpin, Hilde-
item.contributorDOUMEN, Sarah-
item.contributorVerschueren, Karine-
item.fullcitationWeyns, Tessa; Colpin, Hilde; DOUMEN, Sarah & Verschueren, Karine (2016) The effect of individual and class-level teacher-child interactions and peer acceptance on behavior development in kindergarten: A three-wave longitudinal study. In: School Psychology 3.0: A World of Connections! School Psychologists as Communicators, Collaborators, Organizers and Mental Health Advocates,p. 113-113.-
item.accessRightsOpen Access-
item.fulltextWith Fulltext-
Appears in Collections:Research publications
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20160704_ISPA_v5_pages.113.pdfPublished version215.43 kBAdobe PDFView/Open
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