Zobrazeno 1 - 10
of 24
pro vyhledávání: '"Eric S. Buhs"'
Autor:
Eric S. Buhs, Meredith O. Hope
Publikováno v:
Psychology of Religion and Spirituality. 12:334-344
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6f8256d0e1fa778109d1011bf42b3561
https://doi.org/10.1037/rel0000232
https://doi.org/10.1037/rel0000232
Publikováno v:
Early Child Development and Care. 191:1427-1448
The present study examined teacher sensitivity as a potential moderator of the relationship between children’s temperament in infancy and their social development in first grade. Using data from th...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ecc02c36effdc529ab63ad473dfe4399
https://doi.org/10.1080/03004430.2019.1656618
https://doi.org/10.1080/03004430.2019.1656618
Publikováno v:
Child: Care, Health and Development. 45:189-197
Background In China, there are approximately 70 million children, nearly 25% of the child population, who are left behind in the care of other family members when their parents migrate to urban areas, for increased economic opportunities. This paper
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::897191981beca77373bd502e238cceee
https://doi.org/10.1111/cch.12642
https://doi.org/10.1111/cch.12642
Publikováno v:
Journal of Educational Psychology. 110:338-354
Young children’s temperament was examined as a potential predictor of early adolescent school engagement, with elementary school teacher–child and peer relationships included as potential mediators of these effects. A large national longitudinal
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::eb28bf8c1b6976106ab84fec6d978862
https://doi.org/10.1037/edu0000224
https://doi.org/10.1037/edu0000224
Publikováno v:
Advances in Physical Education. :46-57
This study examined peer group influence on university student drinking in China and the indirect effects of peer pressure and self-efficacy for alcohol self-regulation. A total of 951 undergraduate university students (first, second and third year)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::313229e4cdb675135330cf3e3244ef17
https://doi.org/10.4236/ape.2018.81006
https://doi.org/10.4236/ape.2018.81006
Publikováno v:
Journal of Educational Psychology. 109:118-130
There is growing recognition that cumulative economic risk places children at higher risk for depressed academic competencies (Crosnoe & Cooper, 2010; NCCP, 2008; Sameroff, 2000). Yet, children’s temperamental regulation and the quality of the earl
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::11b12675838a6086fb55627e579f337f
https://doi.org/10.1037/edu0000123
https://doi.org/10.1037/edu0000123
Publikováno v:
Journal of Applied Developmental Psychology. 44:1-11
This study examined the developmental trajectory of a potential source of resilience, prosocial behaviors, and children's peer victimization from third to sixth grade. Trajectories were examined for 1091 children (540 females, 81.4% Caucasian) from P
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b51990acc54bc4d4abb18d846a88a96f
https://doi.org/10.1016/j.appdev.2016.01.009
https://doi.org/10.1016/j.appdev.2016.01.009
Autor:
Eric S. Buhs, Lanyan Ding
Publikováno v:
The Nebraska Educator.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::da68523d73e00171b710f82651b5db10
https://doi.org/10.13014/k2j964kp
https://doi.org/10.13014/k2j964kp
Publikováno v:
Early Childhood Research Quarterly. 30:12-19
This study tested a longitudinal model of mediated moderation for the role of temperament and shyness in the development of young children's (n = 960, aged 54 mos. to 1st grade [SD = 1.08 at 54 mos.]) peer relationships at school and linkages to subs
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2d7edcdb8812dd8ad1bdee688558d8f8
https://doi.org/10.1016/j.ecresq.2014.07.010
https://doi.org/10.1016/j.ecresq.2014.07.010
Publikováno v:
Instructional Science. 42:661-684
This explanatory sequential mixed methods study examined how belonging perceptions, academic motivation, and engagement might mediate the relationship between academic contextual characteristics and achievement using structural equation modeling and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::027d4e7e283b68dd398d3a384745fc46
https://doi.org/10.1007/s11251-014-9310-0
https://doi.org/10.1007/s11251-014-9310-0