UB Paderborn / Katalog / Suche / in CDI

1 – 25 von 254

Sortiert nach

How Do Parent Expectations Promote Child Academic Achievement in Early Elementary School? A Test of Three Mediators

Developmental psychology, 2017-09, Vol.53 (9), p.1694-1708

2017

Volltextzugriff (PDF)

Technology-assisted interventions for parents of young children: Emerging practices, current research, and future directions

Early childhood research quarterly, 2015-01, Vol.33, p.21-32

2015

Volltextzugriff (PDF)

Longitudinal trends and year-to-year fluctuations in student–teacher conflict and closeness: Associations with aggressive behavior problems

Journal of school psychology, 2018-10, Vol.70, p.1-15

2018

Volltextzugriff (PDF)

Preschool Intervention Can Promote Sustained Growth in the Executive-Function Skills of Children Exhibiting Early Deficits

Psychological science, 2017-12, Vol.28 (12), p.1719-1730

2017

Volltextzugriff (PDF)

Exploring pathways linking early childhood adverse experiences to reduced preadolescent school engagement

Child abuse & neglect, 2023-08, Vol.142 (Pt 1), p.105572-105572, Article 105572

2023

Volltextzugriff (PDF)

Impact of Early Intervention on Psychopathology, Crime, and Well-Being at Age 25

The American journal of psychiatry, 2015-01, Vol.172 (1), p.59-70

2015

Volltextzugriff (PDF)

The Development of Cognitive Skills and Gains in Academic School Readiness for Children From Low-Income Families

Journal of educational psychology, 2010-02, Vol.102 (1), p.43-53

2010

Volltextzugriff (PDF)

Executive functioning and school adjustment: The mediational role of pre-kindergarten learning-related behaviors

Early childhood research quarterly, 2015-01, Vol.30 (Pt A), p.70-79

2015

Volltextzugriff (PDF)

Classroom and Teacher Support in Kindergarten: Associations With the Behavioral and Academic Adjustment of Low-Income Students

Merrill-Palmer Quarterly, 2015-07, Vol.61 (3), p.383-411

2015

Volltextzugriff (PDF)

Preschool Programs that Help Families Promote Child Social-Emotional School Readiness: Promising New Strategies

Clinical child and family psychology review, 2023-12, Vol.26 (4), p.865-879

2023

Volltextzugriff (PDF)

Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program

Child development, 2008-11, Vol.79 (6), p.1802-1817

2008

Volltextzugriff (PDF)

Test–Retest Reliability and Measurement Invariance of Executive Function Tasks in Young Children With and Without ADHD

Journal of attention disorders, 2020-11, Vol.24 (13), p.1891-1904

2020

Volltextzugriff (PDF)

The Effects of a Multiyear Universal Social-Emotional Learning Program: The Role of Student and School Characteristics

Journal of consulting and clinical psychology, 2010-04, Vol.78 (2), p.156-168

2010

Volltextzugriff (PDF)

Impact of a school-based social skills training program on parent–child relationships and parent attitudes toward school

International journal of behavioral development, 2023-11, Vol.47 (6), p.475-485

2023

Volltextzugriff (PDF)

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

Development and psychopathology, 2008, Vol.20 (3), p.821-843

2008

Volltextzugriff (PDF)

Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts

Child development, 2014-01, Vol.85 (1), p.140-159

2014

Volltextzugriff (PDF)

The promise and potential of studying the “invisible hand” of teacher influence on peer relations and student outcomes: A commentary

Journal of applied developmental psychology, 2011-09, Vol.32 (5), p.297-303

Bierman, Karen L.

2011

Volltextzugriff (PDF)

What you say, and how you say it: Preschoolers' growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self‐regulation

Social development (Oxford, England), 2020-08, Vol.29 (3), p.783-800

2020

Volltextzugriff (PDF)

Parental Support of Self-Regulation Among Children at Risk for Externalizing Symptoms: Developmental Trajectories of Physiological Regulation and Behavioral Adjustment

Developmental psychology, 2020-03, Vol.56 (3), p.528-540

2020

Volltextzugriff (PDF)

Family-School Partnerships During the Early School Years: Advancing Science to Influence Practice

1st ed. 2022., 2021

Volltextzugriff (PDF)

Teaching Explicit Social-Emotional Skills With Contextual Supports for Students With Intensive Intervention Needs

Journal of emotional and behavioral disorders, 2021-03, Vol.29 (1), p.14-23

2021

Volltextzugriff (PDF)

Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings From Head Start REDI

Early education and development, 2013-10, Vol.24 (7), p.1000-1019

2013

Volltextzugriff (PDF)

Reducing Adolescent Psychopathology in Socioeconomically Disadvantaged Children With a Preschool Intervention: A Randomized Controlled Trial

The American journal of psychiatry, 2021-04, Vol.178 (4), p.305-312

2021

Volltextzugriff (PDF)

Child and adolescent risk factors that differentially predict violent versus nonviolent crime

Aggressive behavior, 2017-11, Vol.43 (6), p.568-577

2017

Volltextzugriff (PDF)

Helping Head Start Parents Promote Their Children's Kindergarten Adjustment: The Research-Based Developmentally Informed Parent Program

Child development, 2015-11, Vol.86 (6), p.1877-1891

2015

Volltextzugriff (PDF)

1 – 25 von 254

Suche als RSS-Feed

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Geprüft (Peer-Review)
(187)
Mit Volltextzugriff
(232)

Publikationsform

1 weiteren anzeigen...

Weniger anzeigen...

Sprache

Englisch
(254)
Japanisch
(17)

Erscheinungsjahr

n.n

Thema

Social Sciences
(158)
Psychology
(150)
Humans
(106)
Psychology, Developmental
(98)
Male
(89)
Female
(87)
Child
(82)
Children
(63)
Behavior Problems
(58)
Biological And Medical Sciences
(55)
Intervention
(54)
Child Development
(48)
Psychology. Psychoanalysis. Psychiatry
(48)
Psychology, Clinical
(47)
Science & Technology
(47)
Life Sciences & Biomedicine
(45)
Adolescent
(44)
Medical Sciences
(44)
Aggression
(43)
Children & Youth
(41)

15 weitere anzeigen...

Weniger anzeigen...

Menü

Weitere Dienste

Einstellungen

How Do Parent Expectations Promote Child Academic Achievement in Early Elementary School? A Test of Three Mediators

Technology-assisted interventions for parents of young children: Emerging practices, current research, and future directions

Longitudinal trends and year-to-year fluctuations in student–teacher conflict and closeness: Associations with aggressive behavior problems

Preschool Intervention Can Promote Sustained Growth in the Executive-Function Skills of Children Exhibiting Early Deficits

Exploring pathways linking early childhood adverse experiences to reduced preadolescent school engagement

Impact of Early Intervention on Psychopathology, Crime, and Well-Being at Age 25

The Development of Cognitive Skills and Gains in Academic School Readiness for Children From Low-Income Families

Executive functioning and school adjustment: The mediational role of pre-kindergarten learning-related behaviors

Classroom and Teacher Support in Kindergarten: Associations With the Behavioral and Academic Adjustment of Low-Income Students

Preschool Programs that Help Families Promote Child Social-Emotional School Readiness: Promising New Strategies

Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program

Test–Retest Reliability and Measurement Invariance of Executive Function Tasks in Young Children With and Without ADHD

The Effects of a Multiyear Universal Social-Emotional Learning Program: The Role of Student and School Characteristics

Impact of a school-based social skills training program on parent–child relationships and parent attitudes toward school

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts

The promise and potential of studying the “invisible hand” of teacher influence on peer relations and student outcomes: A commentary

What you say, and how you say it: Preschoolers' growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self‐regulation

Parental Support of Self-Regulation Among Children at Risk for Externalizing Symptoms: Developmental Trajectories of Physiological Regulation and Behavioral Adjustment

Family-School Partnerships During the Early School Years: Advancing Science to Influence Practice

Teaching Explicit Social-Emotional Skills With Contextual Supports for Students With Intensive Intervention Needs

Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings From Head Start REDI

Reducing Adolescent Psychopathology in Socioeconomically Disadvantaged Children With a Preschool Intervention: A Randomized Controlled Trial

Child and adolescent risk factors that differentially predict violent versus nonviolent crime

Helping Head Start Parents Promote Their Children's Kindergarten Adjustment: The Research-Based Developmentally Informed Parent Program

Suchergebnisse filtern