List of works - Kathleen Moritz Rudasill

A cross-lagged study of students’ motivation, academic achievement, and relationships with teachers from kindergarten to 6th grade.

scientific article published on 11 June 2020

A longitudinal study of school connectedness and academic outcomes across sixth grade ⬇️

scientific article published on May 17, 2012

A longitudinal study of student-teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence

scientific article

Academic Self-Perceptions of Ability and Course Planning Among Academically Advanced Students

An Investigation Into the Gender and Age Differences in the Social Coping of Academically Advanced Students

Assessments of Student–Teacher Relationships in Residential Treatment Center Schools

Associations Between Teacher-Reported School Climate and Depressive Symptoms in Australian Adolescents: A 5-Year Longitudinal Study

article

Associations between teacher emotional support and depressive symptoms in Australian adolescents: a 5-year longitudinal study

scientific article published on 4 February 2013

Being Shy at School

Cardiovascular Fitness Moderates the Relations Between Estimates of Obesity and Physical Self-Perceptions in Rural Elementary School Students ⬇️

scientific article published on February 1, 2012

Changes in School Connectedness and Deviant Peer Affiliation Among Sixth-Grade Students From High-Poverty Neighborhoods

Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade

article by Kathleen Moritz Rudasill published April 2011 in Early Childhood Research Quarterly

Child temperamental regulation and classroom quality in Head Start: Considering the role of cumulative economic risk

Contributions of Children's Temperament to Teachers' Judgments of Social Competence From Kindergarten Through Second Grade

article by Kathleen Moritz Rudasill & Timothy R. Konold published August 2008 in Early Education and Development

Does child temperament modify the overweight risk associated with parent feeding behaviors and child eating behaviors?: An exploratory study

scientific article published on 22 February 2016

Early Teacher–Child Relationships Promote Self-Regulation Development in Prekindergarten

scientific article published on 20 July 2022

Elementary preservice teachers' attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children

article published in 2017

Evidence of alphabetic knowledge in writing: connections to letter and word identification skills in preschool and kindergarten

article

Examining the Relationship Between the Overexcitabilities and Self-Concepts of Gifted Adolescents via Multivariate Cluster Analysis

article

Executive function skills of 6–8year olds: Brain and behavioral evidence and implications for school achievement ⬇️

scientific article published on April 1, 2010

Gifted Students’ Perceptions of Parenting Styles

Identifying child temperament types using cluster analysis in three samples

Infant Temperament, Maternal Personality, and Parenting Stress as Contributors to Infant Developmental Outcomes

Parent Involvement as a Predictor of Teacher–Child Relationship Quality in Third Grade

Parent vs. teacher ratings of children's shyness as predictors of language and attention skills

Prenatal Development

article

Psychometric Characteristics of the Harter Self-Perception Profiles for Adolescents and Children for Use With Gifted Populations

Relations Between Toddler Sleep Characteristics, Sleep Problems, and Temperament

scientific article published on January 2015

Resilience close up

Self and Social Regulation: Social Interaction and the Development of Social Understanding and Executive Functions, by B. W. Sokol, U. Miller, J. I. M. Carpendale, A. R. Young, and G. Iarocci

Self-Efficacy, Intrinsic Motivation, and Academic Outcomes Among Latino Middle School Students Participating in an After-School Program

article by Kate Niehaus et al published 24 November 2011 in Hispanic Journal of Behavioral Sciences

Shy children in the classroom: From research to educational practice

article

Shyness and engagement: Contributions of peer rejection and teacher sensitivity

article

Sleep in Preschoolers

Systems View of School Climate: a Theoretical Framework for Research

Teacher support mediates concurrent and longitudinal associations between temperament and mild depressive symptoms in sixth grade

Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

article by Kathleen Moritz Rudasill & Sara E. Rimm-Kaufman published April 2009 in Early Childhood Research Quarterly

Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool

article by Kathleen Moritz Rudasill et al published 6 January 2006 in Early Education and Development

Temperament and Preschool Children’s Peer Interactions

Temperament and Teacher–Child Conflict in Preschool: The Moderating Roles of Classroom Instructional and Emotional Support

Temperament in early childhood and peer interactions in third grade: the role of teacher-child relationships in early elementary grades

scientific article published on 5 September 2013

Temperamental Constellations and School Readiness: A MultiVariate Approach

scientific article published on 23 December 2020

Temperamental attention and activity, classroom emotional support, and academic achievement in third grade

scientific article published on 8 December 2009

The Family Context of Toddler Sleep: Routines, Sleep Environment, and Emotional Security Induction in the Hour before Bedtime

scientific article published on 26 December 2020

The Transition to Kindergarten: Fostering Connections for Early School Success

The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament

The role of social competence in predicting gifted enrollment

The roles of teacher–student relationship quality and self-concept of ability in adolescents’ achievement emotions: temperament as a moderator

scientific article

List of works by Kathleen Moritz Rudasill

A cross-lagged study of students’ motivation, academic achievement, and relationships with teachers from kindergarten to 6th grade.

A longitudinal study of school connectedness and academic outcomes across sixth grade ⬇️

A longitudinal study of student-teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence

Academic Self-Perceptions of Ability and Course Planning Among Academically Advanced Students

An Investigation Into the Gender and Age Differences in the Social Coping of Academically Advanced Students

Assessments of Student–Teacher Relationships in Residential Treatment Center Schools

Associations Between Teacher-Reported School Climate and Depressive Symptoms in Australian Adolescents: A 5-Year Longitudinal Study

Associations between teacher emotional support and depressive symptoms in Australian adolescents: a 5-year longitudinal study

Being Shy at School

Cardiovascular Fitness Moderates the Relations Between Estimates of Obesity and Physical Self-Perceptions in Rural Elementary School Students ⬇️

Changes in School Connectedness and Deviant Peer Affiliation Among Sixth-Grade Students From High-Poverty Neighborhoods

Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade

Child temperamental regulation and classroom quality in Head Start: Considering the role of cumulative economic risk

Contributions of Children's Temperament to Teachers' Judgments of Social Competence From Kindergarten Through Second Grade

Does child temperament modify the overweight risk associated with parent feeding behaviors and child eating behaviors?: An exploratory study

Early Teacher–Child Relationships Promote Self-Regulation Development in Prekindergarten

Elementary preservice teachers' attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children

Evidence of alphabetic knowledge in writing: connections to letter and word identification skills in preschool and kindergarten

Examining the Relationship Between the Overexcitabilities and Self-Concepts of Gifted Adolescents via Multivariate Cluster Analysis

Executive function skills of 6–8year olds: Brain and behavioral evidence and implications for school achievement ⬇️

Gifted Students’ Perceptions of Parenting Styles

Identifying child temperament types using cluster analysis in three samples

Infant Temperament, Maternal Personality, and Parenting Stress as Contributors to Infant Developmental Outcomes

Parent Involvement as a Predictor of Teacher–Child Relationship Quality in Third Grade

Parent vs. teacher ratings of children's shyness as predictors of language and attention skills

Prenatal Development

Psychometric Characteristics of the Harter Self-Perception Profiles for Adolescents and Children for Use With Gifted Populations

Relations Between Toddler Sleep Characteristics, Sleep Problems, and Temperament

Resilience close up

Self and Social Regulation: Social Interaction and the Development of Social Understanding and Executive Functions, by B. W. Sokol, U. Miller, J. I. M. Carpendale, A. R. Young, and G. Iarocci

Self-Efficacy, Intrinsic Motivation, and Academic Outcomes Among Latino Middle School Students Participating in an After-School Program

Shy children in the classroom: From research to educational practice

Shyness and engagement: Contributions of peer rejection and teacher sensitivity

Sleep in Preschoolers

Systems View of School Climate: a Theoretical Framework for Research

Teacher support mediates concurrent and longitudinal associations between temperament and mild depressive symptoms in sixth grade

Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool

Temperament and Preschool Children’s Peer Interactions

Temperament and Teacher–Child Conflict in Preschool: The Moderating Roles of Classroom Instructional and Emotional Support

Temperament in early childhood and peer interactions in third grade: the role of teacher-child relationships in early elementary grades

Temperamental Constellations and School Readiness: A MultiVariate Approach

Temperamental attention and activity, classroom emotional support, and academic achievement in third grade

The Family Context of Toddler Sleep: Routines, Sleep Environment, and Emotional Security Induction in the Hour before Bedtime

The Transition to Kindergarten: Fostering Connections for Early School Success

The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament

The role of social competence in predicting gifted enrollment

The roles of teacher–student relationship quality and self-concept of ability in adolescents’ achievement emotions: temperament as a moderator