The joint effects of individual-level and classroom-level teacher−child relationships on children’s psychosocial adjustment: A longitudinal study

Keyphrases

• Childrens 100%
• Class Teacher 100%
• Kindergarten children 100%
• Between-person 100%
• Children's Prosocial Behavior 100%
• Joint Effect 100%
• Child Externalizing Behavior 100%
• Externalizing Behavior 100%
• Psychosocial Adjustment 100%
• Longitudinal Association 100%
• Copyright 50%
• Hong Kong Chinese 50%
• Child Development 50%
• Statistical Significance 50%
• Maternal Education 50%
• Child Age 50%
• Teacher Awareness 50%
• Prosocial Behavior 50%
• Negatively Associated 50%
• Cross-level Interaction 50%
• High Conflict 50%
• Child Internalizing Problems 50%
• Child Adjustment 50%
• Interactive Effects 50%
• Mage 50%
• Affective Quality 50%

Psychology

• Longitudinal Study 100%
• Externalization 100%
• Prosocial Behavior 75%
• Internalizing 75%
• Kindergarten 50%
• Child Development 25%