2022
Teachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment
Bailey C, Ondrusek A, Curby T, Denham S. Teachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment. Psychology In The Schools 2022, 59: 1051-1074. PMID: 35573130, PMCID: PMC9098181, DOI: 10.1002/pits.22659.Peer-Reviewed Original ResearchPreschool adjustmentEmotional supportMultilevel structural equation modelingSocial-emotional functioningRegulation capacityStructural equation modelingEmotion regulationCognitive regulationTeacher–child interactionsEquation modelingHead StartAverage levelResponsive interactionChildrenTeacher consistencyTeachersSupportAdjustmentConsistencyFunctioningClassroomModeratesGirlsBoysAssociation
2016
Emotional and Organizational Supports for Preschoolers’ Emotion Regulation: Relations With School Adjustment
Bailey CS, Denham SA, Curby TW, Bassett HH. Emotional and Organizational Supports for Preschoolers’ Emotion Regulation: Relations With School Adjustment. Emotion 2016, 16: 263-279. PMID: 26479772, DOI: 10.1037/a0039772.Peer-Reviewed Original ResearchConceptsEmotion regulationExecutive controlSchool adjustmentOrganizational supportChildren's emotion regulationChildren's executive controlChildren's school adjustmentObservations of classroomsClassroom processesSupportive classroomsTeacher effectsPreschool teachersTeacher supportClassroom behaviorSupport childrenMultilevel modelsRegulation capacityLower scoresAdjustment componentClassroomTeachersModerate supportChildrenMotivatedEmotions