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Please use this identifier to cite or link to this item: http://hdl.handle.net/1942/22916

Title: The effect of individual and class-level teacher-child interactions and peer acceptance on behavior development in kindergarten: A three-wave longitudinal study
Authors: Weyns, Tessa
Colpin, Hilde
Doumen, Sarah
Verschueren, Karine
Issue Date: 2016
Citation: School Psychology 3.0: A World of Connections! School Psychologists as Communicators, Collaborators, Organizers and Mental Health Advocates,p. 113-113
Abstract: The present study examined the effect of individual and class-level teacher-child interactions and peer acceptance on the development of externalizing, internalizing and prosocial behaviors in kindergarten. Research has established the importance of these three interpersonal antecedents in the development of children. However, there is a lack of studies that examine their effects together.
Notes: Presented on July 22 by Tessa Weyns during a symposium on TEACHER-STUDENT INTERACTIONS: IMPORTANCE FOR YOUNG CHILDREN’S DEVELOPMENT (Verschueren, Weyns, & Koomen)
URI: http://hdl.handle.net/1942/22916
Category: C2
Type: Proceedings Paper
Appears in Collections: Research publications

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