# positions[].organizations[].parent[].label
College of Education and Human Development

# keywords[]
5201 Applied And Developmental Psychology

# keywords[]
5201 Applied And Developmental Psychology

# keywords[]
16 Peace, Justice And Strong Institutions

# keywords[]
Diagnostic And Statistical Manual Of Mental Disorders

# keywords[]
5201 Applied And Developmental Psychology

# keywords[]
5201 Applied And Developmental Psychology

# keywords[]
3902 Education Policy, Sociology And Philosophy

# keywords[]
5201 Applied And Developmental Psychology

# keywords[]
5201 Applied And Developmental Psychology

# keywords[]
5201 Applied And Developmental Psychology

# keywords[]
1.2 Psychological And Socioeconomic Processes

# keywords[]
5201 Applied And Developmental Psychology

# keywords[]
5201 Applied And Developmental Psychology

# keywords[]
5201 Applied And Developmental Psychology

# keywords[]
Disruptive, Impulse Control, And Conduct Disorders

# keywords[]
5201 Applied And Developmental Psychology

# keywords[]
5201 Applied And Developmental Psychology

# keywords[]
5201 Applied And Developmental Psychology

# keywords[]
5204 Cognitive And Computational Psychology

# keywords[]
5201 Applied And Developmental Psychology

# educationAndTraining[].organization.label
Arizona State University - (Tempe, Arizona, United States)

# educationAndTraining[].organization.label
Arizona State University - (Tempe, Arizona, United States)

# educationAndTraining[].organization.label
Arizona State University - (Tempe, Arizona, United States)

# educationAndTraining[].organization.label
American Council on Education - (Washington D.C., District of Columbia, United States)

# publications[].label
Children's Effortful Control and Academic Achievement: Mediation Through Social Functioning.

# publications[].label
Emotionrelated Selfregulation and Children's Social, Psychological, and Academic Functioning

# publications[].label
Early Life Socioeconomic Differences in Associations between Childhood Sleep and Academic Performance.

# publications[].label
Associations Among Parental Education, Home Environment Quality, Effortful Control, and Preacademic Knowledge.

# publications[].label
Toddler risk and protective characteristics: Common and unique genetic and environmental influences.

# publications[].label
Peers' Emotionality and Children's Academic Achievement in Second Grade: Testing the Moderating Role of Children's Behavioral Self-Regulation.

# publications[].label
Relations of Positive and Negative Expressivity and Effortful Control to Kindergarteners' Student-Teacher Relationship, Academic Engagement, and Externalizing Problems at School.

# publications[].label
Predictors of withdrawal: possible precursors of avoidant personality disorder.

# publications[].label
The relations of parental expressivity and support to children's coping with daily stress.

# publications[].label
Relations from temperamental approach reactivity and effortful control to academic achievement and peer relations in early elementary school

# publications[].label
Longitudinal Relations among Parental Emotional Expressivity and Sympathy and Prosocial Behavior in Adolescence.

# publications[].label
Linking Students' Emotions and Academic Achievement: When and Why Emotions Matter.

# publications[].label
Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample.

# publications[].label
Hot and cool dimensionality of executive function: Model invariance across age and maternal education in preschool children

# publications[].label
Relations among mothers' expressivity, children's effortful control, and their problem behaviors: a four-year longitudinal study.

# publications[].label
A Heuristic Model to Guide the Study of Homeschoolers Academic Competence

# publications[].label
Teachers Effortful Control and Student Functioning: Mediating and Moderating Processes

# publications[].label
Emotion-related socialization in the classroom: Considering the roles of teachers, peers, and the classroom context.

# publications[].label
Predicting Academic Achievement from Cumulative Home Risk: The Mediating Roles of Effortful Control, Academic Relationships, and School Avoidance

# publications[].label
Longitudinal relations of children's effortful control, impulsivity, and negative emotionality to their externalizing, internalizing, and co-occurring behavior problems.

# publications[].label
Sleep Duration Moderates the Association Between Childrens Temperament and Academic Achievement

# publications[].label
School Readiness and Achievement in Early Elementary School: Moderation by Students' Temperament.

# publications[].label
The Relations of Effortful Control and Impulsivity to Children's Sympathy: A Longitudinal Study.

# publications[].label
Coping Across the Transition to Adolescence

# publications[].label
Similarities and differences between actigraphy and parent-reported sleep in a Hispanic and non-Hispanic White sample.

# publications[].label
Concurrent and longitudinal associations of peers' acceptance with emotion and effortful control in kindergarten.

# publications[].label
Childrens quantification with every over time

# publications[].label
Do peer and child temperament jointly predict studentteacher conflict and closeness?

# publications[].label
Emotional expression in school context, social relationships, and academic adjustment in kindergarten.

# publications[].label
Children's coping strategies and coping efficacy: relations to parent socialization, child adjustment, and familial alcoholism.

# publications[].label
Predicting Early Adolescents Academic Achievement, Social Competence, and Physical Health From Parenting, Ego Resilience, and Engagement Coping

# publications[].label
The relations of effortful control and impulsivity to children's resiliency and adjustment.

# publications[].label
Relation of emotion-related regulation to children's social competence: a longitudinal study.

# publications[].label
The relations of effortful control and reactive control to children's externalizing problems: a longitudinal assessment.

# publications[].label
Arizona Twin Project: a focus on early resilience.

# publications[].label
Prediction of Children's Academic Competence From Their Effortful Control, Relationships, and Classroom Participation.

# publications[].label
Relations among positive parenting, children's effortful control, and externalizing problems: a three-wave longitudinal study.

# publications[].label
Chronic stress predicts post-traumatic stress disorder symptoms via executive function deficits among urban American Indian children.

# publications[].label
The relations of mothers' negative expressivity to children's experience and expression of negative emotion.

# publications[].label
Effortful control and school adjustment: The moderating role of classroom chaos.

# publications[].label
Emotional Self-regulation and Reactivity, School-based Relationships, and School Engagement and Achievement

# publications[].label
Parental Expressivity and Parenting Styles in Chinese Families: Prospective and Unique Relations to Children's Psychological Adjustment.

# publications[].label
Helpful and harmful expectations of premarital interventions.

# publications[].label
Sleep duration moderates the association between children's temperament and academic achievement.

# publications[].label
Prediction of Children's Early Academic Adjustment from Their Temperament: The Moderating Role of Peer Temperament.

# publications[].label
Parenting and Children's Adjustment: The Role of Children's Emotion Regulation.

# publications[].label
Observed emotion frequency versus intensity as predictors of socioemotional maladjustment.

# publications[].label
Longitudinal relations between behavioral engagement and academic achievement: The moderating roles of socio-economic status and early achievement.

# publications[].label
Self-Regulation and Academic Measures Across the Early Elementary School Grades: Examining Longitudinal and Bidirectional Associations.

# publications[].label
Longitudinal associations among teacherchild relationship quality, behavioral engagement, and academic achievement

# publications[].label
Emotions in school and symptoms of psychological maladjustment from kindergarten to first grade.

# publications[].label
Prediction of Kindergartners' Academic Achievement From Their Effortful Control and Emotionality: Evidence for Direct and Moderated Relations

# publications[].label
Parenting and Childrens Prosocial Development

# publications[].label
Kindergartners' Temperament, Classroom Engagement, and Studentteacher Relationship: Moderation by Effortful Control

# publications[].label
The Factor Structure of Effortful Control and Measurement Invariance Across Ethnicity and Sex in a High-Risk Sample.

# publications[].label
Children's Effortful Control and Academic Competence: Mediation through School Liking

# publications[].label
Children's effortful control and academic achievement: do relational peer victimization and classroom participation operate as mediators?

# publications[].label
Mother-Adolescent Conflict: Stability, Change, and Relations with Externalizing and Internalizing Behavior Problems.

# publications[].label
The association between home chaos and academic achievement: The moderating role of sleep.

# publications[].label
Role of temperament in early adolescent pure and co-occurring internalizing and externalizing problems using a bifactor model: Moderation by parenting and gender.

# publications[].label
Relations over Time among Children's Shyness, Emotionality, and Internalizing Problems.

# publications[].label
The relations of problem behavior status to children's negative emotionality, effortful control, and impulsivity: concurrent relations and prediction of change.

# publications[].label
Early elementary student-teacher relationship trajectories predict girls math and boys reading achievement

# publications[].label
Effortful Control and Impulsivity as Concurrent and Longitudinal Predictors of Academic Achievement

# publications[].label
Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher-Student Conflict in Childhood.

# publications[].label
Children's Sleep and Academic Achievement: The Moderating Role of Effortful Control.

# publications[].label
176 Linear and Nonlinear Associations Between Sleep and Academic Achievement in Middle Childhood: The Role of Early Life SES

# publications[].label
Elementary Students' Effortful Control and Academic Achievement: The Mediating Role of Teacher-Student Relationship Quality.

# publications[].label
Observed Emotions as Predictors of Quality of Kindergartners' Social Relationships.

# publications[].label
Balance in Positive Emotional Expressivity Across School Contexts Relates to Kindergarteners' Adjustment.

# publications[].label
The interaction between parental warmth and the teacherstudent relationship predicts changes in early elementary children's problem behaviors

# publications[].label
The relations of effortful control and ego control to children's resiliency and social functioning.

# publications[].label
How the study of regulation can inform the study of coping.

# publications[].label
Children's shyness, popularity, school liking, cooperative participation, and internalizing problems in the early school years

# publications[].label
Prediction of children's empathy-related responding from their effortful control and parents' expressivity.

# publications[].label
Longitudinal relations among parents' reactions to children's negative emotions, effortful control, and math achievement in early elementary school.

# publications[].label
Richard A. Fabes, Department of Family and Human Development, Box 872502, Arizona State University, Tempe, AZ 85287-2502 (E-mail

# publications[].label
Relations of Temperament to Maladjustment and Ego Resiliency in At-Risk Children.

# publications[].label
Children's responses to daily social stressors: relations with parenting, children's effortful control, and adjustment.

# publications[].label
Longitudinal relations among parental emotional expressivity, children's regulation, and quality of socioemotional functioning.

# publications[].label
A review of gene-environment correlations and their implications for autism: a conceptual model.

# publications[].label
Personality change at the intersection of autonomic arousal and stress.

# publications[].label
Bidirectional associations between emotions and school adjustment.

# publications[].label
The validity of the higher-order structure of effortful control as defined by inhibitory control, attention shifting, and focusing: A longitudinal and multi-informant study.

# publications[].label
Understanding mother-adolescent conflict discussions: concurrent and across-time prediction from youths' dispositions and parenting.

# publications[].label
Trajectories of the Expression of Negative Emotion from Kindergarten to First Grade: Associations with Academic Outcomes.

# publications[].label
Parenting Predictors of Delay Inhibition in Socioeconomically Disadvantaged Preschoolers.

# publications[].label
Homeschooling: What do we know and what do we need to learn?

# publications[].label
Pathways to Problem Behaviors: Chaotic Homes, Parent and Child Effortful Control, and Parenting

# publications[].label
Elaborations on a Theme: Beyond Main Effects in Relations of Parenting to Children's Coping and Regulation

# organizations[]
College of Education and Human Development

# schools[]
College of Education and Human Development