Teacher-child interaction quality moderates social risks associated with problem behavior in preschool classroom contexts
Volume: 67, Pages: 101103 - 101103
Published: Mar 1, 2020
Abstract
Guided by an ecological model, the study examined the extent to which domains of teacher-child interaction quality moderated associations between early problem behavior within preschool classroom contexts and social competence. A series of multilevel models were estimated using data from a sample of ethnically and linguistically diverse children from low-income backgrounds (N = 937, children across 53 classrooms). Findings from multilevel models...
Paper Details
Title
Teacher-child interaction quality moderates social risks associated with problem behavior in preschool classroom contexts
Published Date
Mar 1, 2020
Volume
67
Pages
101103 - 101103
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