Self Regulation and Children's Relationships with Teachers and Peers in the Classroom: Developmental Pathways and Trajectories
Mintz, Tamar, Clinical Psychology - Curry School of Education, University of Virginia
Hamre, Bridget, Curry School of Education, University of Virginia
Reeve, Ronald, Curry School of Education, University of Virginia
This dissertation presents three manuscripts on the development of children's self-regulation skills and its associations with children's relationships with teachers and peers during the elementary school years. The first manuscript examined the association between maternal sensitivity and children's social and relational competence and problems, and the extent to which self-regulatory abilities mediated the association. The second manuscript examined the bi-directional associations between self-regulation and relationship across the elementary school years. The third manuscript examined the development of children's self-regulatory skills and the role that conflictual relationships with teachers and peers affected development of those skills.
PHD (Doctor of Philosophy)
Self-regulation; effortful control; teacher-child relationships; peer-child relationships
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