| P2093 | author name string | Marion O'Brien | |
| | Susan D Calkins | |
| | Susan P Keane | |
| | Kevin J Grimm | |
| | Alysia Y Blandon | |
| P2860 | cites work | Hierarchically Nested Covariance Structure Models for Multitrait-Multimethod Data | Q58434687 |
| | Childhood Peer Relationship Problems and Later Risks of Educational Under-achievement and Unemployment | Q59187468 |
| | Childhood peer relationship problems and later risks of educational under-achievement and unemployment | Q73632620 |
| | Multiple levels of analysis | Q78287578 |
| | The cognitive control of emotion | Q28248075 |
| | Individual differences in trajectories of emotion regulation processes: The effects of maternal depressive symptomatology and children's physiological regulation | Q29028278 |
| | Convergent and discriminant validation by the multitrait-multimethod matrix. | Q29400497 |
| | Longitudinal Multitrait-Multimethod Models for Developmental Research | Q30459958 |
| | Profiles of disruptive behavior across early childhood: contributions of frustration reactivity, physiological regulation, and maternal behavior | Q33662480 |
| | Personal and interpersonal antecedents and consequences of victimization by peers | Q33861165 |
| | Fear and anger regulation in infancy: effects on the temporal dynamics of affective expression | Q34468008 |
| | Peer rejection and aggression and early starter models of conduct disorder | Q37413738 |
| | Developmental origins of early antisocial behavior | Q37435705 |
| | A longitudinal analysis of patterns of adjustment following peer victimization. | Q39596485 |
| | Developmental cascades: linking academic achievement and externalizing and internalizing symptoms over 20 years | Q39730630 |
| | Predicting kindergarten peer social status from toddler and preschool problem behavior | Q42633324 |
| | Initial sociometric impressions of attention-deficit hyperactivity disorder and comparison boys: predictions from social behaviors and from nonbehavioral variables | Q43653374 |
| | The interplay of social competence and psychopathology over 20 years: testing transactional and cascade models | Q44623638 |
| | Emotion expression processes in children's peer interaction: the role of peer rejection, aggression, and gender | Q46806624 |
| | Parental maltreatment and emotion dysregulation as risk factors for bullying and victimization in middle childhood | Q47575019 |
| | Chronicity and instability of children's peer victimization experiences as predictors of loneliness and social satisfaction trajectories | Q47580045 |
| | Emotion regulation among school-age children: the development and validation of a new criterion Q-sort scale | Q47618079 |
| | Peer victimization: cause or consequence of school maladjustment? | Q47630321 |
| | Friendship quality as a predictor of young children's early school adjustment | Q47632067 |
| | Rethinking feelings: an FMRI study of the cognitive regulation of emotion | Q48421581 |
| | Empirically based assessment of the behavioral/emotional problems of 2- and 3- year-old children | Q48967674 |
| | Profiles of externalizing behavior problems for boys and girls across preschool: the roles of emotion regulation and inattention. | Q50926456 |
| | Emotion regulation in children with anxiety disorders. | Q50988905 |
| | Preschool emotional competence: pathway to social competence? | Q51029096 |
| | The relations of regulation and emotionality to children's externalizing and internalizing problem behavior. | Q51064259 |
| | Physiological and behavioral regulation in two-year-old children with aggressive/destructive behavior problems. | Q51080428 |
| | The role of emotionality and regulation in children's social functioning: a longitudinal study. | Q51121412 |
| | The relations of emotionality and regulation to preschoolers' social skills and sociometric status. | Q51139911 |
| | Emotional and behavioral predictors of preschool peer ratings. | Q51166751 |
| | Convergent and criterion-related validity of the Behavior Assessment System for Children-Parent Rating Scale. | Q51999065 |
| | The company they keep: friendships and their developmental significance. | Q52202944 |
| | Function and content of maternal demands: developmental significance of early demands for competent action. | Q52207855 |
| | Predicting early adolescent disorder from childhood aggression and peer rejection | Q52229858 |
| | The Influence of Informants on Ratings of Children's Behavioral Functioning | Q56930369 |
| | Kindergarten to 1st Grade: Classroom Characteristics and the Stability and Change of Children's Classroom Experiences | Q56930414 |
| | The power of friendship: Protection against an escalating cycle of peer victimization | Q57259079 |
| | Antecedents of self-regulation: A developmental perspective | Q57568510 |
| | Fear and Anger Regulation in Infancy: Effects on the Temporal Dynamics of Affective Expression | Q57568514 |
| P433 | issue | 4 | |
| P304 | page(s) | 737-748 | |
| P577 | publication date | 2010-11-01 | |
| P1433 | published in | Development and Psychopathology | Q5266724 |
| P1476 | title | Testing a developmental cascade model of emotional and social competence and early peer acceptance | |
| P478 | volume | 22 | |