| Prediction of children's academic competence from their effortful control, relationships, and classroom participation. C Valiente, K Lemery-Chalfant, J Swanson, M Reiser Journal of educational psychology 100 (1), 67, 2008 | 665 | 2008 |
| Linking students’ emotions and academic achievement: When and why emotions matter C Valiente, J Swanson, N Eisenberg Child development perspectives 6 (2), 129-135, 2012 | 563 | 2012 |
| The importance of self-regulation for the school and peer engagement of children with high-functioning autism LB Jahromi, CI Bryce, J Swanson Research in Autism Spectrum Disorders 7 (2), 235-246, 2013 | 255 | 2013 |
| Prediction of kindergartners' academic achievement from their effortful control and emotionality: Evidence for direct and moderated relations. C Valiente, K Lemery-Chalfant, J Swanson Journal of Educational Psychology 102 (3), 550, 2010 | 247 | 2010 |
| Predicting early adolescents’ academic achievement, social competence, and physical health from parenting, ego resilience, and engagement coping J Swanson, C Valiente, K Lemery-Chalfant, T Caitlin O'Brien The Journal of Early Adolescence 31 (4), 548-576, 2011 | 185 | 2011 |
| Kindergartners' temperament, classroom engagement, and student–teacher relationship: Moderation by effortful control C Valiente, J Swanson, K Lemery‐Chalfant Social Development 21 (3), 558-576, 2012 | 162 | 2012 |
| Emotion-related socialization in the classroom: Considering the roles of teachers, peers, and the classroom context. C Valiente, J Swanson, D DeLay, AM Fraser, JH Parker Developmental psychology 56 (3), 578, 2020 | 125 | 2020 |
| Children’s responses to daily social stressors: Relations with parenting, children’s effortful control, and adjustment C Valiente, K Lemery‐Chalfant, J Swanson Journal of Child Psychology and Psychiatry 50 (6), 707-717, 2009 | 96 | 2009 |
| Children's shyness, popularity, school liking, cooperative participation, and internalizing problems in the early school years ND Eggum-Wilkens, C Valiente, J Swanson, K Lemery-Chalfant Early Childhood Research Quarterly 29 (1), 85-94, 2014 | 87 | 2014 |
| Predicting academic achievement from cumulative home risk: The mediating roles of effortful control, academic relationships, and school avoidance J Swanson, C Valiente, K Lemery-Chalfant Merrill-Palmer Quarterly (1982-), 375-408, 2012 | 85 | 2012 |
| Parents’ and teachers’ academic influences, behavioral engagement, and first-and fifth-grade achievement. CI Bryce, RH Bradley, T Abry, J Swanson, MS Thompson School Psychology 34 (5), 492, 2019 | 77 | 2019 |
| Family risk profiles and school readiness: A person-centered approach ME Pratt, MM McClelland, J Swanson, ST Lipscomb Early childhood research quarterly 36, 462-474, 2016 | 74 | 2016 |
| Classroom-level adversity: Associations with children’s internalizing and externalizing behaviors across elementary school. T Abry, CI Bryce, J Swanson, RH Bradley, RA Fabes, RF Corwyn Developmental psychology 53 (3), 497, 2017 | 65 | 2017 |
| Longitudinal relations among parents' reactions to children's negative emotions, effortful control, and math achievement in early elementary school J Swanson, C Valiente, K Lemery‐Chalfant, RH Bradley, ... Child development 85 (5), 1932-1947, 2014 | 50 | 2014 |
| Children’s effortful control and academic achievement: Do relational peer victimization and classroom participation operate as mediators? C Valiente, J Swanson, K Lemery-Chalfant, RH Berger Journal of School Psychology 52 (4), 433-445, 2014 | 47 | 2014 |
| Early elementary student-teacher relationship trajectories predict girls’ math and boys’ reading achievement C Valiente, JH Parker, J Swanson, RH Bradley, BM Groh Early Childhood Research Quarterly 49, 109-121, 2019 | 32 | 2019 |
| Kindergarten school engagement: Linking early temperament and academic achievement at the transition to school CI Bryce, P Goble, J Swanson, RA Fabes, LD Hanish, CL Martin Moving Forward in the Study of Temperament and Early Education Outcomes, 162-178, 2020 | 27 | 2020 |
| Mothers’ partnership instability and coparenting among fragile families CE Cooper, AN Beck, RS Högnäs, J Swanson Social Science Quarterly 96 (4), 1103-1116, 2015 | 25 | 2015 |
| First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning. T Abry, KL Granger, CI Bryce, M Taylor, J Swanson, RH Bradley School Psychology Quarterly 33 (4), 547, 2018 | 20 | 2018 |
| Teachers’ effortful control and student functioning: Mediating and moderating processes J Swanson, C Valiente, RH Bradley, K Lemery‐Chalfant, T Abry Social Development 25 (3), 623-645, 2016 | 19 | 2016 |
