Jodi Swanson
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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
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
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
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
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
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
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
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
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
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
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
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
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
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
Mothers’ partnership instability and coparenting among fragile families
CE Cooper, AN Beck, RS Högnäs, J Swanson
Social science quarterly 96 (4), 1103-1116, 2015
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
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
Considering child effortful control in the context of teacher effortful control: Implications for kindergarten success
LM Gaias, T Abry, J Swanson, RA Fabes
Learning and Individual Differences 45, 199-207, 2016
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
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
Early education and development 29 (5), 780-796, 2018
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