1 |
Rothbart, M. K., Ahadi, S. A., & Hershey, K. L. (1994). Temperament and social behavior in childhood. Merrill-Palmer Quarterly, 40(1), 21-39.
|
2 |
Rothbart, M. K., & Bates, J. E. (2006). Temperament. In Eisenberg, N. (Ed.). Social, emotional, and personality development(6th ed.), 3, (pp. 99-166). NY: Wiley.
|
3 |
Rudasill, K, M., & Rimm-Kaufman, S. E. (2009). Teacher-child relationship quality: the roles of child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24(2), 107-120.
DOI
ScienceOn
|
4 |
Russel, A., Hart, C., Robinson, C. C., & Olson, S. F. (2003). Children's sociable and aggressive behavior with peers: A comparison of the US and Autralia and contributions temperament and parenting styles. International Journal of Behavioral Development, 27(1), 74-86.
DOI
|
5 |
Scarr, S., & McCartney, K. (1983). How people make their own environments: A theory of genotype/environment effects. Child Development, 54, 424-435.
|
6 |
Shaffer, D. R. (2000). Social and personality development(4th ed.). Belment, CA: Wadsworth/Tomson Learning.
|
7 |
Sroufe, L. A. (1983). Infant-caregiver attachment and patterns of adaptation in preschool: Roots of maladaptation and competence. In Perlmutter, M. (Ed.). Minnesota symposia on child psychology, 16, (pp. 41-91). Hillsdale, NJ: Erlbaum.
|
8 |
Thompson, R. A. (1994). Emotional regulation: A theme in search of definition. In Fox, N. A. (Ed.). The development of emotion regulation: Biological and behavioral considerations. Monographs of the Society for Research in Child Development, 59, (pp. 25-52). Chicago: University of Chicago Press.
DOI
ScienceOn
|
9 |
Morita, H., Suzuki, M., & Kamoshita, S. (1990). Screening measures for detecting psychiatric disorders in Japanese secondary school children. Journal of Child Psychology & Psychiatry, 31(4), 603-617.
DOI
|
10 |
Muris, P., & Meesters, C., (2009). Reactive and regulative temperament in youths: Psychometric evaluation of the early adolescent temperament questionnairerevised. Journal of Psychopathology and Behavioral Assessment, 31, 7-19.
DOI
|
11 |
Pianta, R. C. (1994). Patterns of relationships between children and kindergarten teachers. Journal of School Psychology, 32, 15-31.
DOI
ScienceOn
|
12 |
Muris, P., Pennen, E., Sigmond, R., & Mayer, B. (2008). Symptoms of anxiety, depression, and aggression in non-clinical children: Relationships with self-report and performance-based measures of attention and effortful control. Child Psychiatry & Human Development, 39(5), 455-467.
DOI
ScienceOn
|
13 |
Murry, K. T., & Kochanska, G. (2002). Effortful control: Factor structure and relation to externalizing and internalizing behaviors. Journal of Abnormal Child Psychology, 30, 503-514.
DOI
ScienceOn
|
14 |
Myer, S. S., & Pianta, R. C. (2008). Developmental commentary: individual and contextual influences on student-teacher relationships and children's early problem behavior. Journal of Clinical Child & Adolescent Psychology, 37(3), 600-608.
DOI
ScienceOn
|
15 |
Pianta, R. C., & Steinberg, M. (1992). Teacher-child relationships and the process of adjustment to school. New Directions for Child Development, 57, 61-80.
|
16 |
Pianta, R. C., Steinberg, M. S., & Rollins, L. B. (1995). The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology, 7, 295-312.
DOI
|
17 |
Reed, M. A., Pien, D. P., & Rothbart, M. K. (1984). Inhibitory self-control in preschool children. Merrill-Palmer Quarterly, 20, 131-147.
|
18 |
Hamre, B., & Pianta, R. (2001). Early student-teacher relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625-638.
DOI
ScienceOn
|
19 |
Hill, J. P., & Lynch, M. E. (1983). The intensification of gender-related role expectations during early adolescence. In Brooks-Gunn, J. & Petersen, A. C. (Eds.). Girls at puberty: Biological and psychological perspectives(pp. 201-228). NY: Plenum.
|
20 |
Hill, A. (2003). The development of effortful control: Links with parenting, infant emotion regulation, and social competence in early childhood. Unpublished doctoral dissertation. Notre Dame University.
|
21 |
LaFreniere, P. J., & Dumas, J. E. (1996). Social competence and behavior evaluation in children ages 3 to 6 years: The short form (SCBE-30). Psychological Assessment, 8, 369-377.
DOI
ScienceOn
|
22 |
Ladd, G. W., & Le Sieur, K. D. (1995). Parents and children's peer relationships. In Bornstein, M. H. (Ed.). Handbook of Parenting: Applied and practical parenting, 4, (pp. 377-409). Hillsdale, NJ: Erlbaum.
|
23 |
Lemery, K. S., Essex, M. J., & Smider, N. A. (2002). Revealing the relation between temperament and behavior problem symptoms by eliminating measurement confounding: Expert ratings and factor analyses. Child Development, 73, 867-882.
DOI
ScienceOn
|
24 |
MacKinnon-Lewis, C., Volling, B. L., Lamb, M. E., Dechman, K., Rabiner, D., & Curtner, M. E. (1994). A cross-contextual analysis of boy's social competence: From family to school. Developmental Psychology, 30, 325-333.
DOI
ScienceOn
|
25 |
Mantzicopoulos, P. (2005). Conflictual relationships between kindergarten children and their teacher: Association with child and classroom context variables. Journal of School Psychology, 43, 425-442.
DOI
ScienceOn
|
26 |
Calkins, S. D., & Fox, N. A. (2002). Self-regulatory processes in early personality development: A multilevel approach to the study of childhood social withdrawal and aggression. Development and Psychopathology, 14, 477-498.
DOI
ScienceOn
|
27 |
Copeland, M. J., Denham, S., & DeMulder, E. (1997). Q-sort assessment relationship and social competence in the preschool. Early Education and Development, 8(1), 27-39.
DOI
ScienceOn
|
28 |
Campbell, S. B. (1995). Behavior problems in preschool children: A review of recent research. Journal of Child Psychology and Psychiatry, 36, 113-149.
DOI
|
29 |
Cold, C. R., Mott, J. A., & Berman, A. S. (2002). The interactive effects of infant activity level and fear on growth trajectories of early childhood behavior problems. Development and Psychopathology, 14, 1-23.
DOI
ScienceOn
|
30 |
Cole, P. M., Mischel, M. K., & Teti, L. O. (1994). The development of emotion regulation and dysregulation: A clinical perspective. In Fox, N. A. (Ed.). The development of emotion regulation(pp. 15-48). NY: Cambridge University Press.
|
31 |
DiLalla, L. F., Marcus, J. L., & Wright-Phillips, M. V. (2004). Longitudinal effects of preschool behavioral styles on early adolescent school performance. Journal of School Psychology, 42, 385-401.
DOI
ScienceOn
|
32 |
Doll, B. (1996). Children without friends: Implications for practice and policy. School Psychology Review, 25, 165-183.
|
33 |
Duncan, G. J., Brooks-Gunn, J., & Klebanov, P. K. (1994). Economic deprivation and early childhood development. Child Development, 65, 296-318.
DOI
ScienceOn
|
34 |
Eisenberg, N., Fabes, R. A., Bernzweig, J., Karbon, M., Poulin, R., & Hanish, L. (1993). The relations of emotionality and regulation to preschoolers' social skill and sociometric status. Child Development, 64, 1418-1438.
DOI
ScienceOn
|
35 |
박영태, 이경님. (2011). 유아의 기질과 어머니 양육행동 및 교사-유아 관계가 유아의 자기 통제에 미치는 영향. 열린유아교육연구, 16(1), 235-256.
|
36 |
이지희, 문혁준. (2010). 유아의 또래 유능성에 영향을 미치는 개인내적, 외적 요인에 대한 구조분석. 아동학회지, 31(3), 17-32.
|
37 |
서소정, 하지영 (2008). 유아의 교육기관 부적응행동에 대한 유아 및 어머니 변인 간의 상호작용 효과에 관한 연구. 대한가정학회지, 46(1), 73-86.
|
38 |
오경희, 신유림. (2010). 유아-교사의 갈등적 관계에 영향을 미치는 유아 및 교사 변인. 유아교육연구, 30(2), 339-356.
|
39 |
이선애, 현은자. (2010). 교사-유아 관계와 유아의 또래유능성 및 자기조절 능력 간의 관계연구. 아동학회지, 31(2), 1-15.
|
40 |
이진숙. (2001). 유아의 애착표상과 교사-유아 관계 및 사회적 능력 간의 관계. 경희대학교 박사학위논문.
|
41 |
장영숙, 조정애. (2000). 교사가 지각한 유아의 문제행동과 유아의 성별, 연령, 기질 및 교사 기질과의 관계. 미래유아교육학회지, 7(2), 97-119.
|
42 |
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual strategic and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
DOI
|
43 |
Birch, S. H., & Ladd, G. W. (1996). Interpersonal relationships in the school environment and children's early school adjustment: The role of teachers and peers. In Wentzel, K. & Juvonen, J. (Eds.). Social motivation: Understanding children's social adjustment(pp. 199-225). New York: Cambridge University Press.
|
44 |
Blair, K. A., Denhan, S. A., Kochanoff, A., & Whipple, B. (2004). Playing it cool: Temperament, emotion regulation, and social behavior in preschoolers. Journal of School Psychology, 42, 419-443.
DOI
ScienceOn
|
45 |
Calkins, S. D., & Dedmon, S. E. (2000). Physiological and behavioral regulation in two-year old children with aggressive/destructive behavior problems. Journal of Abnormal Child Psychology, 28, 103-118.
DOI
ScienceOn
|
46 |
김정순. (2005). 교사-유아 관계와 유아의 친사회적 행동과의 상관연구. 서울교육대학교 석사학위논문.
|
47 |
강정원, 김순자. (2006). 유아의 부적응 행동과 교사의 교수적 스트레스 및 교사-유아 관계. 아동학회지, 27(1), 17-30.
|
48 |
권연희, 박경자. (2003). 아동의 사회적 유능성에 영향을 미치는 정서성, 대인간 문제해결전략 및 어머니 행동. 아동학회지, 24(3), 27-44.
|
49 |
김선희. (2009). 유아의 행동 문제에 대한 유아의 기질과 교사-유아 관계의 영향. 유아교육연구, 29(5), 203-224.
|
50 |
김주혜. (2008). 유아의 놀이성과 놀이행동 및 교사-유아 관계성. 연세대학교 석사학위논문.
|
51 |
김지현, 권연희. (2010). 어머니 양육행동, 아동의 정서조절 및 스트레스 대처행동이 남아와 여아의 행동문제에 미치는 영향. 대한가정학회지, 48(3), 1-13.
과학기술학회마을
DOI
|
52 |
김혜진, 김영아, 이진, 오경자. (2009). 사회인구학적 변인에 다른 한국 유아의 문제행동 특성. 한국심리학회지: 발달, 22(3), 125-144.
|
53 |
문영경. (2009). 어머니의 정서적 가용성이 유아의 사회적 기술 및 문제 행동에 미치는 영향: 유아 의도적 통제의 매개효과를 중심으로. 연세대학교 박사학위논문.
|