Joana Cadima|Karine Verschueren|Teresa Leal|Carolina Cristina Pereira Guedes
Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children
Universidade do Porto|KU Leuven|Universidade do Porto|Universidade do Porto
study examined quality classroom climate dyadic teacherchild relationships predictors selfregulation sample socially disadvantaged preschool children n 206 52 boys childrens selfregulation observed preschool beginning end school year middle preschool year classroom observations interactions conducted trained observers teachers rated quality dyadic teacherchild relationships results multilevel analyses revealed teacherchild closeness predicted improvements observed selfregulation skills children showed larger gains selfregulation experienced closer teacherchild relationships moreover moderating effect classroom instructional quality observed selfregulation found children low initial selfregulation skills benefit classrooms higher classroom quality findings implications understanding role classroom social processes development selfregulation