Recent publications by TABS Lab members
In press
Hoyniak, C. P., Bates, J. E., Staples, A. D., Rudasill, K. M., Molfese, D. L., & Molfese, V. J. (in press). Child sleep and socioeconomic context in the development of cognitive abilities in early childhood. Child Development.
Crockett, L. J., *Wasserman, A. M., Rudasill K. M., Hoffman, L. & *Kalutskaya, I. (in press). Temperament in the classroom: Longitudinal relationships among early temperament, teacher-child conflict, and externalizing behavior. Child Development.
Acar, I., *Yu, M., & Rudasill, K. M. (in press). The contributions of relationships with parents and teachers to Turkish children’s antisocial behavior. Educational Psychology.
Crockett, L. J., *Wasserman, A. M., Rudasill K. M., Hoffman, L. & Kalutskaya, I. (in press). Temperament in the classroom: Longitudinal relationships among early temperament, teacher-child conflict, and externalizing behavior. Child Development. Abstract
*White, A. S., *Sirota, K., *Frohn, S. R., *Swenson, S. E., & Rudasill, K. M. (in press). Children’s temperament and the transition to kindergarten: A question of “fit” In A. Mashburn, J. LoCasale-Crouch, & K. Pears (Eds.) Welcome to Kindergarten! Describing, explaining, and promoting children’s positive transitions to school. Springer.
*Zulfiqar, N., LoCasale-Crouch, J., Sweeney, B., DeCoster, J., Rudasill, K. M., *McGinnis, C. M., *Acar, I., & *Miller, K. (in press). Transition practices to kindergarten and children’s gains over the school year: The role of the teacher-child relationship. In A. Mashburn, J. LoCasale-Crouch, & K. Pears (Eds.) Welcome to Kindergarten! Describing, explaining, and promoting children’s positive transitions to school. Springer.
2018
Rudasill, K. M., Snyder, K. E., Levinson, H., & Adelson, J. L. (2018). Systems view of school climate: A theoretical framework for research. Educational Psychology Review, 30, 35-60.
Buhs, E. S., Koziol, N., Rudasill, K. M., & Crockett, L. (2018). Children's temperament and later school engagement: Peer and teacher relationships in elementary school as mediating processes. Journal of Educational Psychology, 110, 338-354.
*McGinnis, C. M., & Rudasill, K. M. (2018). Student-teacher relationships. In E. B. Braaten (Ed.) The SAGE Encyclopedia of Intellectual and Developmental Disorders.
*Acar, I. & Rudasill, K. M., (2018). Publishing in developmental psychology journals. In R. G. Floyd (Ed.), Publishing in school psychology and related fields: An insider’s guide. New York, NY: Routledge.
2017
*Deng, Q., Trainin, G., Rudasill, K. M., *Kalutskaya, I., Wessels, S., Torquati, J., & Coplan, R. J. (2017). Preservice teachers’ strategies and attitudes toward hypothetical shy, exuberant, and typical children. Learning and Individual Differences, 56, 85-95. Full text
*Prokasky, A., Rudasill, K. M., Molfese, V. J., Putnam, S. Gartstein, M., & Rothbart, M. K. (2017). Identifying child temperament types using cluster analysis in three samples. Journal of Research in Personality, 67, 190-201.
Rudasill, K. M., Hawley, L. R., LoCasale-Crouch, J., & Buhs, E. S. (2017). Child temperamental regulation and classroom quality in Head Start: Considering cumulative economic risk. Journal of Educational Psychology, 109, 118-130. Full text
Rudasill, K. M., *Frohn, S., & *Swenson, S. (2017). Children’s temperament and their interactions with teachers. In S. Grilli, I. Buonomo, C. Fiorilli, and K. M. Rudasill (Eds.) Easy or not: Children’s temperament at school (pp. 107-121). Rome, Italy: Carocci Editore.
Grilli, S., Buonomo, I., Fiorilli, C., & Rudasill, K. M. (Eds.). (2017). Easy or not: Children’s temperament at school. Rome, Italy: Carocci Editore.
2016
Pössel, P., Rakes, C. C., Rudasill, K. M., Sawyer, M. G., Spence, S. H., & Sheffield, J. (2016). Associations between teacher-reported school climate and depressive symptoms in Australian adolescents: A 5-year longitudinal study. School Mental Health, 8, 425-440.
Rudasill, K. M., Hawley, L. Molfese, V. J., *Prokasky, A., *Tu, X., & *Sirota, K. (2016). Temperament and teacher-child conflict in preschool: The moderating roles of classroom emotional support and instructional support. Early Education and Development, 27, 859-874. Full text
Tate, A. D., Trofholz, A., Rudasill, K. M., Neumark-Sztainer, D., & Berg, J. M. (2016). Does child temperament modify the overweight risk associated with parent feeding behaviors and child eating behaviors?: An exploratory study. Appetite, 101, 178-183. Full text
Rudasill, K. M., *Sirota, K., *Kraleman, M., *Prokasky, A., *Madison, K., & Molfese, V. J. (2016). Child temperament at school and in the classroom. In R. J. Waller (Ed.) Mental health promotion in schools: Special topics, special challenges, 2nd ed. Bentham e-books.
Coplan, R. C., & Rudasill, K. M. (2016). Quiet at school: An educator’s guide to shy children. New York: Teacher’s College Press.
Buhs, E. S., & Rudasill, K. M. (2016). Resilience close up. [Review of the book Ordinary magic: Resilience in temperament by Ann S. Masten]. Journal of Applied Developmental Psychology, 46, 84-85. Full text
2015
Molfese, V. J., Rudasill, K. M., *Prokasky, A., *Champagne, C., *Holmes, M., Molfese, D., & Bates, J. E. (2015). Toddler sleep characteristics, sleep problems, and temperament. Developmental Neuropsychology, 40, 138-154.
*Kalutskaya, I., *Archbell, K. A., Rudasill, K. M., & Coplan, R. J. (2015). Shy children in the classroom: From research to educational practice. Translational Issues in Psychological Science, 1, 149-157. Full text
*Acar, I., Rudasill, K. M., Torquati, J., Molfese, T. J., & *Prokasky, A. (2015). Temperament and preschool children’s peer interactions. Early Education and Development, 26, 479-495. Full text
Buhs, E. S., Rudasill, K. M., *Kalutskaya, I. N., & *Griese, E. R. (2015). Shyness and engagement: Contributions of peer rejection and teacher sensitivity. Early Childhood Research Quarterly, 30, 12-19. Full text
2014
Rudasill, K. M., *Prokasky, A., *Tu, X., *Frohn, S., *Sirota, K., & Molfese, V. J. (2014). Parent vs. teacher ratings of children's shyness as predictors of early language and attention skills. Learning and Individual Differences, 34, 57-62. Full text
Rudasill, K. M., Niehaus, K., Crockett, L., & Rakes, C. (2014). Changes in school connectedness and affiliation with deviant peers among sixth-grade students living in high-poverty neighborhoods. Journal of Early Adolescence, 34, 896-922.
Rudasill, K. M., Pössel, P., *Winkeljohn-Black, S., & Niehaus, K. (2014). Teacher support as a mediator of concurrent and longitudinal associations between temperament and depressive symptoms. Early Child Development and Care, 184, 803-818.
Rudasill, K. M. & *Kalutskaya, I. (2014). Being shy at school [Peer commentary on the paper “Gender differences in childhood shyness” by Doey et al.]. Sex Roles, 70, 267-273.
2013
Pössel, P., Rudasill, K. M., Adelson, J. A., *Wooldridge, D., *Bjerg, A., & *Winkeljohn Black, S. (2013). The Teaching Behavior Questionnaire: Factor structure and reliability of an instrument to measure student-reported teaching behavior. International Journal of Emotional Education, 5, 5-30.
Rudasill, K. M., Niehaus, K., Buhs, E., & *White, J. M. (2013). Temperament in early childhood and peer interactions in third grade: The role of teacher-child relationships in early elementary grades. Journal of School Psychology, 51, 701-716. doi:10.1016/j.jsp.2013.08.002 Full text
Rudasill, K. M., *Gonshak, A. B., Pössel, P., *Nichols, A., & Stipanovic, N. (2013). Assessments of student-teacher relationships in residential treatment center schools. Journal for the Education of Students Placed at Risk, 18, 193-211. Full text
Pössel, P., Rudasill, K. M., Sawyer, M. G., Spence, S. H., & *Bjerg, A. C. (2013). Associations between teacher emotional support and depressive symptoms in Australian adolescents. Developmental Psychology, 49, 2135-2146. doi: 10.1037/a0031767 Full text
Molfese, V., *Prokasky, A., Rudasill, K. M., *Acar, I. H., *Tu, X., *Sirota, K., & Keiser, B. (2013). Prenatal development and infancy. In Ani Mamourian (Ed.) Oxford bibliographies. New York: Oxford University Press. Full text
Molfese, V.J., Rudasill, K. M., & Molfese, D. (2013). Sleep in preschoolers’ school readiness, academics and behavior. In A. Wolfson, and H. Montgomery-Downs (Eds) Oxford Handbook of Infant, Child, and Adolescent Sleep: Development and Problems (pp 397-413).
2012
*Niehaus, S. K., Rudasill, K. M., & *Rakes, C. (2012). A longitudinal study of school connectedness and academic outcomes across sixth grade. Journal of School Psychology, 50, 443-460. Full text
*Niehaus, K., Rudasill, K. M., & Adelson, J. (2012). Self-efficacy, intrinsic motivation, and academic outcomes among Latino middle school students participating in an after school program. Hispanic Journal of Behavioral Sciences, 34, 118-136. doi:10.1177/0739986311424275 Full text
*Mitchell, N. G., Moore, J. B., Bibeau, W. S., & Rudasill, K. M. (2012). Cardiovascular fitness moderates the relations between estimates of obesity and physical self-perceptions in rural elementary students. Journal of Physical Activity and Health, 9, 288-294.
LoCasale-Crouch, J., Rudasill, K. M., Sweeney, B. D., Chattrabhuti, C., Patton, C., & Pianta, R. C. (2012). The transition to kindergarten: Fostering connections for early school success. In Vol. 17 Advances in Motivation and Achievement.
2011
Curby, T. W., Rudasill, K. M., Edwards, T., & Perez-Edgar, K. (2011). The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament. School Psychology Quarterly, 26, 175-188. doi: 10.1037/a0023042 Full text
Rudasill, K. M. (2011). Child temperament, teacher-child interactions, and teacher-child relationships: A longitudinal investigation from first to third grade. Early Childhood Research Quarterly, 26, 147-156. doi: 10.1016/j.ecresq.2010.07.002 Full text
2010
Rudasill, K. M., Reio, T., & Stipanovic, N., & Taylor, J. E. (2010). A longitudinal study of student- teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence. Journal of School Psychology, 48, 389-412. Full text
Molfese, P. J., Molfese, V. J., Molfese, D. L., Rudasill, K. M., Armstrong, N., & Starkey, G. (2010). Executive function skills of 6 to 8 year olds: Brain and behavioral evidence and implications for school achievement. Contemporary Educational Psychology, 35, 116-125. Full text
Rudasill, K. M., Gallagher, K., & *White, J. M. (2010). Temperamental attention and activity, classroom emotional support, and academic achievement in third grade. Journal of School Psychology, 48, 113-134. Full text
Molfese, V.J., Rudasill, K.M., Beswick, J.L., Jacobi-Vessels. J.L, Ferguson, M.C., & *White, J.M. (2010). Infant temperament, maternal personality, and parenting stress as contributors to infant developmental outcomes. Merrill-Palmer Quarterly, 56, 49-79 Full text
2009
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, 107-120. Full text
*Wyrick, A. J., & Rudasill, K. M. (2009). Parent involvement as a predictor of teacher-child relationship quality in third grade. Early Education and Development, 20, 1-20. Full text
Rudasill, K. M., & Konold, T. R. (2008). Contributions of children’s temperament to teachers’ judgments of social competence from kindergarten through second grade. Early Education and Development, 19, 643-666. Full text
2008
Curby, T. C., Rudasill, K. M., Rimm-Kaufman, S. E., & Konold, T. K. (2008). The role of social competence in predicting gifted enrollment. Psychology in the Schools, 45, 729-744.
2006
Rudasill, K. M., Rimm-Kaufman, S. E., Justice, L. M., & Pence, K. (2006). Temperament and language skills as predictors of teacher-child relationship quality in preschool. Early Education and Development, 17, 271-291. Full text