The role of teachers' depressive symptoms in classroom quality and child developmental outcomes in Early Head Start programs

2019/07/06 by Kyong-Ah Kwon, Kyong‐Ah Kwon, Shinyoung Jeon +2 · 64 citations
Psychology · Social Sciences · #Association (psychology) #Child and Adolescent Psychosocial and Emotional Development #Clinical psychology #Cognition #Context (archaeology) #Depression (economics) #Depressive symptoms #Developmental psychology #Early Childhood Education and Development #Early Head Start #Head start #Intervention (counseling) #Mental health #Parental Involvement in Education #Psychiatry #Psychology

paper · doi:10.1016/j.lindif.2019.06.002

published in Learning and Individual Differences 74, 101748 (Elsevier BV)

openalex publication_date 2019/07/06 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/30

Citations

• Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors
• Informant Discrepancies in the Assessment of Childhood Psychopathology: A Critical Review, Theoretical Framework, and Recommendations for Further Study.
• Introduction to the Special Section: More Than Measurement Error: Discovering Meaning Behind Informant Discrepancies in Clinical Assessments of Children and Adolescents
• The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes
• Regression with missing Ys: An improved strategy for analyzing multiply imputed data
• Teacher–Child Interactions in Early Head Start Classrooms: Associations With Teacher Characteristics