Kathleen M Rudasill
Biographic Data
| ID | 5758693 |
|---|---|
| NAME | Kathleen M Rudasill |
| GIVEN NAMES | Kathleen M |
| FAMILY NAME | Rudasill |
| SIGNATURE | RUDASILL K M |
| AFFILIATIONS | Virginia Commonwealth University |
| ORCID | 0000-0002-9415-8575 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 73 |
| AUTHOR COUNT | 32 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
The Association Between Child Maltreatment and Moral Disengagement
Moral disengagement is a psychological process that enables individuals to distance themselves from their moral standards and justify unethical behavior. A growing body of empirical evidence has documented associations between child maltreatment and elevated levels of moral disengagement. However, a substantial degree of inconsistency has been identified within the extant empirical literature regarding the magnitude of this relationship. This met…
Classroom Quality Moderates the Association Between Sleep Problems and Self-Regulation in the Preschool Classroom
Research Findings: Although sleep has been consistently linked with self-regulation during early childhood, few studies have examined possible risk or resilience factors that moderate this association. Classroom quality could be such a factor. The current study examined whether preschool classroom quality moderated the association between sleep in early childhood and child self-regulation in the preschool classroom. Participants included 119 chil…
The Relationship Between Basic Psychological Needs and Academic Achievement in Adolescents
The Reciprocal Relationship between School Connectedness and Adolescent Depressive Symptoms
Social–Emotional Profiles of Preschool Children
This study aims to enhance our understanding of the diverse nature of social-emotional development and explore the demographic disparities and intersectionality of social determinants among children, with an emphasis on underserved populations of children in low-resource environments. Young children living in low-income families are exposed to a wide array of social and systemic risks that increase the propensity for poor learning and social-emot…
White privilege and teacher perceptions of teacher-child relationship quality
Preschool Children’s Self-regulation and Learning Behaviors
Early Teacher–Child Relationships Promote Self-Regulation Development in Prekindergarten
Children's experiences during the prekindergarten period are critical for shaping their emerging self-regulation skills. The purpose of this study was to examine the contribution of teacher-child relationship quality to children's performance on a self-regulation task at the end of prekindergarten. Teachers rated the conflict, closeness, and dependency in their relationships with 104 children in the fall of prekindergarten, and children's self-re…
Transactions between Problem Behaviors and Academic Performance in Early Childhood
This study aimed to further the understanding of transactional relationships that exist between problem behaviors and academic performance in early childhood. Early academic and behavior difficulties increase the risk of school disengagement, academic failure, and dropout. Although children's academic and behavioral difficulties have been shown to be intercorrelated, little research has focused on how the relationship reciprocates and progresses …
Pathways to Low-Income Children’s Self-Regulation
Research Findings: We examined low-income children’s temperament (regulatory and reactive) as a predictor of their self-regulation, and teacher-child relationship (closeness and conflict) as a moderator of associations between child temperament and selfregulation. This study involved 291 children (132 girls) (Mage = 53.88 months, SD = 6.44 months) from three EduCare programs. Parents reported on children’s temperament and teachers reported on qua…
The roles of teacher–student relationship quality and self-concept of ability in adolescents’ achievement emotions
This study examined to what extent teacher–student conflict and closeness, on the one hand, and students’ self-concepts of ability in literacy and mathematics, on the other, are related to students’ achievement emotions (enjoyment, anxiety and boredom) in mathematics and literacy among Finnish early adolescents ( N = 854). We also investigated the extent to which these associations are moderated by student temperament (surgency/extraversion, nega…
Catching sight of children with internalizing symptoms in upper elementary classrooms
Teachers play a crucial role in the assessment of children's internalizing symptoms but may not always succeed in accurately identifying such symptoms in class. Using a multilevel structural equation modeling (MSEM) approach, this study aimed to explore teacher and child characteristics that may explain measurement bias in teachers' ratings of internalizing symptoms at the between- and within-teacher level. Upper elementary school teachers (N = 9…
A cross-lagged study of students’ motivation, academic achievement, and relationships with teachers from kindergarten to 6th grade
This 3-wave longitudinal study explored the complex ways in which students’ motivation (motivational attitudes and beliefs), relationships with teachers (closeness, conflict, and dependency), and academic achievement (reading comprehension and math performance) inform one another from kindergarten through 6th grade. The sample included students (N = 1,267; 49.3% boys) and 207 teachers participating in the Dutch triennial COOL cohort study. At all…
Addendum
The authors wish to make the following correction to this paper [...]
Sustained attention across toddlerhood
The present study examined individual differences in the development of sustained attention across toddlerhood, as well as how these individual differences related to the development of language and sleep. Toddlers (N = 314; 54% male) were assessed at 30, 36, and 42 months using multiple measures of attention, a standardized language assessment, and actigraphic measures of sleep. Toddlers were 80% White. Family socioeconomic status (SES) was calc…
Heterotypic continuity of inhibitory control in early childhood
Inhibitory control has been widely studied in association with social and academic adjustment. However, prior studies have generally overlooked the potential heterotypic continuity of inhibitory control and how this could affect assessment and understanding of its development. In the present study, we systematically considered heterotypic continuity in four well-established measures of inhibitory control, testing two competing hypotheses: (a) the…
Sleep across early childhood
BACKGROUND: Sleep is thought to be important for behavioral and cognitive development. However, much of the prior research on sleep's role in behavioral/cognitive development has relied upon self-report measures and cross-sectional designs. METHODS: The current study examined how early childhood sleep, measured actigraphically, was developmentally associated with child functioning at 54 months. Emphasis was on functioning at preschool, a crucial …
Promoting Higher Quality Teacher–Child Relationships
Children's relationships with teachers in kindergarten are crucial for academic and social success. Research shows that teacher-child relationships are predicated, in part, on children's temperament. The "INSIGHTS into Children's Temperament" intervention was intended to improve children's and teachers' understanding of their and others' temperament, and has been shown to improve children's social skills and self-regulation in urban, under-resour…
Temperamental Constellations and School Readiness
This study uses canonical correlation analyses to explore the relationship between multiple predictors of school readiness (i.e., academic readiness, social readiness, and teacher-child relationship) and multiple temperamental traits using data from the second wave (age 54 months, n = 1226) of the longitudinal Study of Early Child Care and Youth Development (SECCYD; NICHD ECCRN 1993). This longitudinal study collected data on a large cohort of ch…
Systems View of School Climate
Observed Quality and Consistency of Fifth Graders' Teacher-Student Interactions
This study examined how overall quality and within-day consistency in fifth graders' teacher-student interactions related to feelings about, engagement, and academic performance in school. Participants were 956 children in a national study. Students who experienced higher quality interactions reported more positive feelings about school, were more engaged, performed better in math and reading, and had more closeness and less conflict with teacher…
Identifying child temperament types using cluster analysis in three samples
Does child temperament modify the overweight risk associated with parent feeding behaviors and child eating behaviors
Shyness and engagement
Being Shy at School
Teacher–child relationship quality
Associations between teacher emotional support and depressive symptoms in Australian adolescents
Approximately 1/5 of adolescents develop depressive symptoms. Given that youths spend a good deal of their lives at school, it seems plausible that supportive relationships with teachers could benefit their emotional well-being. Thus, the purpose of this study is to examine the association between emotionally supportive teacher relationships and depression in adolescence. The so-called principle-effect and stress-buffer models could explain relat…
Child temperament, teacher–child interactions, and teacher–child relationships
Changes in School Connectedness and Deviant Peer Affiliation Among Sixth-Grade Students From High-Poverty Neighborhoods
This longitudinal study examined associations between changes in School Connectedness and changes in Affiliation With Deviant Peers among students from high-poverty backgrounds during the year immediately following the transition to middle school. Sixth-graders ( N = 328) attending two middle schools in a large school district completed measures of School Connectedness and Affiliation With Deviant Peers at three points across the year. Results fr…
Self-Efficacy, Intrinsic Motivation, and Academic Outcomes Among Latino Middle School Students Participating in an After-School Program
This longitudinal study examined how academic self-efficacy, intrinsic motivation, and participation in an after-school program contributed to the academic achievement of Latino middle school students over the course of one school year. Participants were 47 Latino students in sixth through eighth grades who attended two public middle schools in which an after-school program was held that was specifically for Latino students. Results from ordinary…
Does child temperament modify the overweight risk associated with parent feeding behaviors and child eating behaviors
Shyness and engagement
Observed Quality and Consistency of Fifth Graders' Teacher-Student Interactions
This study examined how overall quality and within-day consistency in fifth graders' teacher-student interactions related to feelings about, engagement, and academic performance in school. Participants were 956 children in a national study. Students who experienced higher quality interactions reported more positive feelings about school, were more engaged, performed better in math and reading, and had more closeness and less conflict with teacher…
Being Shy at School
Heterotypic continuity of inhibitory control in early childhood
Inhibitory control has been widely studied in association with social and academic adjustment. However, prior studies have generally overlooked the potential heterotypic continuity of inhibitory control and how this could affect assessment and understanding of its development. In the present study, we systematically considered heterotypic continuity in four well-established measures of inhibitory control, testing two competing hypotheses: (a) the…
Identifying child temperament types using cluster analysis in three samples
Teacher–child relationship quality
A longitudinal study of student–teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence
Child temperament, teacher–child interactions, and teacher–child relationships
A longitudinal study of school connectedness and academic outcomes across sixth grade
Self-Efficacy, Intrinsic Motivation, and Academic Outcomes Among Latino Middle School Students Participating in an After-School Program
This longitudinal study examined how academic self-efficacy, intrinsic motivation, and participation in an after-school program contributed to the academic achievement of Latino middle school students over the course of one school year. Participants were 47 Latino students in sixth through eighth grades who attended two public middle schools in which an after-school program was held that was specifically for Latino students. Results from ordinary…
Changes in School Connectedness and Deviant Peer Affiliation Among Sixth-Grade Students From High-Poverty Neighborhoods
This longitudinal study examined associations between changes in School Connectedness and changes in Affiliation With Deviant Peers among students from high-poverty backgrounds during the year immediately following the transition to middle school. Sixth-graders ( N = 328) attending two middle schools in a large school district completed measures of School Connectedness and Affiliation With Deviant Peers at three points across the year. Results fr…
Associations between teacher emotional support and depressive symptoms in Australian adolescents
Approximately 1/5 of adolescents develop depressive symptoms. Given that youths spend a good deal of their lives at school, it seems plausible that supportive relationships with teachers could benefit their emotional well-being. Thus, the purpose of this study is to examine the association between emotionally supportive teacher relationships and depression in adolescence. The so-called principle-effect and stress-buffer models could explain relat…
Shyness and engagement
Being Shy at School
Does child temperament modify the overweight risk associated with parent feeding behaviors and child eating behaviors
Identifying child temperament types using cluster analysis in three samples
Systems View of School Climate
Observed Quality and Consistency of Fifth Graders' Teacher-Student Interactions
This study examined how overall quality and within-day consistency in fifth graders' teacher-student interactions related to feelings about, engagement, and academic performance in school. Participants were 956 children in a national study. Students who experienced higher quality interactions reported more positive feelings about school, were more engaged, performed better in math and reading, and had more closeness and less conflict with teacher…
Sleep across early childhood
BACKGROUND: Sleep is thought to be important for behavioral and cognitive development. However, much of the prior research on sleep's role in behavioral/cognitive development has relied upon self-report measures and cross-sectional designs. METHODS: The current study examined how early childhood sleep, measured actigraphically, was developmentally associated with child functioning at 54 months. Emphasis was on functioning at preschool, a crucial …
Promoting Higher Quality Teacher–Child Relationships
Children's relationships with teachers in kindergarten are crucial for academic and social success. Research shows that teacher-child relationships are predicated, in part, on children's temperament. The "INSIGHTS into Children's Temperament" intervention was intended to improve children's and teachers' understanding of their and others' temperament, and has been shown to improve children's social skills and self-regulation in urban, under-resour…
Temperamental Constellations and School Readiness
This study uses canonical correlation analyses to explore the relationship between multiple predictors of school readiness (i.e., academic readiness, social readiness, and teacher-child relationship) and multiple temperamental traits using data from the second wave (age 54 months, n = 1226) of the longitudinal Study of Early Child Care and Youth Development (SECCYD; NICHD ECCRN 1993). This longitudinal study collected data on a large cohort of ch…
Pathways to Low-Income Children’s Self-Regulation
Research Findings: We examined low-income children’s temperament (regulatory and reactive) as a predictor of their self-regulation, and teacher-child relationship (closeness and conflict) as a moderator of associations between child temperament and selfregulation. This study involved 291 children (132 girls) (Mage = 53.88 months, SD = 6.44 months) from three EduCare programs. Parents reported on children’s temperament and teachers reported on qua…
The roles of teacher–student relationship quality and self-concept of ability in adolescents’ achievement emotions
This study examined to what extent teacher–student conflict and closeness, on the one hand, and students’ self-concepts of ability in literacy and mathematics, on the other, are related to students’ achievement emotions (enjoyment, anxiety and boredom) in mathematics and literacy among Finnish early adolescents ( N = 854). We also investigated the extent to which these associations are moderated by student temperament (surgency/extraversion, nega…
Catching sight of children with internalizing symptoms in upper elementary classrooms
Teachers play a crucial role in the assessment of children's internalizing symptoms but may not always succeed in accurately identifying such symptoms in class. Using a multilevel structural equation modeling (MSEM) approach, this study aimed to explore teacher and child characteristics that may explain measurement bias in teachers' ratings of internalizing symptoms at the between- and within-teacher level. Upper elementary school teachers (N = 9…
A cross-lagged study of students’ motivation, academic achievement, and relationships with teachers from kindergarten to 6th grade
This 3-wave longitudinal study explored the complex ways in which students’ motivation (motivational attitudes and beliefs), relationships with teachers (closeness, conflict, and dependency), and academic achievement (reading comprehension and math performance) inform one another from kindergarten through 6th grade. The sample included students (N = 1,267; 49.3% boys) and 207 teachers participating in the Dutch triennial COOL cohort study. At all…
Addendum
The authors wish to make the following correction to this paper [...]
Sustained attention across toddlerhood
The present study examined individual differences in the development of sustained attention across toddlerhood, as well as how these individual differences related to the development of language and sleep. Toddlers (N = 314; 54% male) were assessed at 30, 36, and 42 months using multiple measures of attention, a standardized language assessment, and actigraphic measures of sleep. Toddlers were 80% White. Family socioeconomic status (SES) was calc…
Heterotypic continuity of inhibitory control in early childhood
Inhibitory control has been widely studied in association with social and academic adjustment. However, prior studies have generally overlooked the potential heterotypic continuity of inhibitory control and how this could affect assessment and understanding of its development. In the present study, we systematically considered heterotypic continuity in four well-established measures of inhibitory control, testing two competing hypotheses: (a) the…
Preschool Children’s Self-regulation and Learning Behaviors
Early Teacher–Child Relationships Promote Self-Regulation Development in Prekindergarten
Children's experiences during the prekindergarten period are critical for shaping their emerging self-regulation skills. The purpose of this study was to examine the contribution of teacher-child relationship quality to children's performance on a self-regulation task at the end of prekindergarten. Teachers rated the conflict, closeness, and dependency in their relationships with 104 children in the fall of prekindergarten, and children's self-re…
Psychology (30 works) · Developmental psychology (27 works) · Early Childhood Education and Development (25 works) · Social Psychology (21 works) · Child and Adolescent Psychosocial and Emotional Development (19 works) · Parental Involvement in Education (18 works) · Closeness (11 works) · Medicine (11 works) · Clinical Psychology (10 works) · Personality (10 works)