Armando Piña
Biographic Data
| ID | 6529096 |
|---|---|
| NAME | Armando Piña |
| GIVEN NAMES | Armando |
| FAMILY NAME | Piña |
| SIGNATURE | PINA Á |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0002-4664-4966 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Longitudinal relations between behavioral engagement and academic achievement
Peers’ emotionality and children's academic achievement in second grade
Although there is interest in the role of peers in children's schooling experiences, few researchers have examined associations and related underlying processes between peers' emotionality, an aspect of temperament, and children's academic achievement. This study evaluated whether target children's ( N = 260) own self-regulation, assessed with two behavioral measures, served a moderating function for associations between peers' emotionality and c…
Longitudinal associations among teacher–child relationship quality, behavioral engagement, and academic achievement
The interaction between parental warmth and the teacher‐student relationship predicts changes in early elementary children's problem behaviors
This study tested whether the relations between parental warmth and children's problem behaviors vary as a function of the quality of the teacher‐student relationship while controlling for prior levels of the outcomes. When children ( N = 301, M age = 5.48, 52% girls) were in kindergarten, teachers reported on the quality of the teacher‐student relationship, and parents reported on their warmth toward their children and on their child's externali…
Observed emotion frequency versus intensity as predictors of socioemotional maladjustment
The purpose of this study was to assess whether observed emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted kindergartners' (N = 301) internalizing and externalizing problems. Analyses were tested in a structural equation modeling (SEM) framework with data from multireporters (reports of problem behaviors from teachers and parents) and natura…
Variations in the Influence of Parental Socialization of Anxiety among Clinic Referred Children
Pre-Sleep Arousal and Sleep Problems of Anxiety-Disordered Youth
Test-Retest Reliability of Anxiety Symptoms and Diagnoses With the Anxiety Disorders Interview Schedule for DSM-IV
Test-Retest Reliability of Anxiety Symptoms and Diagnoses With the Anxiety Disorders Interview Schedule for DSM-IV
Pre-Sleep Arousal and Sleep Problems of Anxiety-Disordered Youth
Variations in the Influence of Parental Socialization of Anxiety among Clinic Referred Children
Observed emotion frequency versus intensity as predictors of socioemotional maladjustment
The purpose of this study was to assess whether observed emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted kindergartners' (N = 301) internalizing and externalizing problems. Analyses were tested in a structural equation modeling (SEM) framework with data from multireporters (reports of problem behaviors from teachers and parents) and natura…
The interaction between parental warmth and the teacher‐student relationship predicts changes in early elementary children's problem behaviors
This study tested whether the relations between parental warmth and children's problem behaviors vary as a function of the quality of the teacher‐student relationship while controlling for prior levels of the outcomes. When children ( N = 301, M age = 5.48, 52% girls) were in kindergarten, teachers reported on the quality of the teacher‐student relationship, and parents reported on their warmth toward their children and on their child's externali…
Longitudinal relations between behavioral engagement and academic achievement
Peers’ emotionality and children's academic achievement in second grade
Although there is interest in the role of peers in children's schooling experiences, few researchers have examined associations and related underlying processes between peers' emotionality, an aspect of temperament, and children's academic achievement. This study evaluated whether target children's ( N = 260) own self-regulation, assessed with two behavioral measures, served a moderating function for associations between peers' emotionality and c…
Longitudinal associations among teacher–child relationship quality, behavioral engagement, and academic achievement
Psychology (8 works) · Child and Adolescent Psychosocial and Emotional Development (7 works) · Developmental psychology (7 works) · Early Childhood Education and Development (5 works) · Clinical Psychology (4 works) · Parental Involvement in Education (4 works) · Academic achievement (3 works) · Anxiety (3 works) · Clinical Psychology (3 works) · Psychiatry (3 works)