Tamera Toney
Biographic Data
| ID | 9521065 |
|---|---|
| NAME | Tamera Toney |
| GIVEN NAMES | Tamera |
| FAMILY NAME | Toney |
| SIGNATURE | TONEY T |
| AFFILIATIONS | School Psychology Program, College of Education and Human Development George Mason University Fairfax Virginia USA |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
The effects of teacher–child racial congruence, child race, and emotion situation knowledge on teacher–child relationships and school readiness
We examined whether teacher–child racial congruence and child race moderated the association between children's emotion situation knowledge and the dimensions of teacher–child relationship quality (i.e., closeness, conflict, and dependency). We also investigated these dimensions as mediators linking emotion situation knowledge and later school readiness. Participants were 303 White and African American preschoolers and their teachers who were als…
The relations between maternal mental state talk and preschoolers’ behavioral adaptation and school readiness: Moderation by emotion situation knowledge
This study investigated the extent to which associations between mothers' elaborated talk about mental states and preschoolers’ behavioral adaptation (i.e., social competence and internalizing and externalizing behavior) and school readiness were moderated by emotion situation knowledge. Families ( N = 120) were mostly middle‐income and White and 70 of the preschoolers ( M = 50.65 months, SD = 6.19) were boys. Results revealed a positive associat…
No prominent works on this page.
The relations between maternal mental state talk and preschoolers’ behavioral adaptation and school readiness: Moderation by emotion situation knowledge
This study investigated the extent to which associations between mothers' elaborated talk about mental states and preschoolers’ behavioral adaptation (i.e., social competence and internalizing and externalizing behavior) and school readiness were moderated by emotion situation knowledge. Families ( N = 120) were mostly middle‐income and White and 70 of the preschoolers ( M = 50.65 months, SD = 6.19) were boys. Results revealed a positive associat…
The effects of teacher–child racial congruence, child race, and emotion situation knowledge on teacher–child relationships and school readiness
We examined whether teacher–child racial congruence and child race moderated the association between children's emotion situation knowledge and the dimensions of teacher–child relationship quality (i.e., closeness, conflict, and dependency). We also investigated these dimensions as mediators linking emotion situation knowledge and later school readiness. Participants were 303 White and African American preschoolers and their teachers who were als…
Child and Adolescent Psychosocial and Emotional Development (2 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Psychology (2 works) · Social Psychology (2 works) · Adaptation (eye (1 works) · Association (psychology (1 works) · Closeness (1 works) · Cognition (1 works) · Cognitive psychology (1 works)