Kindergarten Teachers’ Perceived Work Environment and the Teacher–Child Relationship: A Moderated Mediation Model

[1] Abenavoli RM(2013)The protective effects of mindfulness against burnout among educators The Psychology of Education Review 37 57-69

[2] Jennings PA(2020)Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior Current Psychology 39 2231-2245

[3] Greenberg MT(2014)Validation of a brief measure of teachers’ perceptions of school climate: Relations to student achievement and suspensions Learning Environments Research 17 339-354

[4] Harris AR(2004)Mindfulness: A proposed operational definition: Science and Practice Clinical Psychology: Science and Practice 11 230-241

[5] Katz DA(2019)Middle school teachers’ mindfulness, occupational health and well-being, and the quality of teacher-student interactions Mindfulness 10 245-255

[6] Acar IH(2003)The benefits of being present: Mindfulness and its role in psychological well-being Journal of Personality and Social Psychology 84 822-848

[7] Kutaka TS(2017)Teacher work environments are toddler learning environments: Teacher professional well-being, classroom emotional support, and toddlers’ emotional expressions and behaviors Early Child Development and Care 187 1666-1678

[8] Rudasill KM(2018)Exploring teacher factors that influence teacher-child relationships in Head Start: A grounded theory The Qualitative Report 23 80-97

[9] Torquati JC(2007)Early student-teacher relationships of children with and without intellectual disability: Contributions of behavioral, social, and self-regulatory competence Journal of School Psychology 45 363-383

[10] Coplan RJ(2017)Teaching mindfulness to teachers: A systematic review and narrative synthesis Mindfulness 8 1136-1149

[1] Abenavoli RM(2013)The protective effects of mindfulness against burnout among educators The Psychology of Education Review 37 57-69

[2] Jennings PA(2020)Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior Current Psychology 39 2231-2245

[3] Greenberg MT(2014)Validation of a brief measure of teachers’ perceptions of school climate: Relations to student achievement and suspensions Learning Environments Research 17 339-354

[4] Harris AR(2004)Mindfulness: A proposed operational definition: Science and Practice Clinical Psychology: Science and Practice 11 230-241

[5] Katz DA(2019)Middle school teachers’ mindfulness, occupational health and well-being, and the quality of teacher-student interactions Mindfulness 10 245-255

[6] Acar IH(2003)The benefits of being present: Mindfulness and its role in psychological well-being Journal of Personality and Social Psychology 84 822-848

[7] Kutaka TS(2017)Teacher work environments are toddler learning environments: Teacher professional well-being, classroom emotional support, and toddlers’ emotional expressions and behaviors Early Child Development and Care 187 1666-1678

[8] Rudasill KM(2018)Exploring teacher factors that influence teacher-child relationships in Head Start: A grounded theory The Qualitative Report 23 80-97

[9] Torquati JC(2007)Early student-teacher relationships of children with and without intellectual disability: Contributions of behavioral, social, and self-regulatory competence Journal of School Psychology 45 363-383

[10] Coplan RJ(2017)Teaching mindfulness to teachers: A systematic review and narrative synthesis Mindfulness 8 1136-1149