Rudasill, Kathleen Moritz
individual record
Positions:
- Associate Dean For Research and Faculty Development
overview
Dr. Kathleen M. Rudasill's research is directed toward understanding how children’s individual differences, particularly in temperament, are related to academic and social success, and how this relationship is moderated and mediated by classroom processes. This research is designed to gain insight into how specific classroom processes, such as student-teacher interactions, may facilitate or hinder success for students with particular temperamental characteristics.
education and training
- B.A. in Public Policy, Washington and Lee University
- Ph.D. in Educational Psychology, University of Virginia
- M.Ed. in Secondary Social Studies Teaching, The College of William and Mary
selected publications
Articles35
- (2018). Temperamental Anger and Effortful Control, Teacher-Child Conflict, and Externalizing Behavior Across the Elementary School Years. CHILD DEVELOPMENT. 89(6), 2176-2195.
- (2018). Early Temperament and Middle School Engagement: School Social Relationships as Mediating Processes. JOURNAL OF EDUCATIONAL PSYCHOLOGY. 110(3), 338-354.
- (2017). Elementary preservice teachers' attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children. LEARNING AND INDIVIDUAL DIFFERENCES. 56, 85-95.
- (2017). Identifying child temperament types using cluster analysis in three samples. JOURNAL OF RESEARCH IN PERSONALITY. 67, 190-201.
Academic Articles38
- (2018). Temperamental Anger and Effortful Control, Teacher-Child Conflict, and Externalizing Behavior Across the Elementary School Years. CHILD DEVELOPMENT. 89(6), 2176-2195.
- (2018). Early Temperament and Middle School Engagement: School Social Relationships as Mediating Processes. JOURNAL OF EDUCATIONAL PSYCHOLOGY. 110(3), 338-354.
- (2018). Systems View of School Climate: a Theoretical Framework for Research. EDUCATIONAL PSYCHOLOGY REVIEW. 30(1), 35-60.
- (2017). Elementary preservice teachers' attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children. LEARNING AND INDIVIDUAL DIFFERENCES. 56, 85-95.
- (2017). Identifying child temperament types using cluster analysis in three samples. JOURNAL OF RESEARCH IN PERSONALITY. 67, 190-201.
- (2017). Child Temperamental Regulation and Classroom Quality in Head Start: Considering the Role of Cumulative Economic Risk. JOURNAL OF EDUCATIONAL PSYCHOLOGY. 109(1), 118-130.
- (2016). Associations Between Teacher-Reported School Climate and Depressive Symptoms in Australian Adolescents: A 5-Year Longitudinal Study. SCHOOL MENTAL HEALTH. 8(4), 425-440.
- (2016). Ordinary magic: Resilience in development. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY. 46, 84-85.
- (2015). Temperament and Preschool Children's Peer Interactions. EARLY EDUCATION AND DEVELOPMENT. 26(4), 479-495.
- (2015). Relations Between Toddler Sleep Characteristics, Sleep Problems, and Temperament. DEVELOPMENTAL NEUROPSYCHOLOGY. 40(3), 138-154.
- (2015). Shyness and engagement: Contributions of peer rejection and teacher sensitivity. EARLY CHILDHOOD RESEARCH QUARTERLY. 30, 12-19.
- (2014). Changes in School Connectedness and Deviant Peer Affiliation Among Sixth-Grade Students From High-Poverty Neighborhoods. JOURNAL OF EARLY ADOLESCENCE. 34(7), 896-922.
- (2014). Parent vs. teacher ratings of children's shyness as predictors of language and attention skills. LEARNING AND INDIVIDUAL DIFFERENCES. 34, 57-62.
- (2014). Teacher support mediates concurrent and longitudinal associations between temperament and mild depressive symptoms in sixth grade. EARLY CHILD DEVELOPMENT AND CARE. 184(6), 803-818.
- (2013). Gifted Students' Perceptions of Parenting Styles: Associations With Cognitive Ability, Sex, Race, and Age. GIFTED CHILD QUARTERLY. 57(1), 15-24.
- (2013). Temperament in early childhood and peer interactions in third grade: The role of teacher-child relationships in early elementary grades. JOURNAL OF SCHOOL PSYCHOLOGY. 51(6), 701-716.
- (2013). Associations Between Teacher Emotional Support and Depressive Symptoms in Australian Adolescents: A 5-Year Longitudinal Study. DEVELOPMENTAL PSYCHOLOGY. 49(11), 2135-2146.
- (2013). Teaching Behavior and Well-Being in Students: Development and Concurrent Validity of an Instrument to Measure Student-Reported Teaching Behavior. INTERNATIONAL JOURNAL OF EMOTIONAL EDUCATION. 5(2), 5-30.
- (2013). Assessments of Student-Teacher Relationships in Residential Treatment Center Schools. JOURNAL OF EDUCATION FOR STUDENTS PLACED AT RISK. 18(3-4), 193-211.
- (2012). Cardiovascular Fitness Moderates the Relations Between Estimates of Obesity and Physical Self-Perceptions in Rural Elementary School Students. Journal of Physical Activity & Health. 9(2), 288-294.
- (2012). Self-Efficacy, Intrinsic Motivation, and Academic Outcomes Among Latino Middle School Students Participating in an After-School Program. HISPANIC JOURNAL OF BEHAVIORAL SCIENCES. 34(1), 118-136.
- (2011). Child temperament, teacher-child interactions, and teacher-child relationships: A longitudinal investigation from first to third grade. EARLY CHILDHOOD RESEARCH QUARTERLY. 26(2), 147-156.
- (2011). The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated With Difficult Temperament. SCHOOL PSYCHOLOGY QUARTERLY. 26(2), 175-188.
- (2011). Evidence of alphabetic knowledge in writing: connections to letter and word identification skills in preschool and kindergarten. READING AND WRITING. 24(2), 133-150.
- (2011). Self and Social Regulation: Social Interaction and the Development of Social Understanding and Executive Functions. DEVELOPMENTAL NEUROPSYCHOLOGY. 36(3), 403-404.
- (2010). Executive function skills of 6-8 year olds: Brain and behavioral evidence and implications for school achievement. CONTEMPORARY EDUCATIONAL PSYCHOLOGY. 35(2), 116-125.
- (2010). Temperamental attention and activity, classroom emotional support, and academic achievement in third grade. JOURNAL OF SCHOOL PSYCHOLOGY. 48(2), 113-134.
- (2010). Academic Self-Perceptions of Ability and Course Planning Among Academically Advanced Students. JOURNAL OF ADVANCED ACADEMICS. 21(2), 300-329.
- (2010). Examining the Relationship Between the Overexcitabilities and Self-Concepts of Gifted Adolescents via Multivariate Cluster Analysis. GIFTED CHILD QUARTERLY. 54(1), 3-17.
- (2009). Grade and Gender Differences in Gifted Students' Self-Concepts. JOURNAL FOR THE EDUCATION OF THE GIFTED. 32(3), 340-367.
- (2009). Teacher-child relationship quality: The roles of child temperament and teacher-child interactions. EARLY CHILDHOOD RESEARCH QUARTERLY. 24(2), 107-120.
- (2009). Parent Involvement as a Predictor of Teacher-Child Relationship Quality in Third Grade. EARLY EDUCATION AND DEVELOPMENT. 20(5), 845-864.
- (2008). Psychometric characteristics of the Harter Self-Perception Profiles for Adolescents and Children for use with gifted populations. GIFTED CHILD QUARTERLY. 52(1), 70-86.
- (2008). Contributions of children's temperament to teachers' judgments of social competence from kindergarten through second grade. EARLY EDUCATION AND DEVELOPMENT. 19(4), 643-666.
- (2007). The Social Coping Questionnaire: An Examination of Its Structure With an American Sample of Gifted Adolescents. JOURNAL FOR THE EDUCATION OF THE GIFTED. 30(3), 353-371.
- (2006). An Investigation Into the Gender and Age Differences in the Social Coping of Academically Advanced Students. JOURNAL OF ADVANCED ACADEMICS. 18(1), 60-80.