- Associate Dean For Research and Faculty Development
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.
- (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.
- (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.