- 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.
- (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.