- 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.
- (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.