- 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.
- (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.
- (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.