- 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.
- (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.
- (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.