- 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.
- (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.
- (2011). Evidence of alphabetic knowledge in writing: connections to letter and word identification skills in preschool and kindergarten. READING AND WRITING. 24(2), 133-150.
- (2010). Executive function skills of 6-8 year olds: Brain and behavioral evidence and implications for school achievement. CONTEMPORARY EDUCATIONAL PSYCHOLOGY. 35(2), 116-125.
- (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.