| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Children evoke similar affective and instructional responses from their teachers and mothers
|
Kiuru, Noona
|
|
2015
|
39 |
5 |
p. 432-444
|
article
|
| 2 |
Elementary school teachers adapt their instructional support according to students’ academic skills
|
Kiuru, Noona
|
|
2015
|
39 |
5 |
p. 391-401
|
article
|
| 3 |
Focusing on teacher–student interactions eliminates the negative impact of students’ disruptive behavior on teacher perceptions
|
Kiuru, Noona
|
|
2015
|
39 |
5 |
p. 426-431
|
article
|
| 4 |
Introduction to the special section on student effects on teachers’ behaviors and attitudes
|
Kiuru, Noona
|
|
2015
|
39 |
5 |
p. 389-390
|
article
|
| 5 |
Parenting dimensions in relation to pre-schoolers’ behaviour problems in Latvia and Lithuania
|
Kiuru, Noona
|
|
2015
|
39 |
5 |
p. 458-466
|
article
|
| 6 |
Reciprocal relations between student–teacher conflict, children’s social skills and externalizing behavior
|
Kiuru, Noona
|
|
2015
|
39 |
5 |
p. 413-425
|
article
|
| 7 |
Social and non-social fear in preschoolers and prospective associations with lying about cheating
|
Kiuru, Noona
|
|
2015
|
39 |
5 |
p. 477-484
|
article
|
| 8 |
Students’ evocative impact on teacher instruction and teacher–child relationships
|
Kiuru, Noona
|
|
2015
|
39 |
5 |
p. 445-457
|
article
|
| 9 |
The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support
|
Kiuru, Noona
|
|
2015
|
39 |
5 |
p. 402-412
|
article
|
| 10 |
The impact of accommodative coping on well-being in childhood and adolescence
|
Kiuru, Noona
|
|
2015
|
39 |
5 |
p. 467-476
|
article
|
Journal description