|
cross-lagged analysis |
3 |
|
validation |
3 |
|
ability. |
2 |
|
approaches to learning |
2 |
|
arithmetic |
2 |
|
boredom |
2 |
|
china |
2 |
|
chinese children |
2 |
|
cross-cultural |
2 |
|
emotion |
2 |
|
group identity. |
2 |
|
language |
2 |
|
mathematics |
2 |
|
motivation |
2 |
|
number competence |
2 |
|
peer aggression |
2 |
|
peer victimization |
2 |
|
personality and motivation. |
2 |
|
preschool children |
2 |
|
preschoolers |
2 |
|
reading |
2 |
|
reciprocal relation |
2 |
|
social norms - psychological aspects. |
2 |
|
teacher support |
2 |
|
teacher-child relationships |
2 |
|
very young children |
2 |
|
visual-spatial skills |
2 |
|
young children |
2 |
|
academic skills |
1 |
|
achievement strategies |
1 |
|
actor–partner interdependence model |
1 |
|
addition skills |
1 |
|
affect |
1 |
|
anxiety and withdrawal |
1 |
|
application |
1 |
|
attitudes toward reading |
1 |
|
autoregressive cross-lagged model |
1 |
|
behavior problems |
1 |
|
behavioral regulation |
1 |
|
bidirectional effects |
1 |
|
bidirectional relations |
1 |
|
boarding school |
1 |
|
caregiver involvement |
1 |
|
cfa |
1 |
|
child behavior disorders - diagnosis - psychology |
1 |
|
child development |
1 |
|
childcare |
1 |
|
chinese |
1 |
|
chinese paternal parenting |
1 |
|
chinese preschoolers |
1 |
|
cognitive competence |
1 |
|
cognitive conflict |
1 |
|
conflict |
1 |
|
counting |
1 |
|
covid-19 |
1 |
|
cross-cultural differences |
1 |
|
cross-system generalization |
1 |
|
dependency |
1 |
|
depression |
1 |
|
developmental |
1 |
|
developmental functioning |
1 |
|
differential item functioning |
1 |
|
differential susceptibility |
1 |
|
early childhood |
1 |
|
early mathematics |
1 |
|
education |
1 |
|
effort |
1 |
|
emerging adults |
1 |
|
emotional well-being |
1 |
|
engagement |
1 |
|
executive functions |
1 |
|
externalizing problem |
1 |
|
externalizing problems |
1 |
|
externalizing symptoms |
1 |
|
extracurricular activities |
1 |
|
family income |
1 |
|
family investment |
1 |
|
family socioeconomic status |
1 |
|
family stress |
1 |
|
father-child math activities |
1 |
|
father-child relationship |
1 |
|
father-child relationships |
1 |
|
fathers |
1 |
|
fathers' involvement |
1 |
|
father–child relations |
1 |
|
finger gnosis |
1 |
|
growing pattern understanding |
1 |
|
growth trajectory |
1 |
|
health education |
1 |
|
health motivation |
1 |
|
health-promoting lifestyles |
1 |
|
higher education |
1 |
|
home |
1 |
|
home math activities |
1 |
|
home numeracy activities |
1 |
|
hong kong |
1 |
|
household chaos |
1 |
|
income |
1 |
|
individualism-collectivism |
1 |
|
infants |
1 |
|
interest in mathematics |
1 |
|
intergenerational transmission |
1 |
|
internalizing problem |
1 |
|
internalizing problems |
1 |
|
internalizing symptoms |
1 |
|
interpersonal relations |
1 |
|
item response theory |
1 |
|
judgment |
1 |
|
latent growth model |
1 |
|
latent transition analysis |
1 |
|
left-behind children |
1 |
|
letter-name knowledge |
1 |
|
literacy |
1 |
|
literacy achievement |
1 |
|
longitudinal data analysis |
1 |
|
longitudinal joint modeling |
1 |
|
longitudinal relations |
1 |
|
longitudinal research |
1 |
|
math |
1 |
|
math learning |
1 |
|
mathematics ability |
1 |
|
mathematics attitudes |
1 |
|
mathematics competence |
1 |
|
mathematics performance |
1 |
|
mathematics skills |
1 |
|
measurement invariance |
1 |
|
meta-linguistic skills |
1 |
|
method effect |
1 |
|
migrant families |
1 |
|
model |
1 |
|
modes of conflict |
1 |
|
morphological skills |
1 |
|
morphology |
1 |
|
mother-child relationship |
1 |
|
mother-child relationships |
1 |
|
mothers' involvement |
1 |
|
multi-group analysis |
1 |
|
non-symbolic number skills |
1 |
|
non-symbolic numerical skills |
1 |
|
number line estimation |
1 |
|
numerical ability |
1 |
|
off-task behavior |
1 |
|
outcome study |
1 |
|
parent beliefs |
1 |
|
parent-child conflict |
1 |
|
parental education |
1 |
|
parental involvement |
1 |
|
parenting |
1 |
|
parenting practices |
1 |
|
parenting self-efficacy |
1 |
|
parent–child literacy teaching activities |
1 |
|
parent–child numeracy activities |
1 |
|
persistence |
1 |
|
personhood beliefs |
1 |
|
phonological awareness |
1 |
|
phonological short-term memory |
1 |
|
phonological skills |
1 |
|
phonology |
1 |
|
preschool experiences |
1 |
|
preschool-aged children |
1 |
|
problem behavior |
1 |
|
problem behaviors |
1 |
|
program evaluation |
1 |
|
psychopathology |
1 |
|
psychosocial adjustment |
1 |
|
rapid automatized naming |
1 |
|
rasch measurement |
1 |
|
reading ability |
1 |
|
reading skills |
1 |
|
reciprocal |
1 |
|
reciprocal influences |
1 |
|
reciprocal relationship |
1 |
|
response times |
1 |
|
school |
1 |
|
schools, nursery |
1 |
|
science |
1 |
|
screen time |
1 |
|
self-control |
1 |
|
self-determination theory |
1 |
|
self-regulation |
1 |
|
service-learning |
1 |
|
social competence |
1 |
|
social context |
1 |
|
social skills |
1 |
|
social support |
1 |
|
socioeconomic status |
1 |
|
spatial ability |
1 |
|
spatial skills |
1 |
|
spatial visualization |
1 |
|
spelling |
1 |
|
symbolic number skills |
1 |
|
symbolic numerical skills |
1 |
|
task avoidance |
1 |
|
task persistence |
1 |
|
task-focused behavior |
1 |
|
teacher report |
1 |
|
teacher-child closeness |
1 |
|
teacher-child conflict |
1 |
|
teacher-child interaction quality |
1 |
|
teacher–child relationship quality |
1 |
|
teaching |
1 |
|
temperamental emotionality |
1 |
|
the addition strategy |
1 |
|
toddlers |
1 |
|
transfer |
1 |
|
transition to preschool |
1 |
|
visual spatial |
1 |
|
visual-orthographic skills |
1 |
|
vocabulary |
1 |
|
word reading |
1 |
|
working memory |
1 |
