Jan Hughes
Jan Hughes
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Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades.
J Hughes, O Kwok
Journal of educational psychology 99 (1), 39, 2007
Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study.
JN Hughes, W Luo, OM Kwok, LK Loyd
Journal of educational psychology 100 (1), 1, 2008
Further support for the developmental significance of the quality of the teacher–student relationship
JN Hughes, TA Cavell, V Willson
Journal of school psychology 39 (4), 289-301, 2001
Teacher–student relationships as compensatory resources for aggressive children
BT Meehan, JN Hughes, TA Cavell
Child development 74 (4), 1145-1157, 2003
Influence of the teacher-student relationship in childhood conduct problems: A prospective study
JN Hughes, TA Cavell
Journal of clinical child psychology 28 (2), 173-184, 1999
Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students
JN Hughes, KA Gleason, D Zhang
Journal of school psychology 43 (4), 303-320, 2005
Longitudinal effects of teacher and student perceptions of teacher-student relationship qualities on academic adjustment
JN Hughes
The Elementary school journal 112 (1), 38-60, 2011
Dynamics of teacher–student relationships: Stability and change across elementary school and the influence on children’s academic success
JL Spilt, JN Hughes, JY Wu, OM Kwok
Child development 83 (4), 1180-1195, 2012
Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis
JN Hughes, O Kwok
Journal of school psychology 43 (6), 465-480, 2006
The role of relational aggression in identifying aggressive boys and girls
C Henington, JN Hughes, TA Cavell, B Thompson
Journal of School psychology 36 (4), 457-477, 1998
Ethnicity and language contributions to dimensions of parent involvement
SW Wong, JN Hughes
School psychology review 35 (4), 645-662, 2006
A positive view of self: Risk or protection for aggressive children?
JN Hughes, TA Cavell, PB GROSSMAN
Development and psychopathology 9 (1), 75-94, 1997
Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders
J Liew, EM McTigue, L Barrois, JN Hughes
Early childhood research quarterly 23 (4), 515-526, 2008
Child effortful control, teacher–student relationships, and achievement in academically at-risk children: Additive and interactive effects
J Liew, Q Chen, JN Hughes
Early Childhood Research Quarterly 25 (1), 51-64, 2010
Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy
JN Hughes, Q Chen
Journal of applied developmental psychology 32 (5), 278-287, 2011
Callous/unemotional traits moderate the relation between ineffective parenting and child externalizing problems: A partial replication and extension
M Oxford, TA Cavell, JN Hughes
Journal of Clinical Child and Adolescent Psychology 32 (4), 577-585, 2003
Teacher–student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement
JY Wu, JN Hughes, OM Kwok
Journal of school psychology 48 (5), 357-387, 2010
Differential benefits of skills training with antisocial youth based on group composition: A meta-analytic investigation
RP Ang, JN Hughes
School Psychology Review 31 (2), 164-185, 2002
Quality of research design moderates effects of grade retention on achievement: A meta-analytic, multilevel analysis
CS Allen, Q Chen, VL Willson, JN Hughes
Educational evaluation and policy analysis 31 (4), 480-499, 2009
Indirect effects of child reports of teacher–student relationship on achievement.
JN Hughes, JY Wu, O Kwok, V Villarreal, AY Johnson
Journal of educational psychology 104 (2), 350, 2012
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