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Joana Cadima
Joana Cadima
Verified email at fpce.up.pt
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Year
The quality of teacher–student interactions: Associations with first graders' academic and behavioral outcomes
J Cadima, T Leal, M Burchinal
Journal of school psychology 48 (6), 457-482, 2010
3672010
Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate
J Cadima, S Doumen, K Verschueren, E Buyse
Early Childhood Research Quarterly 32, 1-12, 2015
2482015
Classroom interactions, dyadic teacher–child relationships, and self–regulation in socially disadvantaged young children
J Cadima, K Verschueren, T Leal, C Guedes
Journal of abnormal child psychology 44, 7-17, 2016
2262016
Preschool children’s prosocial behavior: The role of mother–child, father–child and teacher–child relationships
T Ferreira, J Cadima, M Matias, JM Vieira, T Leal, PM Matos
Journal of Child and Family Studies 25, 1829-1839, 2016
1822016
Interacções professor-aluno nas salas de aula no 1. º CEB: Indicadores de qualidade
J Cadima, T Leal, J Cancela
Revista Portuguesa de Educação 24 (1), 07-34, 2011
1292011
Environmental risk factors and children’s literacy skills during the transition to elementary school
J Cadima, RA McWilliam, T Leal
International Journal of Behavioral Development 34 (1), 24-33, 2010
1052010
Predicting child outcomes from preschool quality in Portugal
IMP Abreu-Lima, TB Leal, J Cadima, AM Gamelas
European Journal of Psychology of Education 28, 399-420, 2013
942013
Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support
J Cadima, S Barros, T Ferreira, M Serra-Lemos, T Leal, K Verschueren
Early Childhood Research Quarterly 46, 75-86, 2019
802019
Workplace family support, parental satisfaction, and work–family conflict: Individual and crossover effects among dual‐earner couples
M Matias, T Ferreira, J Vieira, J Cadima, T Leal, P Mena Matos
Applied Psychology 66 (4), 628-652, 2017
722017
Infant child care quality in Portugal: Associations with structural characteristics
S Barros, J Cadima, DM Bryant, V Coelho, AI Pinto, M Pessanha, ...
Early Childhood Research Quarterly 37, 118-130, 2016
692016
Self-regulation in early childhood: The interplay between family risk, temperament and teacher–child interactions
J Cadima, M Enrico, T Ferreira, K Verschueren, T Leal, PM Matos
European Journal of Developmental Psychology 13 (3), 341-360, 2016
642016
Associations between early family risk, children’s behavioral regulation, and academic achievement in Portugal
J Cadima, AM Gamelas, M McClelland, C Peixoto
Early Education and Development 26 (5-6), 708-728, 2015
592015
Work–family conflict, psychological availability, and child emotion regulation: Spillover and crossover in dual‐earner families
M Matias, T Ferreira, J Vieira, J Cadima, T Leal, P M. MATOS
Personal Relationships 24 (3), 623-639, 2017
552017
Child engagement in inclusive preschools: Contributions of classroom quality and activity setting
V Coelho, J Cadima, AI Pinto
Early Education and Development 30 (6), 800-816, 2019
512019
Trajectories of parental engagement in early childhood among dual-earner families: Effects on child self-control.
T Ferreira, J Cadima, M Matias, JM Vieira, T Leal, K Verschueren, ...
Developmental psychology 54 (4), 731, 2018
492018
Multiple case study in seven European countries regarding culture-sensitive classroom quality assessment
P Slot, J Cadima, J Salminen, G Pastori, MK Lerkkanen
Brussels, Belgium: Commission, E, 2016
452016
Desenvolvimento da literacia emergente: competências em crianças de idade pré-escolar
T Leal, C Peixoto, M Silva, J Cadima
Actas do 6º encontro nacional/4º internacional em leitura, literatura …, 2008
452008
Observed classroom quality in first grade: Associations with teacher, classroom, and school characteristics
J Cadima, C Peixoto, T Leal
European Journal of Psychology of Education 29, 139-158, 2014
432014
Classroom quality and children’s social skills and problem behaviors: Dosage and disability status as moderators
AL Aguiar, C Aguiar, J Cadima, N Correia, M Fialho
Early Childhood Research Quarterly 49, 81-92, 2019
422019
Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes
JS de Carvalho, S Oliveira, MS Roberto, C Gonçalves, JM Bárbara, ...
Mindfulness 12 (7), 1719-1732, 2021
402021
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