Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy supportJoana Cadima, Karine Verschueren|Early Childhood Research Quarterly|2018Cited by 64
Self-regulation in early childhood: the interplay between family risk, temperament and teacher–child interactionsJoana Cadima, Paula Mena Matos|European Journal of Developmental Psychology|2016Cited by 41
Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilitiesJoana Cadima, M. Clara Barata|Early Childhood Research Quarterly|2018Cited by 26