Anton, M. T., Jones, D. J., & Youngstrom, E. A. (2015). Socioeconomic status, parenting, and externalizing problems in African American single-mother homes: A person-oriented approach. Journal of Family Psychology, 29(3), 405-415. https://doi.org/10.1037/fam0000086

Arbeau, K. A., Coplan, R. J., & Weeks, M. (2010). Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1. International Journal of Behavioral Development, 34(3), 259-269. https://doi.org/10.1177/0165025409350959

Basten, M., Tiemeier, H., Althoff, R. R., van de Schoot, R., Jaddoe, V. W., Hofman, A., Hudziak, J. J., Verhulst, F. C., & van der Ende, J. (2016). The stability of problem behavior across the preschool years: An empirical approach in the general population. Journal of Abnormal Child Psychology, 44(2), 393-404. https://doi.org/10.1007/s10802-015-9993-y

Beyer, T., Postert, C., Müller, J. M., & Furniss, T. (2012). Prognosis and continuity of child mental health problems from preschool to primary school: Results of a four-year longitudinal study. Child Psychiatry & Human Development, 43(4), 533-543. https://doi.org/10.1007/s10578-012-0282-5

Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35(1), 61-79. https://doi.org/10.1016/S0022-4405(96)00029-5

Birch, S. H., & Ladd, G. W. (1998). Children’s interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34(5), 934-946. https://doi.org/10.1037/0012-1649.34.5.934

Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40(5), 415-436. https://doi.org/10.1016/S0022-4405(02)00107-3

Burchinal, M., Foster, T. J., Bezdek, K. G., Bratsch-Hines, M., Blair, C., Vernon-Feagans, L., & Family Life Project Investigators. (2020). School-entry skills predicting school-age academic and social–emotional trajectories. Early Childhood Research Quarterly, 51, 67-80. https://doi.org/10.1016/j.ecresq.2019.08.004

Buyse, E., Verschueren, K., Verachtert, P., & Damme, J. V. (2009). Predicting school adjustment in early elementary school: Impact of teacher-child relationship quality and relational classroom climate. The Elementary School Journal, 110(2), 119-141. https://www.jstor.org/stable/10.1086/605768

Campbell, S. B. (1994). Hard-to-manage preschool boys: Externalizing behavior, social competence, and family context at two-year followup. Journal of Abnormal Child Psychology, 22(2), 147-166. https://doi.org/10.1007/BF02167897

Campbell, S. B. (1995). Behavior problems in preschool children: A review of recent research. Journal of child Psychology and Psychiatry, 36(1), 113-149. https://doi.org/10.1111/j.1469-7610.1995.tb01657.x

Çorapçı, F., Aksan N., Arslan-Yalçın D. & Yağmurlu B. (2010). Emotional, behavioral and social adjustment screening at school entry: Social competence and behavior evaluation-30 scale. Turkish Journal of Child and Adolescent Mental Health, 17(2), 63-74. https://doi:10.1001/archpedi.156.9.910

D’Souza, S., Underwood, L., Peterson, E.R., Motron, S. M. B., & Waldie, K. E. (2020). The association between persistence and change in early childhood behavioural problems and preschool cognitive outcomes. Child Psychiatry Hum Dev, 51, 416–426. https://doi.org/10.1007/s10578-019-00953-x

Dereli, E. (2016). Predicting of social compotence-behaviour, social problem solving skills with teacher - child relations. Mehmet Akif Ersoy University Journal of Education Faculty, 40, 70-87. https://doi.org/10.21764/efd.95967

Division for Early Childhood. (2017). Position statement on challenging behavior and young children. Author.

Dobbs, J., & Arnold, D. H. (2009). Relationship between preschool teachers’ reports of children’s behavior and their behavior toward those children. School Psychology Quarterly, 24(2), 95-105. https://doi.org/10.1037/a0016157

Driscoll, K. C., & Pianta, R. C. (2010). Banking time in head start: Early efficacy of an intervention designed to promote supportive teacher–child relationships. Early Education and Development, 21(1), 38-64. https://doi.org/10.1080/10409280802657449

Dunlap, G., Strain, P. S., Fox, L., Carta, J. J., Conroy, M., Smith, B. J., Kern, L., Hemmeter, M. L., Timm, M. A., Mccart, A., Sailor, W., Markey, U., Markey, D. J., Lardieri, S., & Sowell, C. (2006). Prevention and intervention with young children's challenging behavior: Perspectives regarding current knowledge. Behavioral Disorders, 32(1), 29-45. https://doi.org/10.1177/019874290603200103

Egeland, B., Kalkoske, M., Gottesman, N., & Erickson, M. F. (1990). Preschool behavior problems: Stability and factors accounting for change. Journal of Child Psychology and Psychiatry, 31(6), 891-909. https://doi.org/10.1111/j.1469-7610.1990.tb00832.x

Eisenberg, N., Cumberland, A., Spinrad, T. L., Fabes, R. A., Shepard, S. A., Reiser, M., Murphy, B. C., Losoya, S. H., & Guthrie, I. K. (2001). The relations of regulation and emotionality to children's externalizing and internalizing problem behavior. Child Development, 72(4), 1112-1134. https://doi.org/10.1111/1467-8624.00337

Ertürk Kara, H. G. (2017). An analysis of children’s behavioral problems in the context of social skills and teacher child relationships. Turkish Studies, 12(17), 195-212. http://dx.doi.org/10.7827/TurkishStudies.11970

Ewing, A. R., & Taylor, A. R. (2009). The role of child gender and ethnicity in teacher–child relationship quality and children's behavioral adjustment in preschool. Early Childhood Research Quarterly, 24(1), 92-105. https://doi.org/10.1016/j.ecresq.2008.09.002

Fraenkel R. J. & Wallen E. N. (2006). How to design and evaluate research in education. McGraw-Hill.

Gamliel, K. H., Dollberg, D. G., & Levy, S. (2018). Relations between parents’ anxiety symptoms, marital quality, and preschoolers’ externalizing and internalizing behaviors. Journal of Child and Family Studies, 27(12), 3952-3963. https://doi.org/10.1007/s10826-018-1212-3

Gartstein, M. A., Putnam, S. P., & Rothbart, M. K. (2012). Etiology of preschool behavior problems: Contributions of temperament attributes in early childhood. Infant Mental Health Journal, 33(2), 197-211. https://doi.org/10.1002/imhj.21312

Gimpel, G. A., & Holland, M. L. (2003). Emotional and behavioral problems of young children: Effective interventions. Guilford Pres.

Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638. https://doi.org/10.1111/1467-8624.00301

Hanish, L. D., & Guerra, N. G. (2002). A longitudinal analysis of patterns of adjustment following peer victimization. Development and Psychopathology, 14(1), 69-89. https://doi.org/10.1017/S0954579402001049

Heberle, A. E., Krill, S. C., Briggs-Gowan, M. J., & Carter, A. S. (2015). Predicting externalizing and internalizing behavior in kindergarten: Examining the buffering role of early social support. Journal of Clinical Child & Adolescent Psychology, 44(4), 640-654. https://doi.org/10.1080/15374416.2014.886254

Henninger IV, W. R., & Luze, G. (2014). Poverty, caregiver depression and stress as predictors of children’s externalizing behaviours in a low‐income sample. Child & Family Social Work, 19(4), 467-479. https://doi.org/10.1111/cfs.12046

Henricsson, L., & Rydell, A. M. (2004). Elementary school children with behavior problems: Teacher-child relations and self-perception. A prospective study. Merrill-Palmer Quarterly, 50(2), 111-138. http://www.jstor.org/stable/23096137

Howes, C. (2000). Social‐emotional classroom climate in child care, child‐teacher relationships and children’s second grade peer relations. Social Development, 9(2), 191-204. https://doi.org/10.1111/1467-9507.00119

Kagitcibasi, C. (2006). Theoretical perspectives on family change. In J. Georgas, J. W. Berry, F. J. R. van de Vijer, C. Kagitcibasi, & Y. H. Poortinga (Eds.), Families across cultures: A 30-nation psychological study (pp. 72–89). University Press.

Kaiser, B., & Rasminsky, J. S. (2007). Challenging behavior in young children. Pearson.

Ladd, G. W., & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment?. Child Development, 72(5), 1579-1601. https://doi.org/10.1111/1467-8624.00366

Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children’s social and scholastic lives in kindergarten: Related spheres of influence?. Child Development, 70(6), 1373-1400. https://doi.org/10.1111/1467-8624.00101

Ladd, G. W., Price, J. M., & Hart, C. H. (1988). Predicting preschoolers’ peer status from their playground behaviors. Child Development, 59(4), 986-992. https://doi.org/10.2307/1130265

LaFreniere, P. J., & Dumas, J. E. (1996). Social competence and behavior evaluation in children ages 3 to 6 years: the short form (SCBE-30). Psychological Assessment, 8(4), 369-377. https://doi.org/10.1037/1040-3590.8.4.369

Latham, G. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Mountain Plains Regional Resource Center.

Laurent, G., Hecht, H. K., Ensink, K., & Borelli, J. L. (2020). Emotional understanding, aggression, and social functioning among preschoolers. American Journal of Orthopsychiatry, 90(1), 9-21. https://doi.org/10.1037/ort0000377

Mantzicopoulos, P. (2005). Conflictual relationships between kindergarten children and their teachers: Associations with child and classroom context variables. Journal of School Psychology, 43(5), 425-442. https://doi.org/10.1016/j.jsp.2005.09.004 McCormick, M. P., & O'Connor, E. E. (2015). Teacher–child relationship quality and academic achievement in elementary school: Does gender matter?. Journal of Educational Psychology, 107(2), 502. 4. http://dx.doi.org/10.1037/a0037457

Mejia, T. M., & Hoglund, W. L. (2016). Do children's adjustment problems contribute to teacher–child relationship quality? Support for a child-driven model. Early Childhood Research Quarterly, 34, 13-26. https://doi.org/10.1016/j.ecresq.2015.08.003

Mesman, J., Bongers, I. L., & Koot, H. M. (2001). Preschool developmental pathways to preadolescent internalizing and externalizing problems. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(5), 679-689. https://doi.org/10.1017/S0021963001007351 Nurmi, J. E. (2012). Students’ characteristics and teacher–child relationships in instruction: A meta-analysis. Educational Research Review, 7(3), 177-197. https://doi.org/10.1016/j.edurev.2012.03.001

O’Connor, E. E., Collins, B. A., & Supplee, L. (2012). Behavior problems in late childhood: The roles of early maternal attachment and teacher–child relationship trajectories. Attachment & Human Development, 14(3), 265-288. https://doi.org/10.1080/14616734.2012.672280

O’Connor, E. E., Dearing, E., & Collins, B. A. (2011). Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48(1), 120-162. https://doi.org/10.3102/0002831210365008

Olson, S. L., & Rosenblum, K. (1998). Preschool antecedents of internalizing problems in children beginning school: The role of social maladaptation. Early Education and Development, 9(2), 117-129. https://doi.org/10.1207/s15566935eed0902_1

Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association.

Pianta, R. C. (2001). Student-teacher relationship scale: Professional manual. Psychological Assessment Resources.

Pianta, R. C., & Caldwell, C. B. (1990). Stability of externalizing symptoms from kindergarten to first grade and factors related to instability. Development and Psychopathology, 2(3), 247-258. https://doi.org/10.1017/S0954579400000754

Pianta, R. C., & Steinberg, M. (1992). Teacher–child relationships and the process of adjusting to school. In R. C. Pianta (Ed.), Beyond the parent: The role of other adults in children’s lives (pp. 61–80). Jossey-Bass.

Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444-458. https://doi.org/10.1080/02796015.2004.12086261

Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology, 7(2), 295-312. https://doi.org/10.1017/S0954579400006519

Pollastri, A. R., Epstein, L. D., Heath, G. H., & Ablon, J. S. (2013). The collaborative problem solving approach: Outcomes across settings. Harvard Review of Psychiatry, 21(4), 188-199. https://doi.org/10.1097/HRP.0b013e3182961017

Powell, D., Dunlap, G., & Fox, L. (2006). Prevention and intervention for the challenging behaviors of toddlers and preschoolers. Infants & Young Children, 19(1), 25-35.

Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & human development, 14(3), 213-231. https://doi.org/10.1080/14616734.2012.672262

Şahin-Ası, D. & Karabay, Ş. O. (2018). Turkish Adaptation of Student-Teacher Relationship Scale-Short Form. Ege Jornal of Education, 19(1), 67-82. https://doi.org/10.12984/egeefd.322358 Shin, Y., & Kim, H. Y. (2008). Peer victimization in Korean preschool children: The effects of child characteristics, parenting behaviours and teacher-child relationships. School Psychology International, 29(5), 590-605. https://doi.org/10.1177/0143034308099203

Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher–child relationship during the school transition. Journal of School Psychology, 43(1), 39-60. https://doi.org/10.1016/j.jsp.2004.11.003

Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2010). The impact of parents, child care providers, teachers, and peers on early externalizing trajectories. Journal of School Psychology, 48(6), 555-583. https://doi.org/10.1016/j.jsp.2010.08.003

Snell, M. E., Berlin, R. A., Voorhees, M. D., Stanton-Chapman, T. L., & Hadden, S. (2012). A survey of preschool staff concerning problem behavior and its prevention in Head Start classrooms. Journal of Positive Behavior Interventions, 14(2), 98-107. https://doi.org/10.1177/1098300711416818

Spilt, J. L., Hughes, J. N., Wu, J. Y., & Kwok, O. M. (2012). Dynamics of teacher–student relationships: Stability and change across elementary school and the influence on children’s academic success. Child Development, 83(4), 1180-1195. https://doi.org/10.1111/j.1467-8624.2012.01761.x

Stormont, M. (2001). Preschool family and child characteristics associated with stable behavior problems in children. Journal of Early Intervention, 24(4), 241-251. https://doi.org/10.1177/105381510102400401

Stormont, M., Beckner, R., Mitchell, B., & Richter, M. (2005). Supporting successful transition to kindergarten: General challenges and specific implications for students with problem behavior. Psychology in the Schools, 42(8), 765-778. https://doi.org/10.1002/pits.20111

Sutherland, K. S., Conroy, M. A., Vo, A., Abrams, L., & Ogston, P. (2012). An initial evaluation of the teacher–child interaction direct observation system: Measuring teacher–child interaction behaviors in classroom settings. Assessment for Effective Intervention, 39(1), 12-23. https://doi.org/10.1177/1534508412463814

Thijs, J., & Koomen, H. M. (2009). Toward a further understanding of teachers’ reports of early teacher–child relationships: Examining the roles of behavior appraisals and attributions. Early Childhood Research Quarterly, 24(2), 186-197. https://doi.org/10.1016/j.ecresq.2009.03.001

Van Campen, K. S., Ewing, A. R., & Taylor, A. R. (2009). Teacher–child relationship quality and classroom adjustment: Does gender matter? Frances McClelland Institute for Children, Youth, and Families ResearchLink, 1(5). Tucson, AZ: The University of Arizona

Welchons, L. W., & McIntyre, L. L. (2017). The transition to kindergarten: Predicting socio-behavioral outcomes for children with and without disabilities. Early Childhood Education Journal, 45, 83-93. https://doi.org/10.1007/s10643-015-0757-7

Yue, X., & Zhang, Q. (2023). The association between peer rejection and aggression types: a meta-analysis. Child Abuse & Neglect, 135, 105974. https://doi.org/10.1016/j.chiabu.2022.105974

Zhang, X., & Sun, J. (2011). The reciprocal relations between teachers’ perceptions of children's behavior problems and teacher–child relationships in the first preschool year. The Journal of Genetic Psychology, 172(2), 176-198. https://doi.org/10.1080/00221325.2010.528077