Tracy L. Spinrad

Affiliations: 
Psychology Arizona State University, Tempe, AZ, United States 
Area:
Developmental Psychology
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"Tracy Spinrad"
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Publications

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Lecheile BM, Spinrad TL, Xu X, et al. (2020) Longitudinal relations among household chaos, SES, and effortful control in the prediction of language skills in early childhood. Developmental Psychology
Fraser AM, Hampton RS, Spinrad TL, et al. (2020) Children's Mu suppression is Sensitive to Witnessing Others' Social Victimization. Social Neuroscience
Johns SK, Valiente C, Eisenberg N, et al. (2019) Prediction of Children's Early Academic Adjustment from Their Temperament: The Moderating Role of Peer Temperament. Journal of Educational Psychology. 111: 542-555
Berger RH, Diaz A, Valiente C, et al. (2019) The association between home chaos and academic achievement: The moderating role of sleep. Journal of Family Psychology : Jfp : Journal of the Division of Family Psychology of the American Psychological Association (Division 43)
Hernández MM, Eisenberg N, Valiente C, et al. (2018) Self-Regulation and Academic Measures Across the Early Elementary School Grades: Examining Longitudinal and Bidirectional Associations. Early Education and Development. 29: 914-938
Wang FL, Eisenberg N, Spinrad TL. (2018) Bifactor Model of Effortful Control and Impulsivity and their Prospective Prediction of Ego-Resiliency. Journal of Personality
Berger RH, Diaz A, Valiente C, et al. (2018) Sleep duration moderates the association between children's temperament and academic achievement. Early Education and Development. 29: 624-640
Hernández MM, Eisenberg N, Valiente C, et al. (2018) Emotions in school and symptoms of psychological maladjustment from kindergarten to first grade. Journal of Experimental Child Psychology. 176: 101-112
Hernández MM, Eisenberg N, Valiente C, et al. (2018) Trajectories of the Expression of Negative Emotion from Kindergarten to First Grade: Associations with Academic Outcomes. Journal of Educational Psychology. 110: 324-337
Hernández MM, Eisenberg N, Valiente C, et al. (2018) Balance in Positive Emotional Expressivity Across School Contexts Relates to Kindergarteners' Adjustment. Early Education and Development. 29: 1-13
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