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Frontiers in Psychology|July 31, 2023
Defining early education quality using CLASS-observed teacher-student interactionRobert C Pianta, Tara HofkensAdolescent Research Review|December 14, 2020
Beyond Classroom Academics: A School-Wide and Multi-Contextual Perspective on Student Engagement in SchoolMing-Te Wang, Tara HofkensJournal of School Psychology|November 25, 2019
School absenteeism in the first decade of education and outcomes in adolescenceArya Ansari, Robert C PiantaDevelopmental Psychology|April 6, 2018
Variation in the long-term benefits of child care: The role of classroom quality in elementary schoolArya Ansari, Robert C PiantaNew Directions for Youth Development|April 10, 2009
Classroom processes and positive youth development: conceptualizing, measuring, and improving the capacity of interactions between teachers and studentsRobert C Pianta, Bridget K HamreChild Development|November 23, 2011
Patterns of school readiness forecast achievement and socioemotional development at the end of elementary schoolTerri J Sabol, Robert C PiantaAttachment & Human Development|April 28, 2012
Recent trends in research on teacher-child relationshipsTerri J Sabol, Robert C PiantaChild Development|September 10, 2005
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?Bridget K Hamre, Robert C PiantaJournal of Clinical Child and Adolescent Psychology : the Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53|July 23, 2008
Developmental commentary: individual and contextual influences on student-teacher relationships and children's early problem behaviorsSonya S Myers, Robert C PiantaFrontiers in Psychology|January 28, 2025
Achievement emotions in kindergarten: the association of solution accuracy with discrete joy, sadness, and surpriseTraci Shizu Kutaka, Pavel Chernyavskiy, Tara HofkensPageof 7