approaches to learning |
3 |
cross-lagged analysis |
3 |
validation |
3 |
ability. |
2 |
actor–partner interdependence model |
2 |
arithmetic |
2 |
bidirectional relations |
2 |
boredom |
2 |
caregiver involvement |
2 |
china |
2 |
chinese children |
2 |
covid-19 |
2 |
cross-cultural |
2 |
dependency |
2 |
depression |
2 |
early education and care |
2 |
emotion |
2 |
father-child math activities |
2 |
group identity. |
2 |
household chaos |
2 |
intergenerational transmission |
2 |
language |
2 |
latent transition analysis |
2 |
longitudinal research |
2 |
mathematics |
2 |
motivation |
2 |
nonparental childcare program |
2 |
number competence |
2 |
numerical ability |
2 |
parental attitude |
2 |
parenting |
2 |
peer aggression |
2 |
peer victimization |
2 |
personality and motivation. |
2 |
preschool children |
2 |
preschool-aged children |
2 |
preschoolers |
2 |
program quality |
2 |
reading |
2 |
reciprocal relation |
2 |
social norms - psychological aspects. |
2 |
teacher support |
2 |
teacher-child relationships |
2 |
transition to preschool |
2 |
very young children |
2 |
visual-spatial skills |
2 |
word reading |
2 |
young children |
2 |
academic skills |
1 |
achievement strategies |
1 |
addition skills |
1 |
affect |
1 |
anxiety and withdrawal |
1 |
application |
1 |
attitudes toward reading |
1 |
autoregressive cross-lagged model |
1 |
behavior problems |
1 |
behavioral regulation |
1 |
bidirectional effects |
1 |
boarding school |
1 |
cfa |
1 |
child behavior disorders - diagnosis - psychology |
1 |
child development |
1 |
childcare |
1 |
chinese |
1 |
chinese paternal parenting |
1 |
chinese preschoolers |
1 |
cognitive competence |
1 |
cognitive conflict |
1 |
conflict |
1 |
counting |
1 |
cross-cultural differences |
1 |
cross-system generalization |
1 |
developmental |
1 |
developmental functioning |
1 |
differential item functioning |
1 |
differential susceptibility |
1 |
early childhood |
1 |
early mathematics |
1 |
education |
1 |
effort |
1 |
emerging adults |
1 |
emotional well-being |
1 |
engagement |
1 |
executive functions |
1 |
externalizing problem |
1 |
externalizing problems |
1 |
externalizing symptoms |
1 |
extracurricular activities |
1 |
family income |
1 |
family investment |
1 |
family socioeconomic status |
1 |
family stress |
1 |
father-child relationship |
1 |
father-child relationships |
1 |
fathers |
1 |
fathers' involvement |
1 |
father–child relations |
1 |
finger gnosis |
1 |
growing pattern understanding |
1 |
growth trajectory |
1 |
health education |
1 |
health motivation |
1 |
health-promoting lifestyles |
1 |
higher education |
1 |
home |
1 |
home math activities |
1 |
home numeracy activities |
1 |
hong kong |
1 |
income |
1 |
individualism-collectivism |
1 |
infants |
1 |
interest in mathematics |
1 |
internalizing problem |
1 |
internalizing problems |
1 |
internalizing symptoms |
1 |
interpersonal relations |
1 |
item response theory |
1 |
judgment |
1 |
latent growth model |
1 |
left-behind children |
1 |
letter-name knowledge |
1 |
literacy |
1 |
literacy achievement |
1 |
longitudinal data analysis |
1 |
longitudinal joint modeling |
1 |
longitudinal relations |
1 |
math |
1 |
math learning |
1 |
mathematics ability |
1 |
mathematics attitudes |
1 |
mathematics competence |
1 |
mathematics performance |
1 |
mathematics skills |
1 |
measurement invariance |
1 |
meta-linguistic skills |
1 |
metalinguistic awareness |
1 |
method effect |
1 |
migrant families |
1 |
model |
1 |
modes of conflict |
1 |
morphological skills |
1 |
morphology |
1 |
mother-child relationship |
1 |
mother-child relationships |
1 |
mothers' involvement |
1 |
multi-group analysis |
1 |
non-symbolic number skills |
1 |
non-symbolic numerical skills |
1 |
number line estimation |
1 |
off-task behavior |
1 |
outcome study |
1 |
parent beliefs |
1 |
parent-child conflict |
1 |
parental education |
1 |
parental involvement |
1 |
parenting practices |
1 |
parenting self-efficacy |
1 |
parent–child literacy teaching activities |
1 |
parent–child numeracy activities |
1 |
pattern understanding |
1 |
persistence |
1 |
personhood beliefs |
1 |
phonological awareness |
1 |
phonological short-term memory |
1 |
phonological skills |
1 |
phonology |
1 |
preschool experiences |
1 |
problem behavior |
1 |
problem behaviors |
1 |
program evaluation |
1 |
psychopathology |
1 |
psychosocial adjustment |
1 |
rapid automatized naming |
1 |
rasch measurement |
1 |
reading ability |
1 |
reading skills |
1 |
reciprocal |
1 |
reciprocal influences |
1 |
reciprocal relationship |
1 |
response times |
1 |
school |
1 |
schools, nursery |
1 |
science |
1 |
screen time |
1 |
self-control |
1 |
self-determination theory |
1 |
self-regulation |
1 |
service-learning |
1 |
social competence |
1 |
social context |
1 |
social skills |
1 |
social support |
1 |
socioeconomic status |
1 |
spatial ability |
1 |
spatial skills |
1 |
spatial visualization |
1 |
spelling |
1 |
symbolic number skills |
1 |
symbolic numerical skills |
1 |
task avoidance |
1 |
task persistence |
1 |
task-focused behavior |
1 |
teacher report |
1 |
teacher-child closeness |
1 |
teacher-child conflict |
1 |
teacher-child interaction quality |
1 |
teacher–child relationship quality |
1 |
teaching |
1 |
temperamental emotionality |
1 |
the addition strategy |
1 |
toddlers |
1 |
transfer |
1 |
visual spatial |
1 |
visual-orthographic skills |
1 |
vocabulary |
1 |
working memory |
1 |