References
Ahmmed, S., Saha, J., & Tamal, M. A. (2022). An empirical study for determining the quality indicators for the primary and secondary school of Bangladesh: A structural equation modeling approach. Heliyon, 8(10), e10870. https://doi.org/10.1016/j.heliyon.2022.e10870
Bayly, B. L., Dizon, E., Shrestha, G., Smith, C. L., Tekle, S., & Rhoades Cooper, B. (2022). Leveraging self-determination theory to understand which preschool teachers benefit most from a professional development intervention. Journal of Early Childhood Teacher Education, 43(2), 194–212. https://doi.org/10.1080/10901027.2020.1818652
Bosmans, G., Spilt, J., Vervoort, E., & Verschueren, K. (2019). Inhibited symptoms of Reactive Attachment Disorder: Links with working models of significant others and the self. Attachment & Human Development, 21(2), 190–204. https://doi.org/10.1080/14616734.2018.1499213
Chen, P.-L. (2021). The Development and Psychometric Properties of an Education Well-Being Scale among Elementary School Students. Healthcare, 9(8), 1045. https://doi.org/10.3390/healthcare9081045
Inegbedion, H. E., Adeyemi, S. O., Akintimehin, O., & Eluyela, D. (2020). Teachers’ time utilisation and students’ enrolment in school certificate examination: Implication for school leadership. Heliyon, 6(9), e04892. https://doi.org/10.1016/j.heliyon.2020.e04892
Lindblom, J., Pajulo, M., Nolvi, S., Tervahartiala, K., Karlsson, H., Karlsson, L., & Korja, R. (2022). Early pathways of maternal mentalization: Associations with child development in the FinnBrain birth cohort study. Frontiers in Psychology, 13, 855190. https://doi.org/10.3389/fpsyg.2022.855190
Lyon, A. R., Corbin, C. M., Brown, E. C., Ehrhart, M. G., Locke, J., Davis, C., Picozzi, E., Aarons, G. A., & Cook, C. R. (2022). Leading the charge in the education sector: Development and validation of the School Implementation Leadership Scale (SILS). Implementation Science, 17(1), 48. https://doi.org/10.1186/s13012-022-01222-7
Okorie, C. O., Ogba, F. N., Amujiri, B. A., Nwankwo, F. M., Oforka, T. O., Igu, N. C. N., Arua, C. C., Nwamuo, B. N., Okolie, C. N., Ogbu, E. O., Okoro, K. N., Solomon, K. C., Nwamuo, B. E., Akudolu, L. O., Ukaogo, V. O., Orabueze, F. O., Ibenekwu, I. E., Ani, C. K. C., & Iwuala, H. O. (2022). Zoom-based GROW coaching intervention for improving subjective well-being in a sample of school administrators: A randomized control trial. Internet Interventions, 29, 100549. https://doi.org/10.1016/j.invent.2022.100549
Pyykkö, J., Ashorn, U., Chilora, E., Maleta, K., Ashorn, P., & Leppänen, J. M. (2020). Associations between individual variations in visual attention at 9 months and behavioral competencies at 18 months in rural Malawi. PLOS ONE, 15(10), e0239613. https://doi.org/10.1371/journal.pone.0239613
Ssemata, A. S., Opoka, R. O., Ssenkusu, J. M., Nakasujja, N., John, C. C., & Bangirana, P. (2020). Socio-emotional and adaptive behaviour in children treated for severe anaemia at Lira Regional Referral Hospital, Uganda: A prospective cohort study. Child and Adolescent Psychiatry and Mental Health, 14(1), 45. https://doi.org/10.1186/s13034-020-00352-4
Susa-Erdogan, G., Benga, O., Albu-Răduleț, M., & Macovei, T. (2022). Child temperament and child-teacher relationship quality: Implications for children’s emotional functioning during preschool period. Frontiers in Psychology, 13, 992292. https://doi.org/10.3389/fpsyg.2022.992292
Wang, L., Chen, Y., Zhang, S., & Rozelle, S. (2022). Paths of social-emotional development before 3 years old and child development after 5 years old: Evidence from rural China. Early Human Development, 165, 105539. https://doi.org/10.1016/j.earlhumdev.2022.105539
Yu, W., Yang, S., Chen, M., Zhu, Y., Meng, Q., Yao, W., & Bu, J. (2022). School Psychological Environment and Learning Burnout in Medical Students: Mediating Roles of School Identity and Collective Self-Esteem. Frontiers in Psychology, 13, 851912. https://doi.org/10.3389/fpsyg.2022.851912
Zhou, L., & Li, C. (2021). Factors associated with cyberbullying among vocational students based on the ecological system model in an ethnic minority area. Medicine, 100(40), e27226. https://doi.org/10.1097/MD.0000000000027226
Zhu, H., Li, L., & Li, H. (2022). Teacher trust in others and teacher commitment co-mediate the path from school leadership to students’ reading literacy in rural Chinese schools. Frontiers in Psychology, 13, 992003. https://doi.org/10.3389/fpsyg.2022.992003