Exploring the role of teacher–child relationships in the longitudinal associations between childhood shyness and social functioning at school: A prospective cohort study

dc.contributor.author	Bårdstu, Silje Kvam
dc.contributor.author	Coplan, Robert J.
dc.contributor.author	Eliassen, Erik
dc.contributor.author	Brandlistuen, Ragnhild Eek
dc.contributor.author	Wang, Mari Vaage
dc.date.accessioned	2022-07-29T06:19:06Z
dc.date.available	2022-07-29T06:19:06Z
dc.date.created	2022-06-12T12:02:52Z
dc.date.issued	2022
dc.identifier.citation	School Mental Health. 2022, 1-13.
dc.identifier.issn	1866-2625
dc.identifier.uri	https://hdl.handle.net/11250/3009077
dc.language.iso	eng
dc.title	Exploring the role of teacher–child relationships in the longitudinal associations between childhood shyness and social functioning at school: A prospective cohort study
dc.title.alternative	Exploring the role of teacher–child relationships in the longitudinal associations between childhood shyness and social functioning at school: A prospective cohort study
dc.type	Peer reviewed
dc.type	Journal article
dc.description.version	publishedVersion
dc.source.pagenumber	1-13
dc.source.journal	School Mental Health
dc.identifier.doi	10.1007/s12310-022-09518-1
dc.identifier.cristin	2031123
cristin.ispublished	true
cristin.fulltext	original
cristin.qualitycode	1