Kathleen Moritz Rudasill

Author

University of Nebraska–Lincoln ORCID

Also Known As

Kathleen M Rudasill, Kathleen M. Rudasill, Kathleen Moritz Rudasill, Kathleen Rudasill, Rudasill, Kathleen Moritz

111

Publications

3.8K

Citations

H-Index

124

Concepts

All Affiliations

University of Nebraska–Lincoln University of Louisville Hospital University of Louisville Virginia Commonwealth University University of Virginia

About

Kathleen Moritz Rudasill is an author at University of Nebraska–Lincoln specializing in education, psychology, and child development.

Top Concepts

#	Concept	H-Index	Publications	Citations
1	Education	29	39	2.9K
2	Medicine	8	8	300
3	Language Studies	3	3	279
4	Health Sciences	1	1	14
5	Public Health	1	1	20

Kathleen Moritz Rudasill

Publications

3.5K

Citations

H-Index

Page 1

	Year	Citations
Teacher–child relationship quality: The roles of child temperament and teacher–child interactions Kathleen Moritz Rudasill, Sara E. Rimm‐Kaufman Early Childhood Research Quarterly Teacher EducationChild PsychologyTeacher–child InteractionsTeacher-student RelationEducation	2009	366
A longitudinal study of student–teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence Kathleen Moritz Rudasill, Thomas G. Reio, Natalie Stipanovic, Journal of School Psychology Child PsychologyBehavioral SciencesAdolescenceEducational PsychologyTeacher-student Relation	2010	259
Systems View of School Climate: a Theoretical Framework for Research Kathleen Moritz Rudasill, Kate E. Snyder, Heather Levinson, Educational Psychology Review Educational SystemEducation ResearchEducationSystems ViewSchool Functioning	2017	251
A longitudinal study of school connectedness and academic outcomes across sixth grade Kate Niehaus, Kathleen Moritz Rudasill, Christopher R. Rakes Journal of School Psychology Academic OutcomesSecondary EducationStudent SuccessPsychologyEducation	2012	201
Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool Kathleen Moritz Rudasill, Sara E. Rimm‐Kaufman, Laura M. Justice, Early Education and Development Kindergarten EducationLanguage DevelopmentTeacher-student RelationAtypical Language DevelopmentEducation	2006	149
Temperamental attention and activity, classroom emotional support, and academic achievement in third grade Kathleen Moritz Rudasill, Kathleen Cranley Gallagher, Jamie M. White Journal of School Psychology Third GradeBehavioral SupportSchool PsychologyEducational PsychologyEducation	2009	147
Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade Kathleen Moritz Rudasill Early Childhood Research Quarterly Teacher EducationChild PsychologyLongitudinal InvestigationTeacher–child InteractionsSchool Psychology	2010	147
Self-Efficacy, Intrinsic Motivation, and Academic Outcomes Among Latino Middle School Students Participating in an After-School Program Kate Niehaus, Kathleen Moritz Rudasill, Jill L. Adelson Hispanic Journal of Behavioral Sciences Educational PsychologyEducationPsychologyElementary EducationSelf-efficacy Theory	2011	93
Associations between teacher emotional support and depressive symptoms in Australian adolescents: A 5-year longitudinal study. Patrick Pössel, Kathleen Moritz Rudasill, Michael Sawyer, Developmental Psychology Australian AdolescentsTeacher-student RelationEducationMental HealthPsychology	2013	90
Evidence of alphabetic knowledge in writing: connections to letter and word identification skills in preschool and kindergarten Victoria J. Molfese, Jennifer Beswick, Jill Jacobi-Vessels, Reading and Writing HandwritingLanguage DevelopmentEducationEarly Childhood LanguageLiteracy Development	2010	80

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