| Relations among positive parenting, children's effortful control, and externalizing problems: A three‐wave longitudinal study N Eisenberg, Q Zhou, TL Spinrad, C Valiente, RA Fabes, J Liew Child development 76 (5), 1055-1071, 2005 | 1480 | 2005 |
| Longitudinal relations of children’s effortful control, impulsivity, and negative emotionality to their externalizing, internalizing, and co-occurring behavior problems. N Eisenberg, C Valiente, TL Spinrad, A Cumberland, J Liew, M Reiser, ... Developmental psychology 45 (4), 988, 2009 | 980 | 2009 |
| The relations of effortful control and impulsivity to children's resiliency and adjustment N Eisenberg, TL Spinrad, RA Fabes, M Reiser, A Cumberland, ... Child development 75 (1), 25-46, 2004 | 850 | 2004 |
| The relations of problem behavior status to children's negative emotionality, effortful control, and impulsivity: concurrent relations and prediction of change. N Eisenberg, A Sadovsky, TL Spinrad, RA Fabes, SH Losoya, C Valiente, ... Developmental psychology 41 (1), 193, 2005 | 791 | 2005 |
| Prediction of children's academic competence from their effortful control, relationships, and classroom participation. C Valiente, K Lemery-Chalfant, J Swanson, M Reiser Journal of educational psychology 100 (1), 67, 2008 | 704 | 2008 |
| Self-regulation and school readiness N Eisenberg, C Valiente, ND Eggum Early education and development 21 (5), 681-698, 2010 | 693 | 2010 |
| Longitudinal relations among parental emotional expressivity, children's regulation, and quality of socioemotional functioning. N Eisenberg, C Valiente, AS Morris, RA Fabes, A Cumberland, M Reiser, ... Developmental psychology 39 (1), 3, 2003 | 647 | 2003 |
| Linking students’ emotions and academic achievement: When and why emotions matter C Valiente, J Swanson, N Eisenberg Child development perspectives 6 (2), 129-135, 2012 | 625 | 2012 |
| Relation of emotion-related regulation to children's social competence: a longitudinal study. TL Spinrad, N Eisenberg, A Cumberland, RA Fabes, C Valiente, ... Emotion 6 (3), 498, 2006 | 594 | 2006 |
| Pathways to problem behaviors: Chaotic homes, parent and child effortful control, and parenting C Valiente, K Lemery‐Chalfant, M Reiser Social development 16 (2), 249-267, 2007 | 428 | 2007 |
| Prediction of children's empathy-related responding from their effortful control and parents' expressivity. C Valiente, N Eisenberg, RA Fabes, SA Shepard, A Cumberland, ... Developmental psychology 40 (6), 911, 2004 | 377 | 2004 |
| The relations of effortful control and ego control to children's resiliency and social functioning. N Eisenberg, C Valiente, RA Fabes, CL Smith, M Reiser, SA Shepard, ... Developmental psychology 39 (4), 761, 2003 | 365 | 2003 |
| Empathy and its measurement. Q Zhou, C Valiente, N Eisenberg American Psychological Association, 2003 | 342 | 2003 |
| Conscientiousness: Origins in childhood? N Eisenberg, AL Duckworth, TL Spinrad, C Valiente Developmental psychology 50 (5), 1331, 2014 | 323 | 2014 |
| The relations of effortful control and reactive control to children's externalizing problems: A longitudinal assessment C Valiente, N Eisenberg, CL Smith, M Reiser, RA Fabes, S Losoya, ... Journal of personality 71 (6), 1171-1196, 2003 | 282 | 2003 |
| Parenting and children’s prosocial and moral development N Eisenberg, C Valiente Handbook of Parenting Volume 5 Practical Issues in Parenting 111, 2002 | 272 | 2002 |
| Prediction of kindergartners' academic achievement from their effortful control and emotionality: Evidence for direct and moderated relations. C Valiente, K Lemery-Chalfant, J Swanson Journal of Educational Psychology 102 (3), 550, 2010 | 259 | 2010 |
| The relations of parental expressivity and support to children's coping with daily stress. C Valiente, RA Fabes, N Eisenberg, TL Spinrad Journal of family Psychology 18 (1), 97, 2004 | 228 | 2004 |
| Children's effortful control and academic competence: Mediation through school liking C Valiente, K Lemery-Chalfant, KS Castro Merrill-Palmer Quarterly (1982-), 1-25, 2007 | 216 | 2007 |
| Emotion-related socialization in the classroom: Considering the roles of teachers, peers, and the classroom context. C Valiente, J Swanson, D DeLay, AM Fraser, JH Parker Developmental psychology 56 (3), 578, 2020 | 211 | 2020 |