Context is key: Parasympathetic regulation in the classroom differentially predicts preschoolers' socially competent behaviors.
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| Title: | Context is key: Parasympathetic regulation in the classroom differentially predicts preschoolers' socially competent behaviors. |
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| Authors: | Darling LN; Boston University, Psychological and Brain Sciences, Boston, Massachusetts, United States., Holochwost SJ; City University of New York, Lehman College, Educational Psychology, New York, United States., Coffman J; University of North Carolina at Greensboro, Human Development and Family Studies, Greensboro, North Carolina, United States., Propper CB; University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, Chapel Hill, North Carolina, United States., Wagner NJ; Boston University, Psychological and Brain Sciences, Boston, Massachusetts, United States. |
| Source: | Developmental psychobiology [Dev Psychobiol] 2022 Mar; Vol. 64 (2), pp. e22246. |
| Publication Type: | Journal Article; Research Support, N.I.H., Extramural; Research Support, Non-U.S. Gov't |
| Journal Info: | Publisher: Wiley Interscience Country of Publication: United States NLM ID: 0164074 Publication Model: Print Cited Medium: Internet ISSN: 1098-2302 (Electronic) Linking ISSN: 00121630 NLM ISO Abbreviation: Dev Psychobiol Subsets: MEDLINE |
| Database: | MEDLINE Ultimate |
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| ISSN: | 1098-2302 |
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| DOI: | 10.1002/dev.22246 |
