Jackson, Hayley, authorBarrett, Karen, advisorMorgan, George, committee memberYoungblade, Lise, committee member2007-01-032007-01-032012http://hdl.handle.net/10217/74434This study examines the relationship between levels of negative emotionality, quality of the teacher-child relationship, and self-regulation behaviors in preschool children ages 2.5-5 years (N= 67). It was expected that children with high levels of negative emotionality who experienced a close teacher-child relationship would have higher levels of self-regulation as compared to children with high negative emotionality who had a teacher-child relationship marked with distance or conflict. Negative emotionality and parentally reported self-regulation were assessed using the Child Behavior Questionnaire, teacher-child relationship was measured using the Student-Teacher Relationship Scale, and self-regulation behavior was observed using the Preschool Self -Regulation Assessment. Results were not supportive of the predicted relations among negative affect, student-teacher relationship, and self-regulation. Implications are discussed.born digitalmasters thesesengCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.Text