Richard Allen Fabes

Richard Allen Fabes's AcademicInfluence.com Rankings

Richard Allen Fabes

Psychology

#2982

World Rank

#3413

Historical Rank

Developmental Psychology

#158

World Rank

#168

Historical Rank

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Psychology

Richard Allen Fabes's Degrees

Bachelors Psychology University of California, Santa Cruz

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Richard Allen Fabes's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

The relations of regulation and emotionality to children's externalizing and internalizing problem behavior. (2001) (1533)
Dispositional emotionality and regulation: their role in predicting quality of social functioning. (2000) (1269)
Relations among positive parenting, children's effortful control, and externalizing problems: a three-wave longitudinal study. (2005) (826)
Empathy: Conceptualization, measurement, and relation to prosocial behavior (1990) (737)
Parents' reactions to children's negative emotions: relations to children's social competence and comforting behavior. (1996) (723)
The relations of emotionality and regulation to preschoolers' social skills and sociometric status. (1993) (638)
The role of emotionality and regulation in children's social functioning: a longitudinal study. (1995) (623)
Parental reactions to children's negative emotions: longitudinal relations to quality of children's social functioning. (1999) (587)
Relation of sympathy and personal distress to prosocial behavior: a multimethod study. (1989) (586)
Emotion, regulation, and the development of social competence. (1992) (566)
The relations of emotionality and regulation to dispositional and situational empathy-related responding. (1994) (558)
The relations of children's dispositional empathy-related responding to their emotionality, regulation, and social functioning. (1996) (556)
The relations of regulation and emotionality to problem behavior in elementary school children (1996) (537)
The stability and consequences of young children's same-sex peer interactions. (2001) (511)
The relations of problem behavior status to children's negative emotionality, effortful control, and impulsivity: concurrent relations and prediction of change. (2005) (510)
The relations of effortful control and impulsivity to children's resiliency and adjustment. (2004) (489)
Mothers' emotional expressivity and children's behavior problems and social competence: mediation through children's regulation. (2001) (489)
Contemporaneous and longitudinal prediction of children's social functioning from regulation and emotionality. (1997) (480)
The relations of parental warmth and positive expressiveness to children's empathy-related responding and social functioning: a longitudinal study. (2002) (474)
Coping with Stress (1997) (433)
The Coping with Children's Negative Emotions scale (CCNES): Psychometric properties and relations with Children's emotional competence (2002) (432)
Prediction of elementary school children's externalizing problem behaviors from attentional and behavioral regulation and negative emotionality. (2000) (427)
Parental coping with children's negative emotions: relations with children's emotional and social responding. (2001) (413)
The relations of emotionality and regulation to children's anger-related reactions. (1994) (406)
The relations of regulation and emotionality to resiliency and competent social functioning in elementary school children. (1997) (381)
Gender and Age Stereotypes of Emotionality (1991) (378)
Relation of emotion-related regulation to children's social competence: a longitudinal study. (2006) (372)
Longitudinal relations among parental emotional expressivity, children's regulation, and quality of socioemotional functioning. (2003) (331)
Mothers' Reactions to Children's Negative Emotions: Relations to Children's Temperament and Anger Behavior. (1994) (328)
Young children's coping with interpersonal anger. (1992) (323)
The relations of children's dispositional prosocial behavior to emotionality, regulation, and social functioning. (1996) (321)
Regulatory control and adults' stress-related responses to daily life events. (1997) (305)
Regulation, emotionality, and preschoolers' socially competent peer interactions. (1999) (303)
Sleep Disturbances and Correlates of Children with Autism Spectrum Disorders (2006) (300)
The Pseudoscience of Single-Sex Schooling (2011) (289)
Parental socialization of children's dysregulated expression of emotion and externalizing problems. (2001) (287)
The relations of parental characteristics and practices to children's vicarious emotional responding. (1991) (255)
Young children's play qualities in same-, other-, and mixed-sex peer groups. (2003) (253)
Behavioral and Physiological Correlates of Children's Reactions to Others in Distress (1993) (241)
Shyness and children's emotionality, regulation, and coping: contemporaneous, longitudinal, and across-context relations. (1998) (236)
The relations of effortful control and ego control to children's resiliency and social functioning. (2003) (228)
Differentiation of vicariously induced emotional reactions in children (1988) (213)
The role of sympathy and altruistic personality traits in helping: a reexamination. (1989) (209)
Personality and socialization correlates of vicarious emotional responding. (1991) (205)
Consistency and change in children's emotionality and regulation: A longitudinal study. (1999) (191)
Parents' Reactions to Elementary School Children's Negative Emotions: Relations to Social and Emotional Functioning at School (2002) (190)
Preschoolers' academic readiness: What role does the teacher-child relationship play? (2007) (190)
The expression and regulation of negative emotions: Risk factors for young children's peer victimization (2004) (189)
Richard A. Fabes, Department of Family & Human Development, Arizona State University, Tempe, AZ 85287-2502 (E-mail (2002) (185)
The relations of children's emotion regulation to their vicarious emotional responses and comforting behaviors. (1994) (182)
Prediction of children's empathy-related responding from their effortful control and parents' expressivity. (2004) (182)
The relations of maternal practices and characteristics to children's vicarious emotional responsiveness. (1992) (179)
The relations of effortful control and reactive control to children's externalizing problems: a longitudinal assessment. (2003) (176)
Developmental Issues in the Study of Coping (1998) (173)
Relations of Moral Reasoning and Vicarious Emotion to Young Children's Prosocial Behavior Toward Peers and Adults (1996) (168)
Gender development and gender effects. (1996) (164)
The developmental trajectories of attention focusing, attentional and behavioral persistence, and externalizing problems during school-age years. (2007) (162)
The role of sex of peers and gender-typed activities in young children's peer affiliative networks: a longitudinal analysis of selection and influence. (2012) (161)
Emotional arousal and gender differences in aggression: A meta‐analysis (2002) (160)
The relation of children's everyday nonsocial peer play behavior to their emotionality, regulation, and social functioning. (2004) (160)
The Relations of Children’s Situational Empathy-related Emotions to Dispositional Prosocial Behaviour (1998) (153)
Contemporaneous and longitudinal prediction of children's sympathy from dispositional regulation and emotionality. (1998) (146)
Socialization of Children’s Vicarious Emotional Responding and Prosocial Behavior: Relations With Mothers' Perceptions of Children's Emotional Reactivity (1994) (144)
Relations of shyness and low sociability to regulation and emotionality. (1995) (140)
Fundamental principles of network formation among preschool children (2010) (138)
Early school competence: the roles of sex-segregated play and effortful control. (2003) (137)
Exposure to Externalizing Peers in Early Childhood: Homophily and Peer Contagion Processes (2005) (137)
The relations of parental expressivity and support to children's coping with daily stress. (2004) (134)
Gender Development Research in Sex Roles: Historical Trends and Future Directions (2011) (131)
Prosocial behavior and empathy: A multimethod developmental perspective (1989) (130)
Young Children's Appraisals of Others' Spontaneous Emotional Reactions. (1991) (124)
Children at play: the role of peers in understanding the effects of child care. (2003) (122)
Maternal correlates of children's vicarious emotional responsiveness. (1990) (122)
Emotional responsivity to others: behavioral correlates and socialization antecedents. (1992) (117)
Effects of Rewards on Children's Prosocial Motivation: A Socialization Study (1989) (117)
Differentiation of Personal Distress and Sympathy in Children and Adults (1988) (116)
The relation of young children's vicarious emotional responding to social competence, regulation, and emotionality (1995) (115)
The relations of parenting, effortful control, and ego control to children's emotional expressivity. (2003) (114)
Concerns about drawing causal inferences from meta-analyses: an example in the study of gender differences in aggression. (1996) (113)
The Relation of Parental Emotionality and Related Dispositional Traits to Parental Expression of Emotion and Children's Social Functioning (2003) (112)
Coping with Children's Negative Emotions Scale (2016) (106)
Sympathy and personal distress: development, gender differences, and interrelations of indexes. (1989) (101)
Social Cognition on the Playground: Children's Beliefs about Playing with Girls Versus Boys and their Relations to Sex Segregated Play (1999) (100)
Emotional responding: Regulation, social correlates, and socialization. (1997) (97)
The Role of Emotionality and Regulation in Children's Social Functioning: A Longitudinal Study (1995) (95)
Contemporaneous and Longitudinal Relations of Dispositional Sympathy to Emotionality, Regulation, and Social Functioning (1999) (90)
Concurrent and Across Time Prediction of Young Adolescents’ Social Functioning: The Role of Emotionality and Regulation (2004) (85)
Social dynamics in the preschool (2005) (84)
Children's behaviors and interactions with peers. (2009) (79)
The Relations of Regulation and Emotionality to Children's Situational Empathy-Related Responding (1997) (78)
Preschoolers' Attributions of the Situational Determinants of Others' Naturally Occurring Emotions (1988) (74)
Emotion Regulation and Children's Socioemotional Competence. (2006) (70)
Children’s Gender-Typed Activity Choices Across Preschool Social Contexts (2012) (70)
Preschoolers' Spontaneous Emotion Vocabulary: Relations to Likability (2001) (70)
Paths to Successful Development: The role of emotionality and regulation in children's social competence and adjustment (2002) (70)
The Social Context of Young Children's Peer Victimization. (2005) (70)
Experienced and Expected Similarity to Same-Gender Peers: Moving Toward a Comprehensive Model of Gender Segregation (2011) (70)
Roles of temperamental arousal and gender-segregated play in young children's social adjustment. (1997) (69)
The Relations of Parental Affect and Encouragement to Children's Moral Emotions and Behaviour (1999) (65)
Bullying among young children: The influence of peers and teachers (2004) (65)
The relations of empathy-related emotions and maternal practices to children's comforting behavior. (1993) (61)
The effects of young children's affiliations with prosocial peers on subsequent emotionality in peer interactions. (2012) (57)
Meta-Analyses of Age and Sex Differences in Children ’ s and Adolescents ’ Prosocial Behavior (1998) (57)
Physiological, emotional, and behavioral correlates of gender segregation. (1994) (56)
Relations of Moral Reasoning and Vicarious Emotion to Young Children's Prosocial Behavior toward Peers and Adults. (1996) (56)
Children's physiological indices of empathy and their socioemotional adjustment: does caregivers' expressivity matter? (2003) (55)
Prediction of elementary school children's socially appropriate and problem behavior from anger reactions at age 4–6 years (1999) (54)
Relations of School Children's Comforting Behavior to Empathy‐Related Reactions and Shyness (1996) (53)
Gender-Related traits and helping in a nonemergency situation (1988) (52)
Playing with Others: Head Start Children's Peer Play and Relations with Kindergarten School Competence. (2014) (51)
Children's coping in self- and other-relevant contexts. (1993) (50)
Peer Influence on Academic Performance: A Social Network Analysis of Social-Emotional Intervention Effects (2016) (44)
Children's enacted interpersonal strategies: their relations to social behavior and negative emotionality (1994) (44)
Peer effects on Head Start children's preschool competency. (2016) (44)
Sex Differences in Children's Play (2007) (43)
Getting angry at peers: associations with linking of the provocateur. (1996) (42)
Gendered-peer relationships in educational contexts. (2014) (42)
Gender-typed behaviors, achievement, and adjustment among racially and ethnically diverse boys during early adolescence. (2013) (39)
English exposure in the home and classroom: predictions to Spanish-speaking preschoolers' English vocabulary skills (2014) (38)
Gender-segregated schooling and gender stereotyping (2013) (37)
Discovering Child Development (2005) (33)
Criteria for evaluating the significance of developmental research in the twenty-first century: force and counterforce. (2000) (33)
Social harmony in schools: A framework for understanding peer experiences and their effects (2016) (32)
Gender differences in empathy and prosocial moral reasoning: Empirical investigations. (1989) (31)
The relations of mothers' negative expressivity to children's experience and expression of negative emotion. (2004) (30)
Preschool Contexts and Teacher Interactions: Relations with School Readiness (2016) (29)
The efficacy of a relationship building intervention in 5th grade. (2017) (29)
Physiological indices of empathy. (1987) (27)
Aggression by whom-aggression toward whom: behavioral predictors of same- and other-gender aggression in early childhood. (2012) (26)
Dimensions of hope in adolescence: Relations to academic functioning and well‐being (2020) (25)
Classroom-Level Adversity: Associations With Children’s Internalizing and Externalizing Behaviors Across Elementary School (2017) (25)
The importance of mutual positive expressivity in social adjustment: understanding the role of peers and gender. (2012) (24)
Preschoolers' beliefs about sex and age differences in emotionality (1992) (24)
Mothers' emotional arousal as a moderator in the socialization of children's empathy. (1989) (24)
Coping Across the Transition to Adolescence (2015) (22)
Exploring Child Development (2002) (22)
Preschool Children with Gender Normative and Gender Non-Normative Peer Preferences: Psychosocial and Environmental Correlates (2012) (21)
Trajectories of Italian Children’s Peer Rejection: Associations with Aggression, Prosocial Behavior, Physical Attractiveness, and Adolescent Adjustment (2018) (20)
Understanding Nonsocial Play in Early Childhood (2006) (20)
Gender-Segregated Schooling (2015) (19)
Gender consistency and flexibility: using dynamics to understand the relationship between gender and adjustment. (2012) (18)
Linking Positive Affect and Positive Self-beliefs in Daily Life (2014) (18)
Reward, affect, and young children's motivational orientation (1988) (17)
Using the Q-connectivity method to study frequency of interaction with multiple peer triads: do preschoolers' peer group interactions at school relate to academic skills? (2007) (17)
Effects of Reward Contexts on Young Children's Task Interest (1987) (17)
Using an Intergroup Contact Approach to Improve Gender Relationships: A Case Study of a Classroom-based Intervention (2017) (16)
Young Children’s Emotional Arousal and Anger/Aggressive Behaviors (1992) (16)
The breadth of peer relationships among preschoolers: an application of the Q-connectivity method to externalizing behavior. (2008) (16)
Does intrinsic motivation theory explain the adverse effects of rewards on immediate task performance (1987) (15)
Building integrated peer relationships in preschool classrooms: The potential of buddies (2021) (14)
The Hidden Costs of Reward and WAIS Subscale Performance (1981) (14)
Cross-language associations and changes in Spanish-speaking preschoolers’ English and Spanish academic abilities (2017) (14)
Gender Integration in Coeducational Classrooms: Advancing Educational Research and Practice (2018) (14)
Gender-Biased Attitudes and Attributions Among Young Italian Children: Relation to Peer Dyadic Interaction (2015) (13)
Peer socialization of gender in young boys and girls (2013) (13)
Gender Differences in Aspirations and Attainment: Peer influences on gender differences in educational aspiration and attainment (2014) (13)
The transition from preschool to first grade: A transactional model of development ☆ (2017) (12)
The Role of Choice in Children's Ability to Delay Gratification (1985) (11)
With Whom and Where You Play: Preschoolers' Social Context Predicts Peer Victimization. (2014) (11)
Gender Integration and the Promotion of Inclusive Classroom Climates (2019) (11)
US principals’ attitudes about and experiences with single-sex schooling (2015) (11)
Exploring Child Development: Transactions and Transformations (1999) (10)
Children's Task Interest and Performance (1986) (9)
Bringing the Cognitive and the Social Together (2013) (9)
Kindergarten School Engagement: Linking Early Temperament and Academic Achievement at the Transition to School (2018) (9)
Girls, boys, and bullying in preschool: The role of gender in the development of bullying (2011) (8)
Children and Youth in a Diverse World: Applied Developmental Perspectives on Diversity and Inclusion (2018) (8)
Hope levels across adolescence and the transition to high school: Associations with school stress and achievement. (2021) (7)
Considering child effortful control in the context of teacher effortful control: Implications for kindergarten success (2016) (7)
Developmental analysis of the effects of reward on selected Wechsler subscales. (1984) (7)
Response—Single-Sex Education: Parameters Too Narrow (2012) (6)
Classroom sex composition and first-grade school outcomes: The role of classroom behavior. (2013) (6)
How the sexes perceive each other: Advantages and disadvantages (1986) (5)
Gender and Temperament in Young Children’s Social Interactions (2010) (5)
Further Perspectives on Child Development Research: A Reconsideration and a Recall (1994) (5)
Effects of material rewards on inkblot perception and organization. (1985) (4)
Arizona State University and the Southwest Autism Research Center: Partners in Helping Children with Autism and their Families (1999) (4)
Preschoolers’ interactions with other-gender peers promote prosocial behavior and reduce aggression: An examination of the Buddy Up intervention (2022) (4)
Public Libraries as a Context for the Study of Learning and Development. (2019) (3)
Exclusionary discipline in U.S. public schools: A comparative examination of use in Pre-Kindergarten and K-12 grades (2021) (3)
The role of hope in college retention (2021) (3)
Disclosure processes in children and adolescents: Children's disclosure of vicariously induced emotions (1995) (3)
Criteria for Evaluating the Significance of Developmental Research in the 21 st Century : Force and Counterforce (2000) (2)
The Self-Observation of Performance and Young Children's Task Interest (1986) (2)
The classroom context of bullying in early childhood (2004) (2)
The Benefits of Buddies: Strategically Pairing Preschoolers with Other-Gender Classmates Promotes Positive Peer Interactions (2022) (2)
Social Harmony in Schools (2016) (1)
Trajectories of Italian Children’s Peer Rejection: Associations with Aggression, Prosocial Behavior, Physical Attractiveness, and Adolescent Adjustment (2017) (1)
Breadth of Peer Relationships 1 Running head : EXTERNALIZING PRESCHOOLERS ’ SOCIAL BREADTH The Breadth of Peer Relationships among Externalizing Preschoolers : An Illustration of the Q-Connectivity Method (2006) (1)
Being helpful to other-gender peers: School-age children's gender-based intergroup prosocial behaviour. (2022) (1)
Gender-Biased Attitudes and Attributions Among Young Italian Children: Relation to Peer Dyadic Interaction (2015) (0)
Preschool Children with Gender Normative and Gender Non-Normative Peer Preferences: Psychosocial and Environmental Correlates (2012) (0)
The effects of extrinsic rewards and perceived competence on children's task performance and interest (1982) (0)
Linking Positive Affect and Positive Self-beliefs in Daily Life (2013) (0)
Peer Relationship Dynamics Affecting Early Academic Competency: A Social Network Analysis of At-Risk Preschool Children: (500122015-087) (2014) (0)
Free Play or Guided Play? An Observational Study of Preschool Play Experiences (2015) (0)
A multimethod examination of hope and adolescent STEM career expectancies. (2022) (0)
Two Views of Temperament: New Directions in the Study of Individual Differences. (1995) (0)
Google Trends Search Information Related to Breastfeeding in the U.S. (2022) (0)
Positive Attribution Scale (2016) (0)
Children’s Gender-Typed Activity Choices Across Preschool Social Contexts (2012) (0)
Taking A Social-Relational (and Developmental) Perspective on the Roots of Gender Gaps in Political Leadership (2021) (0)
The price of punishment: Days missed due to suspension in U.S. K‐12 public schools (2021) (0)
Composite Measure of Effortful Control (2013) (0)
Affect Intensity Scale (2013) (0)
A workshop on the current developmental trends in peer research (2010) (0)
EXPLORING CHILD DEVELOPMENT , 2 / E (2018) (0)
Gender integration and elementary‐age students' classroom belongingness: The importance of other‐gender peers (2022) (0)

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What Schools Are Affiliated With Richard Allen Fabes?

Richard Allen Fabes is affiliated with the following schools:

Arizona State University

Richard Allen Fabes's Academic­Influence.com Rankings