Cadima, J., Verschueren, K., Leal, T., & Guedes, C. (2015). Classroom interactions, dyadic teacher–child relationships, and self-regulation. Journal of Abnormal Child Psychology.
Cadima, J., Doumen, S., Verschueren, K., & Buyse, E. (2015). Child engagement in the transition to school: Contributions of self-Regulation, teacher–Child relationships and classroom climate. Early Childhood Research Quarterly.
Cadima, J., Gamelas, A. M., McClelland, M., & Peixoto, C. (2015). Associations between early family risk, children's behavioral regulation, and academic achievement in Portugal. Early Education & Development.
Cadima, J., Doumen, S., Verschueren, K., & Leal, T. (2013). Examining teacher–child relationship quality across two countries. Educational Psychology: An International Journal of Experimental Educational Psychology.
Cadima, J. McWilliam, R. A., & Leal, T. (2010). Environmental risk factors and children's literacy skills during the transition to elementary school. International Journal of Behavioral Development, 34, 24-33.