Cadima, JoanaBarros, SílviaFerreira, TiagoSerra-Lemos, MarinaLeal, TeresaVerschueren, Karine2020-04-282020-04-282019http://hdl.handle.net/10400.22/15901tIn the present study, we examine the bidirectional associations between child vocabulary and self-regulation and their interplay with two relational dimensions, teacher–child closeness and autonomysupport in preschool. Participants were 208 young children (50% boys; M = 4 years and 11 months,SD = 0.71) from socially disadvantaged areas in Portugal. Self-regulation and vocabulary were assessed atthe beginning and end of the year. Teachers reported on levels of teacher–child closeness and autonomysupport. A series of path analyses were conducted and tests of direct and indirect effects were includedin the models. Results showed bidirectional effects between self-regulation and vocabulary, such thatself-regulation at the beginning of preschool was a significant predictor of expressive vocabulary at theend of preschool year, and receptive vocabulary skills at the beginning of preschool year predicted self-regulation at the end of preschool year, controlling for earlier receptive vocabulary and self-regulationskills. In addition, teacher–child closeness uniquely predicted expressive vocabulary, whereas teacherautonomy support uniquely predicted self-regulation.engSelf-regulationTeacher-child relationshipsAutonomy supportBidirectional effectsEarly childhoodjournal article10.1016/j.ecresq.2018.04.004