Developmental psychology, Emotionality, Coping, Social relation and Self-control are his primary areas of study. His Developmental psychology research is multidisciplinary, incorporating elements of Anger, Social psychology and Social competence. His studies in Emotionality integrate themes in fields like Emotional intensity and Negative affectivity, Temperament, Personality.
In his study, which falls under the umbrella issue of Coping, Coping behavior and Emotional control is strongly linked to Erikson's stages of psychosocial development. His Social relation research incorporates themes from Peer interaction, Peer group and Social preferences. His biological study spans a wide range of topics, including Internal-External Control, Externalization and Attentional control.
His primary scientific interests are in Developmental psychology, Social psychology, Emotionality, Social relation and Prosocial behavior. Richard A. Fabes interconnects Coping, Empathy, Social competence and Personality in the investigation of issues within Developmental psychology. As part of one scientific family, Richard A. Fabes deals mainly with the area of Empathy, narrowing it down to issues related to the Sympathy, and often Distress, Situational ethics and Sadness.
Social psychology connects with themes related to Cognition in his study. His Emotionality study incorporates themes from Negative emotionality, Anger, Emotional intensity and Self-control. His studies deal with areas such as Externalization and Attentional control as well as Self-control.
Richard A. Fabes mostly deals with Developmental psychology, Social psychology, Academic achievement, Peer group and Pedagogy. The various areas that Richard A. Fabes examines in his Developmental psychology study include Social relation and Cognition. His work on Peer interaction, Peer influence, Peer effects and Salience as part of general Social psychology research is frequently linked to Social harmony, thereby connecting diverse disciplines of science.
His study in Peer group is interdisciplinary in nature, drawing from both Social influence, Externalization, Interpersonal relationship and Aggression. Richard A. Fabes has researched Aggression in several fields, including Juvenile delinquency, Social competence and Class size. His Classroom climate and Inclusion study, which is part of a larger body of work in Pedagogy, is frequently linked to Educational quality, Promotion and Education theory, bridging the gap between disciplines.
Richard A. Fabes mainly investigates Developmental psychology, Social psychology, Peer group, Socialization and Coping. Developmental psychology is closely attributed to Competence in his work. The Social psychology study combines topics in areas such as Social skills and Child development.
His work deals with themes such as Social environment, Interpersonal relationship, Social cognition, Social influence and Gender identity, which intersect with Peer group. His Socialization research includes themes of Peer relationships, Cognition and Friendship. His Coping research includes elements of Cognitive restructuring, Help-seeking and Adolescent development.
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The Relations of Regulation and Emotionality to Children's Externalizing and Internalizing Problem Behavior
Nancy Eisenberg;Amanda Cumberland;Tracy L. Spinrad;Richard A. Fabes.
Child Development (2001)
Dispositional emotionality and regulation: their role in predicting quality of social functioning.
Nancy Eisenberg;Richard A. Fabes;Ivanna K. Guthrie;Mark Reiser.
Journal of Personality and Social Psychology (2000)
Empathy: Conceptualization, measurement, and relation to prosocial behavior
Nancy Eisenberg;Richard A. Fabes.
Motivation and Emotion (1990)
Relations Among Positive Parenting, Children's Effortful Control, and Externalizing Problems: A Three-Wave Longitudinal Study.
Nancy Eisenberg;Qing Zhou;Tracy L. Spinrad;Carlos Valiente.
Child Development (2005)
Emotion, regulation, and the development of social competence.
Nancy Eisenberg;Richard A. Fabes.
Parents' reactions to children's negative emotions: Relations to children's social competence and comforting behavior.
Nancy Eisenberg;Richard A. Fabes;Bridget C. Murphy.
Child Development (1996)
The relations of emotionality and regulation to preschoolers' social skills and sociometric status
Nancy Eisenberg;Richard A. Fabes;Jane Bernzweig;Mariss Karbon.
Child Development (1993)
Relation of sympathy and personal distress to prosocial behavior: a multimethod study.
Nancy Eisenberg;Richard A. Fabes;Paul A. Miller;Jim Fultz.
Journal of Personality and Social Psychology (1989)
The role of emotionality and regulation in children's social functioning: a longitudinal study
Nancy Eisenberg;Richard A. Fabes;Bridget Murphy;Pat Maszk.
Child Development (1995)
Contemporaneous and longitudinal prediction of children's social functioning from regulation and emotionality
Nancy Eisenberg;Richard A. Fabes;Stephanie A. Shepard;Bridget C. Murphy.
Child Development (1997)
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