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Practitioner Review: Dyadic teacher–child relationships: comparing theories, empirical evidence and implications for practice

Journal of child psychology and psychiatry, 2022-07, Vol.63 (7), p.724-733

2022

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Teachers' emotional experiences in response to daily events with individual students varying in perceived past disruptive behavior

Journal of school psychology, 2020-10, Vol.82, p.85-102

2020

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Don't forget student-teacher dependency! A Meta-analysis on associations with students' school adjustment and the moderating role of student and teacher characteristics

Attachment & human development, 2021-09, Vol.23 (5), p.490-503

2021

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The relational side of teachers' self-efficacy: Assimilation and contrast effects of classroom relational climate on teachers' self-efficacy

Journal of school psychology, 2024-04, Vol.103, p.101297-101297, Article 101297

2024

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Young Children's and Teachers' Perceptions of Affective Teacher-Child Relationships: A Cross-Cultural Comparison Between the Netherlands and China

Early education and development, 2024-08, Vol.35 (6), p.1176-1193

2024

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Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes

Frontiers in education (Lausanne), 2022-06, Vol.7

2022

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Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration

Journal of school psychology, 2016-04, Vol.55, p.39-56

2016

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Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

Frontiers in education (Lausanne), 2024-03, Vol.9

2024

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A Values-Affirmation Intervention Does Not Benefit Negatively Stereotyped Immigrant Students in the Netherlands

Frontiers in psychology, 2016-05, Vol.7, p.691-691

2016

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Teacher-child interactions and kindergartners' task behaviors: Observations based on interpersonal theory

Journal of applied developmental psychology, 2017-11, Vol.53, p.74-85

2017

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Changing interactions between teachers and socially inhibited kindergarten children: An interpersonal approach

Journal of applied developmental psychology, 2013-07, Vol.34 (4), p.173-184

2013

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Teachers’ emotional labor in response to daily events with individual students: The role of teacher–student relationship quality

Teaching and teacher education, 2021-11, Vol.107, p.103467, Article 103467

2021

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Different teachers, different relationships? Student-teacher relationships and engagement in secondary education

Learning and individual differences, 2019-10, Vol.75, p.101761, Article 101761

2019

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Relevant classroom events for teachers: A study of student characteristics, student behaviors, and associated teacher emotions

Teaching and teacher education, 2019-11, Vol.86, p.102899, Article 102899

2019

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Children's perceptions of the relationship with the teacher: Associations with appraisals and internalizing problems in middle childhood

Journal of applied developmental psychology, 2015-01, Vol.36, p.30-38

2015

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Regulation of Emotional Security by Children after Entry to Special and Regular Kindergarten Classes

Psychological reports, 2003-12, Vol.93 (3_suppl), p.1319-1334

2003

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Omgaan met verschillende soorten gedrag in de klas: De rol van self-efficacy van de leerkracht

Kind en adolescent, 2018-02, Vol.39 (1), p.1-21

2018

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Migratie en ontwikkeling: Inleiding op het themanummer

Kind en adolescent, 2018-05, Vol.39 (2), p.69-71

2018

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Supporting teachers' relationships with disruptive children: the potential of relationship-focused reflection: Teacher-Child Relationships from an Attachment Perspective

Attachment & human development, 2012, Vol.14 (3), p.305-318

2012

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Het Leerkracht Relatie Interview: Interviews met leerkrachten over hun relaties met kleuters met gedragsproblemen

Kind en adolescent, 2010-05, Vol.31 (2), p.58-70

2010

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Scales for Teachers' Assessment of Inhibition and Security Seeking in Kindergarten Children

Psychological reports, 1999-06, Vol.84 (3), p.767-772

1999

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REGULATION OF EMOTIONAL SECURITY BY CHILDREN AFTER ENTRY TO SPECIAL AND REGULAR KINDERGARTEN CLASSES

Psychological reports, 2003, Vol.93 (7), p.1319

KOOMEN, HELMA M. Y.

2003

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REGULATION OF EMOTIONAL SECURITY BY CHILDREN AFTER ENTRY TO SPECIAL AND REGULAR KINDERGARTEN CLASSES

Psychological reports, 2003, Vol.93 (8), p.1319

KOOMEN, HELMA M. Y.

2003

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The Development of Early Attachment Behaviours

Early development & parenting, 1996-09, Vol.5 (3), p.135-147

1996

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Understanding Discordant Relationships between Teachers and Disruptive Kindergarten Children: An Observational Study of Teachers’ Pedagogical Practices

Interpersonal Relationships in Education, p.37-49

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Practitioner Review: Dyadic teacher–child relationships: comparing theories, empirical evidence and implications for practice

Teachers' emotional experiences in response to daily events with individual students varying in perceived past disruptive behavior

Don't forget student-teacher dependency! A Meta-analysis on associations with students' school adjustment and the moderating role of student and teacher characteristics

The relational side of teachers' self-efficacy: Assimilation and contrast effects of classroom relational climate on teachers' self-efficacy

Young Children's and Teachers' Perceptions of Affective Teacher-Child Relationships: A Cross-Cultural Comparison Between the Netherlands and China

Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes

Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration

Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

A Values-Affirmation Intervention Does Not Benefit Negatively Stereotyped Immigrant Students in the Netherlands

Teacher-child interactions and kindergartners' task behaviors: Observations based on interpersonal theory

Changing interactions between teachers and socially inhibited kindergarten children: An interpersonal approach

Teachers’ emotional labor in response to daily events with individual students: The role of teacher–student relationship quality

Different teachers, different relationships? Student-teacher relationships and engagement in secondary education

Relevant classroom events for teachers: A study of student characteristics, student behaviors, and associated teacher emotions

Children's perceptions of the relationship with the teacher: Associations with appraisals and internalizing problems in middle childhood

Regulation of Emotional Security by Children after Entry to Special and Regular Kindergarten Classes

Omgaan met verschillende soorten gedrag in de klas: De rol van self-efficacy van de leerkracht

Migratie en ontwikkeling: Inleiding op het themanummer

Supporting teachers' relationships with disruptive children: the potential of relationship-focused reflection: Teacher-Child Relationships from an Attachment Perspective

Het Leerkracht Relatie Interview: Interviews met leerkrachten over hun relaties met kleuters met gedragsproblemen

Scales for Teachers' Assessment of Inhibition and Security Seeking in Kindergarten Children

REGULATION OF EMOTIONAL SECURITY BY CHILDREN AFTER ENTRY TO SPECIAL AND REGULAR KINDERGARTEN CLASSES

REGULATION OF EMOTIONAL SECURITY BY CHILDREN AFTER ENTRY TO SPECIAL AND REGULAR KINDERGARTEN CLASSES

The Development of Early Attachment Behaviours

Understanding Discordant Relationships between Teachers and Disruptive Kindergarten Children: An Observational Study of Teachers’ Pedagogical Practices

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