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Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research

Review of educational research, 2016-12, Vol.86 (4), p.981-1015

2016

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Can closeness, conflict, and dependency be used to characterize students' perceptions of the affective relationship with their teacher? Testing a new child measure in middle childhood

British journal of educational psychology, 2015-12, Vol.85 (4), p.479-497

2015

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Teacher Wellbeing: The Importance of Teacher—Student Relationships

Educational psychology review, 2011-12, Vol.23 (4), p.457-477

2011

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The Influence of Affective Teacher-Student Relationships on Students' School Engagement and Achievement: A Meta-Analytic Approach

Review of educational research, 2011-12, Vol.81 (4), p.493-529

2011

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Teachers' Self-Efficacy in Relation to Individual Students With a Variety of Social-Emotional Behaviors: A Multilevel Investigation

Journal of educational psychology, 2016-10, Vol.108 (7), p.1013-1027

2016

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Validating the Student-Teacher Relationship Scale: Testing factor structure and measurement invariance across child gender and age in a Dutch sample

Journal of school psychology, 2012-04, Vol.50 (2), p.215-234

2012

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Are boys better off with male and girls with female teachers? A multilevel investigation of measurement invariance and gender match in teacher–student relationship quality

Journal of school psychology, 2012-06, Vol.50 (3), p.363-378

2012

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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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Language Development in the Early School Years: The Importance of Close Relationships With Teachers

Developmental psychology, 2015-02, Vol.51 (2), p.185-196

2015

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Looking beyond challenging student behaviour: Utilising the teacher relationship interview

Australian journal of guidance and counselling, 2023-06, Vol.33 (1), p.124-132

2023

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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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Teacher and observer views on student–teacher relationships: Convergence across kindergarten and relations with student engagement

Journal of school psychology, 2012-02, Vol.50 (1), p.61-76

2012

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Young children's perceptions of teacher–child relationships: An evaluation of two instruments and the role of child gender in kindergarten

Journal of applied developmental psychology, 2010-11, Vol.31 (6), p.428-438

2010

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Toward a further understanding of teachers’ reports of early teacher–child relationships: Examining the roles of behavior appraisals and attributions

Early childhood research quarterly, 2009-01, Vol.24 (2), p.186-197

2009

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Interpersonal behaviors and complementarity in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviors

Journal of school psychology, 2013-02, Vol.51 (1), p.143-158

2013

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Child Perceptions of Teacher Interpersonal Behavior and Associations with Mathematics Achievement in Dutch Early Grade Classrooms

The Elementary school journal, 2013-06, Vol.113 (4), p.517-540

2013

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Task-related interactions between kindergarten children and their teachers: the role of emotional security

Infant and child development, 2008-03, Vol.17 (2), p.181-197

2008

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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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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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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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Assessing client–caregiver relationships and the applicability of the ‘student–teacher relationship scale’ for people with intellectual disabilities

Research in developmental disabilities, 2012, Vol.33 (1), p.104-110

2012

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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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From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship

Contemporary educational psychology, 2017-10, Vol.51, p.37-50

2017

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How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement

Contemporary educational psychology, 2018-10, Vol.55, p.189-200

2018

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Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research

Can closeness, conflict, and dependency be used to characterize students' perceptions of the affective relationship with their teacher? Testing a new child measure in middle childhood

Teacher Wellbeing: The Importance of Teacher—Student Relationships

The Influence of Affective Teacher-Student Relationships on Students' School Engagement and Achievement: A Meta-Analytic Approach

Teachers' Self-Efficacy in Relation to Individual Students With a Variety of Social-Emotional Behaviors: A Multilevel Investigation

Validating the Student-Teacher Relationship Scale: Testing factor structure and measurement invariance across child gender and age in a Dutch sample

Are boys better off with male and girls with female teachers? A multilevel investigation of measurement invariance and gender match in teacher–student relationship quality

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

Language Development in the Early School Years: The Importance of Close Relationships With Teachers

Looking beyond challenging student behaviour: Utilising the teacher relationship interview

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

Teacher and observer views on student–teacher relationships: Convergence across kindergarten and relations with student engagement

Young children's perceptions of teacher–child relationships: An evaluation of two instruments and the role of child gender in kindergarten

Toward a further understanding of teachers’ reports of early teacher–child relationships: Examining the roles of behavior appraisals and attributions

Interpersonal behaviors and complementarity in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviors

Child Perceptions of Teacher Interpersonal Behavior and Associations with Mathematics Achievement in Dutch Early Grade Classrooms

Task-related interactions between kindergarten children and their teachers: the role of emotional security

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

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

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

Assessing client–caregiver relationships and the applicability of the ‘student–teacher relationship scale’ for people with intellectual disabilities

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

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

From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship

How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement

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