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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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Affective Teacher-Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement

School psychology review, 2017-09, Vol.46 (3), p.239-261

2017

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Student–Teacher Relationships and Students’ Externalizing and Internalizing Behaviors: A Cross‐Lagged Study in Secondary Education

Child development, 2021-01, Vol.92 (1), p.174-188

2021

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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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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-child relationships from an attachment perspective

Attachment & human development, 2012-05, Vol.14 (3), p.205-211

2012

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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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Similarities and dissimilarities between teachers' and students' relationship views in upper elementary school: The role of personal teacher and student attributes

Journal of school psychology, 2017-10, Vol.64, p.43-60

2017

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Understanding cross-cultural differences in affective teacher-student relationships: A comparison between Dutch and Chinese primary school teachers and students

Journal of school psychology, 2019-10, Vol.76, p.89-106

2019

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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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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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Using relationship-focused reflection to improve teacher–child relationships and teachers' student-specific self-efficacy

Journal of school psychology, 2021-08, Vol.87, p.28-47

2021

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Teacher-student relationship quality from kindergarten to sixth grade and students' school adjustment: A person-centered approach

Journal of school psychology, 2018-06, Vol.68, p.177-194

2018

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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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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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Young children's social withdrawal and teacher–child relationship quality: A cross‐cultural comparison between the Netherlands and China

Social development (Oxford, England), 2023-11, Vol.32 (4), p.1318-1334

2023

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Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach

Journal of applied developmental psychology, 2020-01, Vol.66, p.101101-12, Article 101101

2020

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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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Student–teacher relationship quality and academic adjustment in upper elementary school: The role of student personality

Journal of school psychology, 2013-08, Vol.51 (4), p.517-533

2013

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Do Teachers Have Different Mental Representations of Relationships With Children in Cases of Hyperactivity Versus Conduct Problems?

School psychology review, 2019-12, Vol.48 (4), p.333-347

2019

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Supporting teachers' relationships with disruptive children: the potential of relationship-focused reflection

Attachment & human development, 2012-05, Vol.14 (3), p.305-318

2012

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

Affective Teacher-Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement

Student–Teacher Relationships and Students’ Externalizing and Internalizing Behaviors: A Cross‐Lagged Study in Secondary Education

Teacher Wellbeing: The Importance of Teacher—Student Relationships

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-child relationships from an attachment perspective

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

Similarities and dissimilarities between teachers' and students' relationship views in upper elementary school: The role of personal teacher and student attributes

Understanding cross-cultural differences in affective teacher-student relationships: A comparison between Dutch and Chinese primary school teachers and students

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

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

Using relationship-focused reflection to improve teacher–child relationships and teachers' student-specific self-efficacy

Teacher-student relationship quality from kindergarten to sixth grade and students' school adjustment: A person-centered approach

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

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

Young children's social withdrawal and teacher–child relationship quality: A cross‐cultural comparison between the Netherlands and China

Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach

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

Student–teacher relationship quality and academic adjustment in upper elementary school: The role of student personality

Do Teachers Have Different Mental Representations of Relationships With Children in Cases of Hyperactivity Versus Conduct Problems?

Supporting teachers' relationships with disruptive children: the potential of relationship-focused reflection

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

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

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