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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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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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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' Perceptions of Teacher-Child Relationships: Links With Children's Observed Interactions

Early education and development, 2017-05, Vol.28 (4), p.441-456

2017

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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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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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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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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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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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Teachers' self-reported pedagogical practices toward socially inhibited, hyperactive, and average children

Psychology in the schools, 2006-05, Vol.43 (5), p.635-651

2006

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Teachers’ Assessment of Physical Aggression With the Preschool Behavior Questionnaire: A Multitrait-Multimethod Evaluation of Convergent and Discriminant Validity

Journal of psychoeducational assessment, 2011-10, Vol.29 (5), p.407-417

2011

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Teachers’ Assessment of Antisocial Behavior in Kindergarten: Physical Aggression and Measurement Bias Across Gender

Journal of psychoeducational assessment, 2010-04, Vol.28 (2), p.129-138

2010

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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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Does well-being contribute to performance? Emotional security, teacher support and learning behaviour in kindergarten

Infant and child development, 2004-09, Vol.13 (3), p.253-275

2004

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

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

Looking beyond challenging student behaviour: Utilising the teacher relationship interview

Teachers' Perceptions of Teacher-Child Relationships: Links With Children's Observed Interactions

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

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

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

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

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

Teachers' self-reported pedagogical practices toward socially inhibited, hyperactive, and average children

Teachers’ Assessment of Physical Aggression With the Preschool Behavior Questionnaire: A Multitrait-Multimethod Evaluation of Convergent and Discriminant Validity

Teachers’ Assessment of Antisocial Behavior in Kindergarten: Physical Aggression and Measurement Bias Across Gender

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

Does well-being contribute to performance? Emotional security, teacher support and learning behaviour in kindergarten

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

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