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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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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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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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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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Widening the View on Teacher-Child Relationships: Teachers' Narratives Concerning Disruptive Versus Nondisruptive Children

School psychology review, 2009-03, Vol.38 (1), p.86-101

2009

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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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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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Teacher-Child Relationships and Pedagogical Practices: Considering the Teacher's Perspective

School psychology review, 2008-06, Vol.37 (2), p.244-260

2008

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

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

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

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

Widening the View on Teacher-Child Relationships: Teachers' Narratives Concerning Disruptive Versus Nondisruptive Children

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

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

Teacher-Child Relationships and Pedagogical Practices: Considering the Teacher's Perspective

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

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