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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 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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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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Teacher Wellbeing: The Importance of Teacher—Student Relationships

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

2011

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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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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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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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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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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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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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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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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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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' 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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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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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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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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Teacher and child perceptions of relationship quality and ethnic minority children's behavioral adjustment in upper elementary school: A cross-lagged approach

Journal of school psychology, 2018-10, Vol.70, p.27-43

2018

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

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

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

Teacher Wellbeing: The Importance of Teacher—Student Relationships

Teacher-child relationships from an attachment perspective

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

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

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

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

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

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

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

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

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

Looking beyond challenging student behaviour: Utilising the teacher relationship interview

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

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

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

Teacher and child perceptions of relationship quality and ethnic minority children's behavioral adjustment in upper elementary school: A cross-lagged approach

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

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

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