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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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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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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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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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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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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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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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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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Young Children's and Teachers' Perceptions of Affective Teacher-Child Relationships: A Cross-Cultural Comparison Between the Netherlands and China

Early education and development, 2024-08, Vol.35 (6), p.1176-1193

2024

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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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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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Internalizing Behaviors Among Kindergarten Children: Measuring Dimensions of Social Withdrawal With a Checklist

Journal of clinical child and adolescent psychology, 2004-12, Vol.33 (4), p.802-812

2004

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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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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

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

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?

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

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

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

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

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

Young Children's and Teachers' Perceptions of Affective Teacher-Child Relationships: A Cross-Cultural Comparison Between the Netherlands and China

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

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

Internalizing Behaviors Among Kindergarten Children: Measuring Dimensions of Social Withdrawal With a Checklist

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

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

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