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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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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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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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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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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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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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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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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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From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship

Contemporary educational psychology, 2017-10, Vol.51, p.37-50

2017

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How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement

Contemporary educational psychology, 2018-10, Vol.55, p.189-200

2018

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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’ 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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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

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

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

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

Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes

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

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

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

From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship

How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement

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

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