UB Paderborn / Katalog / Suche / in CDI

Sortiert nach

Einfacher Volltextzugriff von (fast) überall

Installieren Sie die LibKey Nomad-Browsererweiterung und erhalten Sie von vielen Webseiten einfachen Zugriff auf lizenzierte Volltexte oder Open Access Publikationen. Mehr erfahren...

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

Migratie en ontwikkeling: Inleiding op het themanummer

Kind en adolescent, 2018-05, Vol.39 (2), p.69-71

2018

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

Scales for Teachers' Assessment of Inhibition and Security Seeking in Kindergarten Children

Psychological reports, 1999-06, Vol.84 (3), p.767-772

1999

Volltextzugriff (PDF)

REGULATION OF EMOTIONAL SECURITY BY CHILDREN AFTER ENTRY TO SPECIAL AND REGULAR KINDERGARTEN CLASSES

Psychological reports, 2003, Vol.93 (7), p.1319

KOOMEN, HELMA M. Y.

2003

Volltextzugriff (PDF)

REGULATION OF EMOTIONAL SECURITY BY CHILDREN AFTER ENTRY TO SPECIAL AND REGULAR KINDERGARTEN CLASSES

Psychological reports, 2003, Vol.93 (8), p.1319

KOOMEN, HELMA M. Y.

2003

Volltextzugriff (PDF)

The Development of Early Attachment Behaviours

Early development & parenting, 1996-09, Vol.5 (3), p.135-147

1996

Volltextzugriff (PDF)

Understanding Discordant Relationships between Teachers and Disruptive Kindergarten Children: An Observational Study of Teachers’ Pedagogical Practices

Interpersonal Relationships in Education, p.37-49

Volltextzugriff (PDF)

An Observational Study of Teachers’ Affilliation and Control Behaviours towards Kindergarten Children: Associations with Teacher-Child Relationship Quality

Interpersonal Relationships in Education, p.51-65

Volltextzugriff (PDF)

The Importance of Knowledge about the Absent Genetic Father

Zeitschrift fur Sozialisationsforschung und Erziehungssoziologie, 1998-07, Vol.18 (3), p.267-282

1998

Volltextzugriff (PDF)

Multilevel models in developmental psychological research: Rationales and applications

Early development & parenting, 1992, Vol.1 (3), p.157-167

1992

Volltextzugriff (PDF)

Maternal interactive behaviour towards children with and children without cleft lip and palate

Early development & parenting, 1992, Vol.1 (3), p.169-181

1992

Volltextzugriff (PDF)

26 – 49 von 49

Suche als RSS-Feed

Aktive Filter

ThemaInterpersonal Relations

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Geprüft (Peer-Review)
(41)
Mit Volltextzugriff
(45)

Publikationsform

Artikel
(47)
Buchkapitel
(2)

Sprache

Englisch
(46)
Niederländisch
(3)

Erscheinungsjahr

n.n

Thema

15 weitere anzeigen...

Weniger anzeigen...

Menü

Weitere Dienste

Einstellungen

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

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' 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

REGULATION OF EMOTIONAL SECURITY BY CHILDREN AFTER ENTRY TO SPECIAL AND REGULAR KINDERGARTEN CLASSES

REGULATION OF EMOTIONAL SECURITY BY CHILDREN AFTER ENTRY TO SPECIAL AND REGULAR KINDERGARTEN CLASSES

The Development of Early Attachment Behaviours

Understanding Discordant Relationships between Teachers and Disruptive Kindergarten Children: An Observational Study of Teachers’ Pedagogical Practices

An Observational Study of Teachers’ Affilliation and Control Behaviours towards Kindergarten Children: Associations with Teacher-Child Relationship Quality

The Importance of Knowledge about the Absent Genetic Father

Multilevel models in developmental psychological research: Rationales and applications

Maternal interactive behaviour towards children with and children without cleft lip and palate

Aktive Filter

Suchergebnisse filtern