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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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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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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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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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The Development of Early Attachment Behaviours

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

1996

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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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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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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

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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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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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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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The Importance of Knowledge about the Absent Genetic Father

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

1998

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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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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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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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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

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

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

1992

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Migratie en ontwikkeling: Inleiding op het themanummer

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

2018

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Multilevel models in developmental psychological research: Rationales and applications

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

1992

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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

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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

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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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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

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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

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

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

Children's perceptions of the relationship with the teacher: Associations with appraisals and internalizing problems in middle childhood

The Development of Early Attachment Behaviours

Different teachers, different relationships? Student-teacher relationships and engagement in secondary education

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

Does well-being contribute to performance? Emotional security, teacher support and learning behaviour in kindergarten

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

Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

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

The Importance of Knowledge about the Absent Genetic Father

The Influence of Affective Teacher-Student Relationships on Students' School Engagement and Achievement: A Meta-Analytic Approach

Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration

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

Het Leerkracht Relatie Interview: Interviews met leerkrachten over hun relaties met kleuters met gedragsproblemen

Looking beyond challenging student behaviour: Utilising the teacher relationship interview

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

Migratie en ontwikkeling: Inleiding op het themanummer

Multilevel models in developmental psychological research: Rationales and applications

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

Omgaan met verschillende soorten gedrag in de klas: De rol van self-efficacy van de leerkracht

Practitioner Review: Dyadic teacher–child relationships: comparing theories, empirical evidence and implications for practice

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

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