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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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Teacher-child relationships from an attachment perspective

Attachment & human development, 2012-05, Vol.14 (3), p.205-211

2012

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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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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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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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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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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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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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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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Young children's social withdrawal and teacher–child relationship quality: A cross‐cultural comparison between the Netherlands and China

Social development (Oxford, England), 2023-11, Vol.32 (4), p.1318-1334

2023

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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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Student–teacher relationship quality and academic adjustment in upper elementary school: The role of student personality

Journal of school psychology, 2013-08, Vol.51 (4), p.517-533

2013

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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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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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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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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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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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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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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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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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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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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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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

Teacher-child relationships from an attachment perspective

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

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

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

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

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

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

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

Young children's social withdrawal and teacher–child relationship quality: A cross‐cultural comparison between the Netherlands and China

Language Development in the Early School Years: The Importance of Close Relationships With Teachers

Student–teacher relationship quality and academic adjustment in upper elementary school: The role of student personality

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

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

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

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

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

Looking beyond challenging student behaviour: Utilising the teacher relationship interview

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

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

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

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

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