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Student–Teacher Relationships and Students’ Externalizing and Internalizing Behaviors: A Cross‐Lagged Study in Secondary Education

Child development, 2021-01, Vol.92 (1), p.174-188

2021

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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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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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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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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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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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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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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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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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Interpersonal behaviors and complementarity in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviors

Journal of school psychology, 2013-02, Vol.51 (1), p.143-158

2013

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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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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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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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Assessing client–caregiver relationships and the applicability of the ‘student–teacher relationship scale’ for people with intellectual disabilities

Research in developmental disabilities, 2012, Vol.33 (1), p.104-110

2012

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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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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

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

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

1999

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Student–Teacher Relationships and Students’ Externalizing and Internalizing Behaviors: A Cross‐Lagged Study in Secondary Education

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

Teachers' Self-Efficacy in Relation to Individual Students With a Variety of Social-Emotional Behaviors: A Multilevel Investigation

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

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

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

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

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

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

Interpersonal behaviors and complementarity in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviors

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

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

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

Assessing client–caregiver relationships and the applicability of the ‘student–teacher relationship scale’ for people with intellectual disabilities

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

Regulation of Emotional Security by Children after Entry to Special and Regular Kindergarten Classes

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

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