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...

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

Teacher Wellbeing: The Importance of Teacher—Student Relationships

Educational psychology review, 2011-12, Vol.23 (4), p.457-477

2011

Volltextzugriff (PDF)

Teacher-child relationships from an attachment perspective

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

2012

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Attachment & human development, 2012-05, Vol.14 (3), p.305-318

2012

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

Young children's perceptions of teacher–child relationships: An evaluation of two instruments and the role of child gender in kindergarten

Journal of applied developmental psychology, 2010-11, Vol.31 (6), p.428-438

2010

Volltextzugriff (PDF)

Toward a further understanding of teachers’ reports of early teacher–child relationships: Examining the roles of behavior appraisals and attributions

Early childhood research quarterly, 2009-01, Vol.24 (2), p.186-197

2009

Volltextzugriff (PDF)

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

Volltextzugriff (PDF)

1 – 25 von 51

Suche als RSS-Feed

Aktive Filter

ThemaPsychology

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Geprüft (Peer-Review)
(48)
Mit Volltextzugriff
(48)

Publikationsform

Artikel
(51)

Sprache

Erscheinungsjahr

n.n

Thema

14 weitere anzeigen...

Weniger anzeigen...

Menü

Weitere Dienste

Einstellungen

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

Affective Teacher-Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement

Teacher Wellbeing: The Importance of Teacher—Student Relationships

Teacher-child relationships from an attachment perspective

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

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

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

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

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

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

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

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

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

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

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

Young children's perceptions of teacher–child relationships: An evaluation of two instruments and the role of child gender in kindergarten

Toward a further understanding of teachers’ reports of early teacher–child relationships: Examining the roles of behavior appraisals and attributions

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

Aktive Filter

Suchergebnisse filtern