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Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate

Journal of school psychology, 2008-08, Vol.46 (4), p.367-391

2008

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Application of The Learning Strategies and Motivation Questionnaire (LEMO) at the University: Reliability and Relation to First-year GPA

International journal of higher education, 2023-10, Vol.12 (6), p.21

2023

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Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate

Early childhood research quarterly, 2015-01, Vol.32, p.1-12

2015

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Preschoolers' Attachment to Mother and Risk for Adjustment Problems in Kindergarten: Can Teachers Make a Difference?

Social development (Oxford, England), 2011-02, Vol.20 (1), p.33-50

2011

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Intersectional cognitive schemas of diversity and inclusion in higher education

Gender and education, 2024-08, p.1-17

2024

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Guiding Students’ Transition to University: Which Student Factors to Include?

International journal of higher education, 2023-04, Vol.12 (2), p.86

2023

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Reciprocal Relations Between Teacher-Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study

Journal of clinical child and adolescent psychology, 2008-07, Vol.37 (3), p.588-599

2008

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Do diligent students perform better? Complex relations between student and course characteristics, study time, and academic performance in higher education

Studies in higher education (Dorchester-on-Thames), 2014-01, Vol.39 (4), p.621-643

2014

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Relationships with mother, teacher, and peers: unique and joint effects on young children's self-concept

Attachment & human development, 2012-05, Vol.14 (3), p.233-248

2012

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Developmental Trajectories of Children's Behavioral Engagement in Late Elementary School: Both Teachers and Peers Matter

Developmental psychology, 2015-09, Vol.51 (9), p.1292-1306

2015

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Transactional Links Between Teacher-Child Relationship Quality and Perceived Versus Sociometric Popularity: A Three-Wave Longitudinal Study

Child development, 2014-07, Vol.85 (4), p.1647-1662

2014

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The relative contribution of peer acceptance and individual and class-level teacher–child interactions to kindergartners’ behavioral development

Early childhood research quarterly, 2019-01, Vol.47, p.259-270

2019

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The role of self-study time in freshmen's achievement

Educational psychology (Dorchester-on-Thames), 2014-04, Vol.34 (3), p.385-402

2014

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Children's appraisal of their relationship with the teacher: Preliminary evidence for construct validity

European journal of developmental psychology, 2015-03, Vol.12 (2), p.243-260

2015

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Identity and perceived peer relationship quality in emerging adulthood: The mediating role of attachment-related emotions

Journal of adolescence (London, England.), 2012-12, Vol.35 (6), p.1417-1425

2012

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Contingencies of Self-worth in Early Adolescence: The Antecedent Role of Perceived Parenting

Social development (Oxford, England), 2013-05, Vol.22 (2), p.242-258

2013

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Examining teacher-child relationship quality across two countries

Educational psychology (Dorchester-on-Thames), 2015-11, Vol.35 (8), p.946-962

2015

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Lessen uit het Eurydice-rapport: een Vlaamse reflectie over kansengelijkheid en inclusie in het hoger onderwijs

Tijdschrift voor hoger onderwijs, 2023-12, Vol.41 (4)

2023

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Perceptions of self, significant others, and teacher–child relationships in indiscriminately friendly children

Research in developmental disabilities, 2014-11, Vol.35 (11), p.2802-2811

2014

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Identity Styles and Interpersonal Behavior in Emerging Adulthood: The Intervening Role of Empathy

Social development (Oxford, England), 2011-11, Vol.20 (4), p.664-684

2011

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Predicting children's academic achievement after the transition to first grade: A two-year longitudinal study

Journal of applied developmental psychology, 2011-03, Vol.32 (2), p.47-57

2011

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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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Further examination of the convergent and discriminant validity of the student-teacher relationship scale

Infant and child development, 2009-11, Vol.18 (6), p.502-520

2009

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Teacher-child conflict and aggressive behaviour in first grade: the intervening role of children's self-esteem

Infant and child development, 2011-11, Vol.20 (6), p.449-465

2011

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Children's aggressive behaviour and teacher-child conflict in kindergarten: Is teacher perceived control over child behaviour a mediating variable

British journal of educational psychology, 2009-12, Vol.79 (4), p.663-675

2009

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Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate

Application of The Learning Strategies and Motivation Questionnaire (LEMO) at the University: Reliability and Relation to First-year GPA

Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate

Preschoolers' Attachment to Mother and Risk for Adjustment Problems in Kindergarten: Can Teachers Make a Difference?

Intersectional cognitive schemas of diversity and inclusion in higher education

Guiding Students’ Transition to University: Which Student Factors to Include?

Reciprocal Relations Between Teacher-Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study

Do diligent students perform better? Complex relations between student and course characteristics, study time, and academic performance in higher education

Relationships with mother, teacher, and peers: unique and joint effects on young children's self-concept

Developmental Trajectories of Children's Behavioral Engagement in Late Elementary School: Both Teachers and Peers Matter

Transactional Links Between Teacher-Child Relationship Quality and Perceived Versus Sociometric Popularity: A Three-Wave Longitudinal Study

The relative contribution of peer acceptance and individual and class-level teacher–child interactions to kindergartners’ behavioral development

The role of self-study time in freshmen's achievement

Children's appraisal of their relationship with the teacher: Preliminary evidence for construct validity

Identity and perceived peer relationship quality in emerging adulthood: The mediating role of attachment-related emotions

Contingencies of Self-worth in Early Adolescence: The Antecedent Role of Perceived Parenting

Examining teacher-child relationship quality across two countries

Lessen uit het Eurydice-rapport: een Vlaamse reflectie over kansengelijkheid en inclusie in het hoger onderwijs

Perceptions of self, significant others, and teacher–child relationships in indiscriminately friendly children

Identity Styles and Interpersonal Behavior in Emerging Adulthood: The Intervening Role of Empathy

Predicting children's academic achievement after the transition to first grade: A two-year longitudinal study

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

Further examination of the convergent and discriminant validity of the student-teacher relationship scale

Teacher-child conflict and aggressive behaviour in first grade: the intervening role of children's self-esteem

Children's aggressive behaviour and teacher-child conflict in kindergarten: Is teacher perceived control over child behaviour a mediating variable

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