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Teachers’ Daily Negative Emotions in Interactions With Individual Students in Special Education

Journal of emotional and behavioral disorders, 2019-03, Vol.27 (1), p.37-51

2019

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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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Teacher Wellbeing: The Importance of Teacher—Student Relationships

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

2011

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Toward Empirical Evidence for Teachers’ Mental Representations of Dyadic Relationships With Students: Two Priming Experiments

Psychologica Belgica, 2019-05, Vol.59 (1), p.156-176

2019

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Understanding the origins of child-teacher dependency: mother-child attachment security and temperamental inhibition as antecedents

Attachment & human development, 2021-09, Vol.23 (5), p.504-522

2021

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Teachers as co-regulators of children’s emotions: A descriptive study of teacher-child emotion dialogues in special education

Research in developmental disabilities, 2021-05, Vol.112, p.103894-103894, Article 103894

2021

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Dynamics of Teacher-Student Relationships: Stability and Change Across Elementary School and the Influence on Children's Academic Success

Child development, 2012-07, Vol.83 (4), p.1180-1195

2012

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Children's social information processing in ambiguous situations with teachers: A measure development study

European journal of developmental psychology, 2020-07, Vol.17 (4), p.616-628

Spilt, Jantine L.

2020

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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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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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Use of Praise and Reprimands as Critical Ingredients of Teacher Behavior Management: Effects on Children’s Development in the Context of a Teacher-Mediated Classroom Intervention

Prevention science, 2016-08, Vol.17 (6), p.732-742

2016

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Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes

Frontiers in education (Lausanne), 2022-06, Vol.7

2022

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Teacher–Student Relationships in Special Education: The Value of the Teacher Relationship Interview

Journal of psychoeducational assessment, 2019-10, Vol.37 (7), p.874-886

2019

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African American Children at Risk of Increasingly Conflicted Teacher-Student Relationships in Elementary School

School psychology review, 2015-09, Vol.44 (3), p.306-314

2015

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A new performance-based measure of children's socioemotional understanding: Psychometric properties of the domino test for socioemotional understanding (DOTSEMU)

European journal of developmental psychology, 2019-11, Vol.16 (6), p.739-749

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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Teacher sensitivity in interaction with individual students: the role of teachers' daily negative emotions

European journal of special needs education, 2019-08, Vol.34 (4), p.514-529

2019

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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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The Pullout Program Day a Week School for Gifted Children: Effects on Social–Emotional and Academic Functioning

Child & youth care forum, 2014-06, Vol.43 (3), p.287-314

2014

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Measuring quantitative autism traits in families: informant effect or intergenerational transmission?

European child & adolescent psychiatry, 2015-04, Vol.24 (4), p.385-395

2015

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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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The socio-behavioral development of children with symptoms of attachment disorder: An observational study of teacher sensitivity in special education

Research in developmental disabilities, 2016-09, Vol.56, p.71-82

2016

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Children's Social Self-Concept and Internalizing Problems: The Influence of Peers and Teachers

Child development, 2014-05, Vol.85 (3), p.1248-1256

2014

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Development of the Competence Measure of Individual Teacher-Student Relationships (COMMIT): Insight Into the Attitudes, Knowledge, and Self-Efficacy of Pre-service Teachers

Frontiers in education (Lausanne), 2022-03, Vol.7

2022

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Teachers’ Daily Negative Emotions in Interactions With Individual Students in Special Education

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

Teacher Wellbeing: The Importance of Teacher—Student Relationships

Toward Empirical Evidence for Teachers’ Mental Representations of Dyadic Relationships With Students: Two Priming Experiments

Understanding the origins of child-teacher dependency: mother-child attachment security and temperamental inhibition as antecedents

Teachers as co-regulators of children’s emotions: A descriptive study of teacher-child emotion dialogues in special education

Dynamics of Teacher-Student Relationships: Stability and Change Across Elementary School and the Influence on Children's Academic Success

Children's social information processing in ambiguous situations with teachers: A measure development study

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

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

Use of Praise and Reprimands as Critical Ingredients of Teacher Behavior Management: Effects on Children’s Development in the Context of a Teacher-Mediated Classroom Intervention

Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes

Teacher–Student Relationships in Special Education: The Value of the Teacher Relationship Interview

African American Children at Risk of Increasingly Conflicted Teacher-Student Relationships in Elementary School

A new performance-based measure of children's socioemotional understanding: Psychometric properties of the domino test for socioemotional understanding (DOTSEMU)

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

Teacher sensitivity in interaction with individual students: the role of teachers' daily negative emotions

Looking beyond challenging student behaviour: Utilising the teacher relationship interview

The Pullout Program Day a Week School for Gifted Children: Effects on Social–Emotional and Academic Functioning

Measuring quantitative autism traits in families: informant effect or intergenerational transmission?

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

The socio-behavioral development of children with symptoms of attachment disorder: An observational study of teacher sensitivity in special education

Children's Social Self-Concept and Internalizing Problems: The Influence of Peers and Teachers

Development of the Competence Measure of Individual Teacher-Student Relationships (COMMIT): Insight Into the Attitudes, Knowledge, and Self-Efficacy of Pre-service Teachers

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