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The Teacher’s Invisible Hand: A Meta-Analysis of the Relevance of Teacher–Student Relationship Quality for Peer Relationships and the Contribution of Student Behavior

Review of educational research, 2022-06, Vol.92 (3), p.370-412

2022

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The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment

Journal of youth and adolescence, 2021-08, Vol.50 (8), p.1582-1600

2021

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Teachers’ Emotional Exhaustion: Associations With Their Typical Use of and Implicit Attitudes Toward Emotion Regulation Strategies

Frontiers in psychology, 2020-05, Vol.11, p.867-867

2020

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A model for the supervisor-doctoral student relationship

Higher education, 2009-09, Vol.58 (3), p.359-373

2009

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The development of the classroom social climate during the first months of the school year

Contemporary educational psychology, 2011-07, Vol.36 (3), p.190-200

2011

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Performance grading and motivational functioning and fear in physical education: A self-determination theory perspective

Learning and individual differences, 2017-04, Vol.55, p.202-211

2017

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Looking to relate: teacher gaze and culture in student-rated teacher interpersonal behaviour

Social psychology of education, 2020-04, Vol.23 (2), p.411-431

2020

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Do honors students have more potential for excellence in their professional lives?

Higher education, 2012-07, Vol.64 (1), p.19-39

2012

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A Quantitative Exploration of Two Teachers with Contrasting Emotions: Intra-Individual Process Analyses of Physiology and Interpersonal Behavior

Frontline learning research, 2018, Vol.6 (3), p.162-185

2018

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Assessing a Bayesian Embedding Approach to Circular Regression Models

Methodology, 2018-04, Vol.14 (2), p.69-81

2018

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Learning Disabilities and Low Social Status: The Role of Peer Academic Reputation and Peer Reputation of Teacher Liking

Journal of learning disabilities, 2018-05, Vol.51 (3), p.211-222

2018

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The Role of Defending Norms in Victims’ Classroom Climate Perceptions and Psychosocial Maladjustment in Secondary School

Journal of abnormal child psychology, 2021-02, Vol.49 (2), p.169-184

2021

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Liking a tough teacher: Interpersonal characteristics of teaching and students’ achievement goals

School psychology international, 2015-12, Vol.36 (6), p.559-574

Mainhard, Tim

2015

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Teacher Behavior With Upper Elementary School Students in the Social Margins of Their Classroom Peer Group

Frontiers in education (Lausanne), 2020-10, Vol.5

2020

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An investigation of the mechanism underlying teacher aggression: Testing I 3 theory and the General Aggression Model

British journal of educational psychology, 2017-12, Vol.87 (4), p.497-517

2017

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Editorial: The Role of Teachers in Students' Social Inclusion in the Classroom

Frontiers in education (Lausanne), 2022-02, Vol.7

2022

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An Investigation of the Mechanism Underlying Teacher Aggression: Testing I[superscript 3] Theory and the General Aggression Model

British journal of educational psychology, 2017-12, Vol.87 (4), p.497

2017

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Potential classroom stressors of teachers: An audiovisual and physiological approach

Learning and instruction, 2021-10, Vol.75, p.101495, Article 101495

2021

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Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions

Learning and instruction, 2021-02, Vol.71, p.101349, Article 101349

2021

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Student emotions in class: The relative importance of teachers and their interpersonal relations with students

Learning and instruction, 2018-02, Vol.53, p.109-119

2018

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An investigation of the mechanism underlying teacher aggression: Testing I3 theory and the General Aggression Model

British journal of educational psychology, 2017-12, Vol.87 (4), p.497-517

2017

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The flipped classroom: first-time student preparatory activity patterns and their relation to course performance and self-regulation

Journal of computing in higher education, 2024-02

2024

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Teachers, loosen up! How teachers can trigger interpersonally cooperative behavior in students at risk of academic failure

Learning and instruction, 2022-12, Vol.82, p.101687, Article 101687

2022

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Where to go and how to get there: Goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson

Learning and instruction, 2019-06, Vol.61, p.1-11

2019

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Using uncertainty as a learning opportunity during pre-lesson conferences in the teaching practicum

Teaching and teacher education, 2019-11, Vol.86, p.102890, Article 102890

2019

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The Teacher’s Invisible Hand: A Meta-Analysis of the Relevance of Teacher–Student Relationship Quality for Peer Relationships and the Contribution of Student Behavior

The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment

Teachers’ Emotional Exhaustion: Associations With Their Typical Use of and Implicit Attitudes Toward Emotion Regulation Strategies

A model for the supervisor-doctoral student relationship

The development of the classroom social climate during the first months of the school year

Performance grading and motivational functioning and fear in physical education: A self-determination theory perspective

Looking to relate: teacher gaze and culture in student-rated teacher interpersonal behaviour

Do honors students have more potential for excellence in their professional lives?

A Quantitative Exploration of Two Teachers with Contrasting Emotions: Intra-Individual Process Analyses of Physiology and Interpersonal Behavior

Assessing a Bayesian Embedding Approach to Circular Regression Models

Learning Disabilities and Low Social Status: The Role of Peer Academic Reputation and Peer Reputation of Teacher Liking

The Role of Defending Norms in Victims’ Classroom Climate Perceptions and Psychosocial Maladjustment in Secondary School

Liking a tough teacher: Interpersonal characteristics of teaching and students’ achievement goals

Teacher Behavior With Upper Elementary School Students in the Social Margins of Their Classroom Peer Group

An investigation of the mechanism underlying teacher aggression: Testing I 3 theory and the General Aggression Model

Editorial: The Role of Teachers in Students' Social Inclusion in the Classroom

An Investigation of the Mechanism Underlying Teacher Aggression: Testing I[superscript 3] Theory and the General Aggression Model

Potential classroom stressors of teachers: An audiovisual and physiological approach

Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions

Student emotions in class: The relative importance of teachers and their interpersonal relations with students

An investigation of the mechanism underlying teacher aggression: Testing I3 theory and the General Aggression Model

The flipped classroom: first-time student preparatory activity patterns and their relation to course performance and self-regulation

Teachers, loosen up! How teachers can trigger interpersonally cooperative behavior in students at risk of academic failure

Where to go and how to get there: Goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson

Using uncertainty as a learning opportunity during pre-lesson conferences in the teaching practicum

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