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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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Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research

Review of educational research, 2016-12, Vol.86 (4), p.981-1015

2016

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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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Teacher Wellbeing: The Importance of Teacher—Student Relationships

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

2011

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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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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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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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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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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

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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

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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

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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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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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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

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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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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

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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

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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

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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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Young children's social withdrawal and teacher–child relationship quality: A cross‐cultural comparison between the Netherlands and China

Social development (Oxford, England), 2023-11, Vol.32 (4), p.1318-1334

2023

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Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach

Journal of applied developmental psychology, 2020-01, Vol.66, p.101101-12, Article 101101

2020

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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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Child Perceptions of Teacher Interpersonal Behavior and Associations with Mathematics Achievement in Dutch Early Grade Classrooms

The Elementary school journal, 2013-06, Vol.113 (4), p.517-540

2013

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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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Task-related interactions between kindergarten children and their teachers: the role of emotional security

Infant and child development, 2008-03, Vol.17 (2), p.181-197

2008

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

Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research

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

Teacher Wellbeing: The Importance of Teacher—Student Relationships

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

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

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

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

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

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

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

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

Teachers' emotional experiences in response to daily events with individual students varying in perceived past disruptive behavior

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

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

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

Young children's social withdrawal and teacher–child relationship quality: A cross‐cultural comparison between the Netherlands and China

Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach

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

Child Perceptions of Teacher Interpersonal Behavior and Associations with Mathematics Achievement in Dutch Early Grade Classrooms

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

Task-related interactions between kindergarten children and their teachers: the role of emotional security

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