Search results

  • Full text

  • Document type

    • Publication year

  • Organisation

Results: 125
Number of items: 125
  • Open Access
    Ebbes, R., Zee, M., Jansen, B. R. J., Koomen, H. M. Y., & Schuitema, J. A. (2026). Promoting self-regulated learning during the covid-mandated remote learning period: Insights from interviews with primary school teachers. Teaching and Teacher Education, 169, Article 105287. https://doi.org/10.1016/j.tate.2025.105287
  • Open Access
    Asselman, M. W., Offerman, E. C. P., Koomen, H. M. Y., Bolling, F., Hoeve, M., & Bosman, R. J. (2025). Adverse childhood experiences and internalizing problems and externalizing problems of students with emotional and behavioral disorders: the role of PTSD symptoms and executive functioning. International Journal of School & Educational Psychology, 13(2), 89-109. https://doi.org/10.1080/21683603.2025.2473897
  • Open Access
    Dehne, M., Roorda, D. L., Koomen, H. M. Y., & Zee, M. (2025). Under pressure? Exploring the moderating and mediating role of principal–teacher relationships in primary and secondary school teachers’ burnout symptoms. Social Psychology of Education, 28, Article 64. https://doi.org/10.1007/s11218-025-10023-x
  • Open Access
    Du, Q. (2025). When personal becomes relational: Investigating the role of personality traits in affective student-teacher relationships. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    Ebbes, R. (2025). Nurturing self-regulating learning: Development, measurement, and support in elementary education. [Thesis, fully internal, Universiteit van Amsterdam].
  • Open Access
    Bosman, R. J., de Jong, P. F., & Koomen, H. M. Y. (2025). Improving teacher-child relationships using relationship-focused reflection: a case study. Evaluation & the Health Professions, 48(1), 16-29. https://doi.org/10.1177/01632787241250366
  • Open Access
    Du, Q., Roorda, D. L., Koomen, H. M. Y., Jak, S., & Zee, M. (2025). When personal becomes relational: A meta-analysis and narrative review on personality traits and children's affective relationships with adults. Educational Research Review, 48, Article 100688. https://doi.org/10.1016/j.edurev.2025.100688
  • Open Access
    Du, Q., Roorda, D. L., Koomen, H. M. Y., & Zee, M. (2025). Mapping young minds: Adapting and validating a brief Big Five Inventory for Chinese children in upper elementary school. Social Development, 34(4), Article e70022. https://doi.org/10.1111/sode.70022
  • Open Access
    Vösgen-Nordloh, M., Kulawiak, P. R., Bolz, T., Koomen, H. M. Y., Hennemann, T., & Leidig, T. (2024). Why not ask them? A systematic scoping review of research on dyadic teacher–student relationships as perceived by students with emotional and behavioral problems. Frontiers in Education, 9, Article 1430959. https://doi.org/10.3389/feduc.2024.1430959
  • Open Access
    Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2024). The relational side of teachers' self-efficacy: Assimilation and contrast effects of classroom relational climate on teachers' self-efficacy. Journal of School Psychology, 103, Article 101297. https://doi.org/10.1016/j.jsp.2024.101297
Page 1 of 13