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Results: 42
Number of items: 42
  • Open Access
    Papieska, J., Spilt, J. L., Roorda, D. L., & Laevers, F. (2019). Promoting socioemotional competence in primary school classrooms: Intervention effects of the EMOscope. The European Journal of Developmental Psychology, 16(1), 97-112. https://doi.org/10.1080/17405629.2017.1342620
  • Open Access
    Chen, M., Zee, M., Koomen, H. M. Y., & Roorda, D. L. (2019). Understanding cross-cultural differences in affective teacher student relationships: A comparison between Dutch and Chinese primary school teachers and students. Journal of School Psychology, 76, 89-106. https://doi.org/10.1016/j.jsp.2019.07.011
  • Open Access
    Zee, M., & Roorda, D. L. (2018). Student–teacher relationships in elementary school: The unique role of shyness, anxiety, and emotional problems. Learning and Individual Differences, 67, 156-166. https://doi.org/10.1016/j.lindif.2018.08.006
  • Open Access
    de Jong, E. M., Koomen, H. M. Y., Jellesma, F. C., & Roorda, D. L. (2018). 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, 70, 27-43. https://doi.org/10.1016/j.jsp.2018.06.003
  • Open Access
    Bosman, R. J., Roorda, D. L., van der Veen, I., & Koomen, H. M. Y. (2018). Teacher-student relationship quality from kindergarten to sixth grade and students' school adjustment: A person-centered approach. Journal of School Psychology, 68, 177-194. https://doi.org/10.1016/j.jsp.2018.03.006
  • Open Access
    Roorda, D. L., Spilt, J. L., & Koomen, H. M. Y. (2017). Teacher-child interactions and kindergartners' task behaviors: Observations based on interpersonal theory. Journal of Applied Developmental Psychology, 53, 74-85. https://doi.org/10.1016/j.appdev.2017.09.004
  • Open Access
    Koomen, H. M. Y., Roorda, D. L., & Spilt, J. L. (2017). Zonder relatie geen prestatie: Het belang van een persoonlijke relatie met de leerkracht gedurende de schoolloopbaan. In R. van Steensel, & E. Segers (Eds.), Succesvol lezen in het onderwijs (pp. 3-13). (Edit Stichting Lezen reeks; Vol. 28). Eburon. https://www.lezen.nl/sites/default/files/succesvol_lezen_in_het_onderwijs.pdf
  • Open Access
    Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. Y. (2017). Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement. School Psychology Review, 46(3), 239-261 . https://doi.org/10.17105/SPR-2017-0035.V46-3
  • Open Access
    Lietaert, S., Roorda, D., Laevers, F., Verschueren, K., & De Fraine, B. (2015). The gender gap in student engagement: The role of teachers’ autonomy support, structure, and involvement. British Journal of Educational Psychology, 85(4), 498-518. https://doi.org/10.1111/bjep.12095
  • Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2014). De invloed van affectieve leraar-leerlingrelaties op het schools leren van leerlingen: Verschillen tussen basis- en voortgezet onderwijs. Pedagogische Studiën, 91(2), 97-112. https://doi.org/http://pedagogischestudien.nl/download?type=document&identifier=616626
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