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Results: 58
Number of items: 58
  • Open Access
    Zee, M., Moritz Rudasill, K., & Bosman, R. J. (2021). A Cross-Lagged Study of Students’ Motivation, Academic Achievement, and Relationships With Teachers From Kindergarten to 6th Grade. Journal of Educational Psychology, 113(6), 1208–1226. https://doi.org/10.1037/edu0000574
  • Open Access
    de Bree, E., & Zee, M. (2021). The unique role of verbal memory, vocabulary, concentration and self-efficacy in children’s listening comprehension in upper elementary grades. First Language, 41(2), 129-153. https://doi.org/10.1177/0142723720941680
  • Open Access
    Chen, M., Zee, M., & Roorda, D. L. (2021). Students' shyness and affective teacher-student relationships in upper elementary schools: A cross-cultural comparison. Learning and Individual Differences, 86, Article 101979. https://doi.org/10.1016/j.lindif.2021.101979
  • Open Access
    Bosman, R. J., Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2021). Using relationship-focused reflection to improve teacher–child relationships and teachers' student-specific self-efficacy. Journal of School Psychology, 87, 28-47. https://doi.org/10.1016/j.jsp.2021.06.001
  • Open Access
    Roorda, D. L., Zee, M., Bosman, R. J., & Koomen, H. M. Y. (2021). Student–teacher relationships and school engagement: Comparing boys from special education for autism spectrum disorders and regular education. Journal of Applied Developmental Psychology, 74, Article 101277. https://doi.org/10.1016/j.appdev.2021.101277
  • Hanna, F., & Zee, M. (2020). Passend onderwijs en leerkrachtidentiteit. In H. Broekkamp, F. Hanna, F. Kaspers, & M. van de Koppel (Eds.), Empathie en passend onderwijs (pp. 75-79). OCO.
  • Harkmans, M., & Zee, M. (2020). Klasinteractieprofielen als basis. Jeugd in School en Wereld, 104(8), 18-31. https://www.jsw.nl/sociaal-emotionele-ontwikkeling/klasinteractieprofielen-als-basis/
  • Open Access
    Zee, M., & Koomen, H. (2020). Engaging children in the upper elementary grades: Unique contributions of teacher self-efficacy, autonomy support, and student-teacher relationships. Journal of Research in Childhood Education, 34(4), 477-495. https://doi.org/10.1080/02568543.2019.1701589
  • Open Access
    Zee, M., de Bree, E., Hakvoort, B., & Koomen, H. M. Y. (2020). Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach. Journal of Applied Developmental Psychology, 66, Article 101101. https://doi.org/10.1016/j.appdev.2019.101101
  • Open Access
    Bosman, R. J. (2020). Through the teacher's mind: Understanding and improving teacher-child relationships in elementary school. [Thesis, fully internal, Universiteit van Amsterdam].
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