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Results: 125
Number of items: 125
  • Open Access
    Roorda, D. L., Jorgensen, T. D., & Koomen, H. M. Y. (2019). Different teachers, different relationships? Student-teacher relationships and engagement in secondary education. Learning and Individual Differences, 75, Article 101761. https://doi.org/10.1016/j.lindif.2019.101761
  • Open Access
    Bosman, R. J., Zee, M., & Koomen, H. M. Y. (2019). Do Teachers Have Different Mental Representations of Relationships With Children in Cases of Hyperactivity Versus Conduct Problems? School Psychology Review, 48(4), 333-347. https://doi.org/10.17105/SPR-2018-0086.V48-4
  • 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., de Jong, P. F., & Koomen, H. M. Y. (2018). Omgaan met verschillende soorten gedrag in de klas: De rol van self-efficacy van de leerkracht. Kind en Adolescent, 39(1), 1-21. https://doi.org/10.1007/s12453-017-0162-7
  • Open Access
    Zee, M., Koomen, H. M. Y., & de Jong, P. F. (2018). How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement. Contemporary Educational Psychology, 55, 189-200. https://doi.org/10.1016/j.cedpsych.2018.09.006
  • Open Access
    de Jong, E. M. (2018). Equal opportunities? The effects of negative stereotypes and teacher-child relationship quality on the school adjustment of ethnic minority students in the Netherlands. [Thesis, fully internal, Universiteit van Amsterdam].
  • 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
    Zee, M., & Koomen, H. M. Y. (2017). 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, 64, 43-60. https://doi.org/10.1016/j.jsp.2017.04.007
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