Search results

  • Full text

  • Document type

    • Publication year

  • Organisation

Results: 60
Number of items: 60
  • 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
    de Ruig, N. J. (2025). Can teachers promote students' self-regulated learning in elementary schools? The role of teacher–student interactions and teacher skills. [Thesis, externally prepared, Universiteit van Amsterdam].
  • 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
    Ebbes, R. (2025). Nurturing self-regulating learning: Development, measurement, and support in elementary education. [Thesis, fully internal, Universiteit van Amsterdam].
  • Open Access
    Chen, M., Zee, M., & Roorda, D. L. (2025). Drawings tell the difference: student characteristics and student-teacher relationships in a cross-cultural context. Journal of Research in Childhood Education, 39(1), 98-117. https://doi.org/10.1080/02568543.2024.2348458
  • 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., Schuitema, J. A., Koomen, H. M. Y., Jansen, B. R. J., & Zee, M. (2024). Self-regulated learning: Validating a task-specific questionnaire for children in elementary school. Studies in Educational Evaluation, 81, Article 101339. https://doi.org/10.1016/j.stueduc.2024.101339
  • 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
  • Open Access
    de Ruig, N. J., Zee, M., & de Jong, P. F. (2024). Understanding the interplay between teacher self-efficacy, teacher–student interactions, and students’ self-regulated learning skills at different levels of classroom ecology. Frontiers in Education, 9, Article 1392907. https://doi.org/10.3389/feduc.2024.1392907
Page 1 of 6