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Results: 122
Number of items: 122
  • 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
    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
    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
    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
    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
    Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2017). From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship. Contemporary Educational Psychology, 51, 37-50. https://doi.org/10.1016/j.cedpsych.2017.06.009
  • 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
    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
  • 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
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