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Results: 124
Number of items: 124
  • Open Access
    Zee, M. (2016). From general to student-specific teacher self-efficacy. [Thesis, fully internal, Universiteit van Amsterdam].
  • Open Access
    Zee, M., Koomen, H. M. Y., Jellesma, F. C., Geerlings, J., & de Jong, P. F. (2016). Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration. Journal of School Psychology, 55, 39-56. https://doi.org/10.1016/j.jsp.2015.12.003
  • Verschueren, K., Bernaerts, I., Magez, W., & Koomen, H. (2015). Vlaamse normen voor de Leerling Leerkracht Relatie Vragenlijst. Caleidoscoop, 27(3), 34-36.
  • Bernaerts, I., Magez, W., d' Haenens, E., Koomen, H., & Verschueren, K. (2015). Leerling Leerkracht Relatie Vragenlijst: Normering Vlaams Basisonderwijs. Bohn Stafleu van Loghum. http://testweb.bsl.nl/tests/llrv/handleiding-llrv-vlaamse-normering-2015-definitief.pdf
  • Spilt, J. L., & Koomen, H. M. Y. (2015). Het Leerkracht Relatie Interview als hulpmiddel voor handelingsgerichte diagnostiek: Zicht op de invloed van de leerkracht bij gedragsproblemen van leerlingen. Tijdschrift voor Orthopedagogiek, Kinderpsychiatrie en Klinische Kinderpsychologie, 40(1), 17-27.
  • Open Access
    Koomen, H. M. Y., & Jellesma, F. C. (2015). Can closeness, conflict, and dependency be used to characterize students’ perceptions of the affective relationship with their teacher? Testing a new child measure in middle childhood. British Journal of Educational Psychology, 85(4), 479-497. https://doi.org/10.1111/bjep.12094
  • Open Access
    Spilt, J. L., Koomen, H. M. Y., & Harrison, L. J. (2015). Language development in the early school years: The importance of close relationships with teachers. Developmental Psychology, 51(2), 185-196. https://doi.org/10.1037/a0038540
  • Open Access
    Jellesma, F. C., Zee, M., & Koomen, H. M. Y. (2015). Children’s perceptions of the relationship with the teacher: Associations with appraisals and internalizing problems in middle childhood. Journal of Applied Developmental Psychology, 36, 30-38. https://doi.org/10.1016/j.appdev.2014.09.002
  • Open Access
    Zijlstra, A. H. (2015). Early grade learning: The role of teacher-child interaction and tutor-assisted intervention. [Thesis, fully internal, Universiteit van Amsterdam].
  • Zijlstra, A. H., Koomen, H. M. Y., Regtvoort, A. G. F. M., & van der Leij, D. A. V. (2014). Effects of quantitative and qualitative treatment fidelity of an individualized computer-supported early reading intervention delivered by non-professional tutors. Learning and Individual Differences, 33, 55-62. https://doi.org/10.1016/j.lindif.2014.04.004
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