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Results: 17
Number of items: 17
  • Open Access
    Sluiter, R. M. V. (2025). Unraveling forces at play: Investigating the influence of Dutch early childhood education and care on children’s social-emotional development. [Thesis, fully internal, Universiteit van Amsterdam].
  • Open Access
    Fukkink, R. G., Sluiter, R. M. V., & Fekkes, M. (2024). Transition from childcare to school: surgency, center-based care and caregiver-child relationship predict self-regulation, social competence and well-being. Learning and Individual Differences, 110, Article 102409. https://doi.org/10.1016/j.lindif.2024.102409
  • Open Access
    Hensums, M., de Mooij, B., Kuijper, S. C., BIRC: the anti-Bullying Interventions Research Consortium, Fekkes, M., & Overbeek, G. (2023). What works for whom in school-based anti-bullying interventions? An individual participant data meta-analysis. Prevention Science, 24(8), 1435-1446. https://doi.org/10.1007/s11121-022-01387-z
  • Open Access
    Van De Sande, M. C., Kocken, P. L., Diekstra, R. F., Reis, R., Gravesteijn, C., & Fekkes, M. (2023). What are the most essential social-emotional skills? Relationships between adolescents’ social-emotional skills and psychosocial health variables: an explorative cross-sectional study of a sample of students in preparatory vocational secondary education. Frontiers in Education, 8, Article 1225103. https://doi.org/10.3389/feduc.2023.1225103
  • Open Access
    de Mooij, B., Fekkes, M., Miers, A. C., van den Akker, A. L., Scholte, R. H. J., & Overbeek, G. (2023). What works in preventing emerging social anxiety: exposure, cognitive restructuring, or a combination? Journal of Child and Family Studies, 32(2), 498-515. https://doi.org/10.1007/s10826-023-02536-w
  • Open Access
    Sluiter, R. M. V., Fekkes, M., & Fukkink, R. G. (2023). Comparing center-based with home-based child care: Type of care moderates the association between process quality and child functioning. Early Childhood Research Quarterly, 62(1), 102-114. https://doi.org/10.1016/j.ecresq.2022.07.017
  • Open Access
    de Mooij, B., Fekkes, M., van den Akker, A. L., Vliek, L., Scholte, R. H. J., & Overbeek, G. (2022). Does affirming children's autonomy and prosocial intentions help? A microtrial into intervention component effects to improve psychosocial behavior. Journal of School Psychology, 90, 60-81. https://doi.org/10.1016/j.jsp.2021.11.003
  • Open Access
    Van De Sande, M. C., Fekkes, M., Diekstra, R. F., Gravesteijn, C., Reis, R., & Kocken, P. L. (2022). Effects of an SEL Program in a Diverse Population of Low Achieving Secondary Education Students. Frontiers in Education, 6, Article 744388. https://doi.org/10.3389/feduc.2021.744388
  • Fekkes, M., Fukkink, R., & Sluiter, R. (2021). Toddlers in Dutch center- and home-based care: Socio-emotional development from childcare to kindergarten. Research Institute of Child Development and Education, University of Amsterdam.
  • Open Access
    Sluiter, R., Fukkink, R., & Fekkes, M. (2021). De impact van proceskwaliteit van voorschoolse kinderopvang op de sociaal-emotionele ontwikkeling: Een longitudinale meta-analyse. Research Institute of Child Development and Education, Universiteit van Amsterdam.
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