Citations (46)
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Noemi Schoop-Kasteler, Verena Hofmann, Antonius H. N. Cillessen & Christoph M. Müller. (2023) Social Status of Students with Intellectual Disabilities in Special Needs Schools: The Role of Students’ Problem Behavior and Descriptive Classroom Norms. Journal of Mental Health Research in Intellectual Disabilities 16:2, pages 67-91.
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Rebecca Louick & Min Wang. (2021) Classroom discourse and disability: Interactional opportunities for development of self-determination beliefs. The Journal of Educational Research 114:1, pages 52-63.
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Inge Zweers, Jan O. Bijstra, Bram Orobio de Castro, Nouchka T. Tick & Rens A. G. J. van de Schoot. (2019) Which School for Whom? Placement Choices for Inclusion or Exclusion of Dutch Students With Social, Emotional, and Behavioral Difficulties in Primary Education. School Psychology Review 48:1, pages 46-67.
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Garfield Bester. (2019) Stress experienced by adolescents in school: the importance of personality and interpersonal relationships. Journal of Child & Adolescent Mental Health 31:1, pages 25-37.
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Maria Sarkova, Maria Bacikova-Sleskova, Andrea Madarasova Geckova, Zuzana Katreniakova, Wim van den Heuvel & Jitse P. van Dijk. (2014) Adolescents’ psychological well-being and self-esteem in the context of relationships at school. Educational Research 56:4, pages 367-378.
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JanN. Hughes. (2012) Teacher–student relationships and school adjustment: progress and remaining challenges. Attachment & Human Development 14:3, pages 319-327.
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Roger Kobak, Joanna Herres, Clare Gaskins & Jean-Philippe Laurenceau. (2012) Teacher–student interactions and attachment states of mind as predictors of early romantic involvement and risky sexual behaviors. Attachment & Human Development 14:3, pages 289-303.
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Articles from other publishers (39)
Fanny de Swart, William J. Burk, Esther van Efferen, Heleen van der Stege & Ron H. J. Scholte. (2022) The Teachers’ Role in Behavioral Problems of Pupils With EBD in Special Education: Teacher–Child Relationships Versus Structure. Journal of Emotional and Behavioral Disorders 31:4, pages 260-271.
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Fanny de Swart, William J. Burk, Wendy B. L. Nelen, Esther van Efferen, Heleen van der Stege & Ron H. J. Scholte. (2022) Social Competence and Relationships for Students With Emotional and Behavioral Disorders. The Journal of Special Education 56:4, pages 225-236.
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Manuela Sanches-Ferreira, Joana L. Gonçalves, Sara Barros Araújo, Sílvia Alves & Sílvia Barros. (2022) Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?. Frontiers in Education 7.
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Jantine L. Spilt & Helma M. Y. Koomen. (2022) Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes. Frontiers in Education 7.
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Evelyne C. P. Offerman, Michiel W. Asselman, Floor Bolling, Petra Helmond, Geert-Jan J. M. Stams & Ramón J. L. Lindauer. (2022) Prevalence of Adverse Childhood Experiences in Students with Emotional and Behavioral Disorders in Special Education Schools from a Multi-Informant Perspective. International Journal of Environmental Research and Public Health 19:6, pages 3411.
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Éva Szabó, Kitti Kóródi, Erzsébet Szél & Balázs Jagodics*. (2022) Facing the Inevitable: The Effects of Coronavirus Disease Pandemic and Online Teaching on Teachers’ Self-Efficacy, Workload and Job Satisfaction. European Journal of Educational Research 11:1, pages 151-162.
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Fanny de Swart, William J. Burk, Wendy B. L. Nelen & Ron H. J. Scholte. (2019) Peer Preference, Perceived Popularity, and the Teacher–Child Relationship in Special Education. Remedial and Special Education 42:2, pages 67-77.
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Sotco Claudius Komba & Advodia Joseph Kanani. (2020) Why do students categorize teachers differently in Tanzanian secondary schools?. International Journal of Research Studies in Education 9:1.
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Pilar Alamos & Amanda P. Williford. (2019) Exploring dyadic teacher–child interactions, emotional security, and task engagement in preschool children displaying externalizing behaviors. Social Development 29:1, pages 339-355.
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Marta Miklikowska, Jochem Thijs & Mikael Hjerm. (2019) The Impact of Perceived Teacher Support on Anti-Immigrant Attitudes from Early to Late Adolescence. Journal of Youth and Adolescence 48:6, pages 1175-1189.
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Anne-Katrien Koenen, Eleonora Vervoort, Geert Kelchtermans, Karine Verschueren & Jantine L. Spilt. (2017) Teachers’ Daily Negative Emotions in Interactions With Individual Students in Special Education. Journal of Emotional and Behavioral Disorders 27:1, pages 37-51.
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Jantine L. Spilt, Geertje Leflot & Hilde Colpin. (2018) Teacher Involvement Prevents Increases in Children’s Depressive Symptoms: Bidirectional Associations in Elementary School. Journal of Abnormal Child Psychology 47:2, pages 359-367.
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Daniel H. Caro. (2018) Socio-economic gaps in subject interest: the mediating role of parental cognitive involvement. Large-scale Assessments in Education 6:1.
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Kathleen N. Bergman, Grace E. Choe, E. Mark Cummings & Patrick T. Davies. (2018) The Ubiquitous Family Environment: Examining Emotional Insecurity in the Family and Adjustment in School. Family Court Review 56:2, pages 234-247.
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Jolien Geerlings, Jochem Thijs & Maykel Verkuyten. (2017) Student-teacher relationships and ethnic outgroup attitudes among majority students. Journal of Applied Developmental Psychology 52, pages 69-79.
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John Lind, Marcus Poppen & Christopher Murray. (2016) An Intervention to Promote Positive Teacher–Student Relationships and Self-Determination Among Adolescents With Emotional Disturbance. Career Development and Transition for Exceptional Individuals 40:3, pages 186-191.
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Jochem Thijs. 2017. The Wiley Handbook of Group Processes in Children and Adolescents. The Wiley Handbook of Group Processes in Children and Adolescents
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Kathrin Beckh & Fabienne Becker-Stoll. (2016) Formations of Attachment Relationships towards Teachers Lead to Conclusions for Public Child Care. International Journal of Developmental Science 10:3-4, pages 103-110.
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Jantine L. Spilt, Eleonora Vervoort, Anne-Katrien Koenen, Guy Bosmans & Karine Verschueren. (2016) The socio-behavioral development of children with symptoms of attachment disorder: An observational study of teacher sensitivity in special education. Research in Developmental Disabilities 56, pages 71-82.
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A. Katrin Arens & Jens Möller. (2016) Dimensional comparisons in students' perceptions of the learning environment. Learning and Instruction 42, pages 22-30.
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Joanna Herres, E. Stephanie Krauthamer Ewing & Roger Kobak. (2015) Emotional Reactivity to Negative Adult and Peer Events and the Maintenance of Adolescent Depressive Symptoms: a Daily Diary Design. Journal of Abnormal Child Psychology 44:3, pages 471-481.
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Jochem Thijs & Fenella Fleischmann. (2015) Student–teacher relationships and achievement goal orientations: Examining student perceptions in an ethnically diverse sample. Learning and Individual Differences 42, pages 53-63.
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L. D. Breeman, P. A. C. van Lier, T. Wubbels, F. C. Verhulst, J. van der Ende, A. Maras, J. A. B. Hopman & N. T. Tick. (2014) Developmental Links Between Disobedient Behavior and Social Classroom Relationships in Boys With Psychiatric Disorders in Special Education. Journal of Abnormal Child Psychology 43:4, pages 787-799.
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AKIN KOSTERELIOGLU Meltem & KOSTERELIOGLU Ilker. (2015) Effects of high school students perceptions of school life quality on their academic motivation levels. Educational Research and Reviews 10:3, pages 274-281.
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L.D. Breeman, T. Wubbels, P.A.C. van Lier, F.C. Verhulst, J. van der Ende, A. Maras, J.A.B. Hopman & N.T. Tick. (2015) Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education. Journal of School Psychology 53:1, pages 87-103.
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Joanna Herres & Roger Kobak. (2014) The Role of Parent, Teacher, and Peer Events in Maintaining Depressive Symptoms during Early Adolescence. Journal of Abnormal Child Psychology 43:2, pages 325-337.
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Francine C. Jellesma, Marjolein Zee & Helma M.Y. Koomen. (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, pages 30-38.
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Jantine L. Spilt, Pol A. C. van Lier, Geertje Leflot, Patrick Onghena & Hilde Colpin. (2014) Children's Social Self-Concept and Internalizing Problems: The Influence of Peers and Teachers. Child Development 85:3, pages 1248-1256.
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Shannon Davidson & Jennifer Adams. (2013) Adversity and internalizing problems among rural Chinese adolescents. International Journal of Behavioral Development 37:6, pages 530-541.
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Clare S. Gaskins, Joanna Herres & Roger Kobak. (2012) Classroom order and student learning in late elementary school: A multilevel transactional model of achievement trajectories. Journal of Applied Developmental Psychology 33:5, pages 227-235.
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Jochem Thijs & Maykel Verkuyten. (2012) Ethnic attitudes of minority students and their contact with majority group teachers. Journal of Applied Developmental Psychology 33:5, pages 260-268.
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Jan N. Hughes. (2011) Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment. The Elementary School Journal 112:1, pages 38-60.
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Jantine L. Spilt, Helma M.Y. Koomen & Panayota Y. Mantzicopoulos. (2010) Young children's perceptions of teacher–child relationships: An evaluation of two instruments and the role of child gender in kindergarten. Journal of Applied Developmental Psychology 31:6, pages 428-438.
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Jochem T. Thijs & Helma M. Y. Koomen. (2008) Task‐related interactions between kindergarten children and their teachers: the role of emotional security. Infant and Child Development 17:2, pages 181-197.
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Stephen F. Hamilton, Mary Agnes Hamilton, Barton J. Hirsch, Jan Hughes, Jacqueline King & Kenneth Maton. (2006) Community contexts for mentoring. Journal of Community Psychology 34:6, pages 727-746.
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Jan N. Hughes, Duan Zhang & Crystal R. Hill. (2006) Peer assessments of normative and individual teacher–student support predict social acceptance and engagement among low-achieving children. Journal of School Psychology 43:6, pages 447-463.
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Jan N. Hughes & Oi-man Kwok. (2006) Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis. Journal of School Psychology 43:6, pages 465-480.
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