H. Koomen

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The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement

F. Oort, Debora L. Roorda, H. Koomen, 2011 .

UvA-DARE (Digital Academic Repository) Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being A synthesis of 40 years of research

H. Koomen, Helma M. Y. Koomen, 2016 .

Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being

H. Koomen, Marjolein Zee, Helma M. Y. Koomen, 2016 .

Assessing client-caregiver relationships and the applicability of the 'student-teacher relationship scale' for people with intellectual disabilities.

M. Candel, L. Curfs, H. Koomen, 2012, Research in developmental disabilities.

Teachers’ Assessment of Antisocial Behavior in Kindergarten: Physical Aggression and Measurement Bias Across Gender

A. van der Leij, H. Koomen, J. Spilt, 2010 .

Teachers' emotional experiences in response to daily events with individual students varying in perceived past disruptive behavior.

Karen Aldrup, H. Koomen, Astrid M G Poorthuis, 2020, Journal of school psychology.

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.

H. Koomen, Helma M. Y. Koomen, F. Jellesma, 2015, The British journal of educational psychology.

Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes

H. Koomen, J. Spilt, 2022, Frontiers in Education.

How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement

P. D. de Jong, H. Koomen, Marjolein Zee, 2018, Contemporary Educational Psychology.

Dependency in teacher–child relationships: deepening our understanding of the construct

K. Verschueren, H. Koomen, Helma M. Y. Koomen, 2020, Attachment & human development.

Teacher and child perceptions of relationship quality and ethnic minority children's behavioral adjustment in upper elementary school: A cross-lagged approach.

Debora L. Roorda, H. Koomen, F. Jellesma, 2018, Journal of school psychology.

Widening the View on Teacher–Child Relationships: Teachers' Narratives Concerning Disruptive Versus Nondisruptive Children

H. Koomen, J. Spilt, 2009 .

UvA-DARE Understanding cross-cultural differences in affective teacher student relationships: A comparison between Dutch and Chinese primary school teachers and students

Debora L. Roorda, H. Koomen, Marjolein Zee, 2019 .

UvA-DARE (Digital Academic How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement

H. Koomen, Marjolein Zee, P. D. Jong, 2018 .

Patterns of problematic teacher–child relationships in upper elementary school

P. D. de Jong, H. Koomen, Marjolein Zee, 2022, Journal of Applied Developmental Psychology.

UvA-DARE (Digital Academic Repository) Teacher wellbeing: the importance of teacher-student relationships

H. Koomen, J. Spilt, J. Thijs, 2011 .

Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement

F. Oort, S. Jak, Debora L. Roorda, 2017 .

Multilevel models in developmental psychological research: Rationales and applications

J. Hoeksma, H. Koomen, Helma M. Y. Koomen, 1992 .

H. Koomen, Marjolein Zee, Helma M. Y. Koomen, 2017, Journal of school psychology.

Are boys better off with male and girls with female teachers? A multilevel investigation of measurement invariance and gender match in teacher-student relationship quality.

S. Jak, H. Koomen, J. Spilt, 2012, Journal of school psychology.

Maternal interactive behaviour towards children with and children without cleft lip and palate

J. Hoeksma, H. Koomen, Helma M. Y. Koomen, 1992 .

Early hospitalization and disturbances of infant behavior and the mother-infant relationship.

J. Hoeksma, H. Koomen, H. M. Y. Koomen, 1993, Journal of child psychology and psychiatry, and allied disciplines.

Different teachers, different relationships? Student-teacher relationships and engagement in secondary education

Debora L. Roorda, H. Koomen, T. Jorgensen, 2019, Learning and Individual Differences.

H. Koomen, Helma M. Y. Koomen, J. Thijs, 2008 .

Does well‐being contribute to performance? Emotional security, teacher support and learning behaviour in kindergarten

A. V. Leij, H. Koomen, M. V. Leeuwen, 2004 .

Teachers' self‐reported pedagogical practices toward socially inhibited, hyperactive, and average children

A. V. Leij, H. Koomen, Helma M. Y. Koomen, 2006 .

Teacher Wellbeing: The Importance of Teacher–Student Relationships

H. Koomen, J. Spilt, Helma M. Y. Koomen, 2011 .

Teacher–child relationships from an attachment perspective

Karine Verschueren, K. Verschueren, H. Koomen, 2012, Attachment & human development.

Engaging Children in the Upper Elementary Grades: Unique Contributions of Teacher Self-Efficacy, Autonomy Support, and Student-Teacher Relationships

H. Koomen, Marjolein Zee, Helma M. Y. Koomen, 2019, Journal of Research in Childhood Education.

Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration.

P. D. de Jong, H. Koomen, Marjolein Zee, 2016, Journal of school psychology.

Validating the Student-Teacher Relationship Scale: testing factor structure and measurement invariance across child gender and age in a Dutch sample.

R. Pianta, S. Jak, K. Verschueren, 2012, Journal of school psychology.

Using relationship-focused reflection to improve teacher-child relationships and teachers' student-specific self-efficacy.

P. D. de Jong, H. Koomen, Marjolein Zee, 2021, Journal of school psychology.

Supporting teachers’ relationships with disruptive children: the potential of relationship-focused reflection

A. van der Leij, H. Koomen, J. Spilt, 2012, Attachment & human development.

Student-teacher relationship quality and academic adjustment in upper elementary school: the role of student personality.

I. van der Veen, H. Koomen, Marjolein Zee, 2013, Journal of school psychology.

Relevant classroom events for teachers: A study of student characteristics, student behaviors, and associated teacher emotions

H. Koomen, Astrid M. G. Poorthuis, Janneke A. de Ruiter, 2019, Teaching and Teacher Education.

Effects of quantitative and qualitative treatment fidelity of an individualized computer-supported early reading intervention delivered by non-professional tutors

A. Regtvoort, H. Koomen, Helma M. Y. Koomen, 2014 .

Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation

H. Koomen, Marjolein Zee, Helma M. Y. Koomen, 2016 .

Child Perceptions of Teacher Interpersonal Behavior and Associations with Mathematics Achievement in Dutch Early Grade Classrooms

H. Zijlstra, M. Brekelmans, T. Wubbels, 2013, The Elementary School Journal.

A Values-Affirmation Intervention Does Not Benefit Negatively Stereotyped Immigrant Students in the Netherlands

P. D. de Jong, H. Koomen, Helma M. Y. Koomen, 2016, Front. Psychol..

Interpersonal behaviors and complementarity in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviors.

F. Oort, Debora L. Roorda, H. Koomen, 2013, Journal of school psychology.

Understanding cross-cultural differences in affective teacher-student relationships: A comparison between Dutch and Chinese primary school teachers and students.

Debora L. Roorda, H. Koomen, Marjolein Zee, 2019, Journal of school psychology.

Teacher and observer views on student-teacher relationships: convergence across kindergarten and relations with student engagement.

K. Verschueren, H. Koomen, Sarah Doumen, 2012, Journal of school psychology.

Young children's perceptions of teacher‐child relationships: an evaluation of two instruments and the role of child gender in kindergarten

P. Mantzicopoulos, H. Koomen, J. Spilt, 2010 .

Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach

B. Hakvoort, H. Koomen, Marjolein Zee, 2020, Journal of Applied Developmental Psychology.

Examining factorial validity of the student–teacher relationship scale in the Iranian educational setting

S. Ghanbari, H. Koomen, Marjolein Zee, 2022, Studies in Educational Evaluation.

Teachers’ Perceptions of Teacher–Child Relationships: Links With Children’s Observed Interactions

Amanda P. Williford, H. Koomen, Helma M. Y. Koomen, 2017 .

Teacher-student relationship quality from kindergarten to sixth grade and students' school adjustment: A person-centered approach.

I. van der Veen, Debora L. Roorda, H. Koomen, 2018, Journal of school psychology.

Changing interactions between teachers and socially inhibited kindergarten children: An interpersonal approach

F. Oort, Debora L. Roorda, H. Koomen, 2013 .

Meta-analytic structural equation modelling with missing correlations

Suzanne Jak, Frans J. Oort, F. Oort, 2013 .

Understanding discordant relationships between teachers and disruptive kindergarten children: An observational study of teachers' pedagogical practices

H. Koomen, J. Spilt, 2012 .

Language development in the early school years: the importance of close relationships with teachers.

L. Harrison, H. Koomen, J. Spilt, 2015, Developmental psychology.

Don’t forget student-teacher dependency! A Meta-analysis on associations with students’ school adjustment and the moderating role of student and teacher characteristics

Debora L. Roorda, H. Koomen, Marjolein Zee, 2020, Attachment & human development.

The development of early attachment behaviours

J. Hoeksma, H. Koomen, D. C. Boom, 1996 .

Teacher–Child Relationships and Pedagogical Practices: Considering the Teacher's Perspective

A. van der Leij, H. Koomen, Helma M. Y. Koomen, 2008 .

Assessing aspects of the teacher–child relationship: A critical ingredient of a practice-oriented psycho-diagnostic approach

K. Verschueren, H. Koomen, J. Thijs, 2006, Educational and Child Psychology.

Do Teachers Have Different Mental Representations of Relationships With Children in Cases of Hyperactivity Versus Conduct Problems?

H. Koomen, Marjolein Zee, Helma M. Y. Koomen, 2019, School Psychology Review.

Regulation of Emotional Security by Children after Entry to Special and Regular Kindergarten Classes

J. Hoeksma, H. Koomen, 2003, Psychological reports.

Toward a further understanding of teachers’ reports of early teacher–child relationships: Examining the roles of behavior appraisals and attributions

H. Koomen, J. Thijs, 2009 .

Children’s perceptions of the relationship with the teacher: Associations with appraisals and internalizing problems in middle childhood

H. Koomen, Marjolein Zee, F. Jellesma, 2015 .

UvA-DARE (Digital Academic Repository) Children’s perceptions of the relationship with the teacher: Associations with appraisals and internalizing problems in middle childhood Jellesma,

H. Koomen, Marjolein Zee, 2015 .

From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship

H. Koomen, Marjolein Zee, Helma M. Y. Koomen, 2017 .

Teacher-child interactions and kindergartners' task behaviors: Observations based on interpersonal theory

Debora L. Roorda, H. Koomen, J. Spilt, 2017 .

An observational study of teachers' affiliation and control behaviours towards kindergarten children: Associations with teacher-child relationship quality

F. Oort, Debora L. Roorda, H. Koomen, 2012 .

Explaining teacher-student interactions in early childhood: an interpersonal theoretical approach

Debora L. Roorda, H. Koomen, Helma M. Y. Koomen, 2011 .

Practitioner Review: Dyadic teacher-child relationships: comparing theories, empirical evidence and implications for practice.

K. Verschueren, H. Koomen, J. Spilt, 2022, Journal of child psychology and psychiatry, and allied disciplines.

Teachers’ Assessment of Physical Aggression With the Preschool Behavior Questionnaire: A Multitrait-Multimethod Evaluation of Convergent and Discriminant Validity

A. van der Leij, H. Koomen, J. Spilt, 2011 .

Ethnic incongruence and the student-teacher relationship: the perspective of ethnic majority teachers.

H. Koomen, J. Thijs, S. Westhof, 2012, Journal of school psychology.

Scales for Teachers' Assessment of Inhibition and Security Seeking in Kindergarten Children

P. D. de Jong, H. Koomen, Jan B. Hoeksma, 1999, Psychological reports.

Looking beyond challenging student behaviour: Utilising the teacher relationship interview

H. Koomen, J. Spilt, 2022, Journal of Psychologists and Counsellors in Schools.

Teachers’ emotional labor in response to daily events with individual students: The role of teacher–student relationship quality

H. Koomen, Astrid M. G. Poorthuis, Janneke A. de Ruiter, 2021, Teaching and Teacher Education.

Student–teacher relationships and school engagement: Comparing boys from special education for autism spectrum disorders and regular education

Debora L. Roorda, H. Koomen, Marjolein Zee, 2021, Journal of Applied Developmental Psychology.

Student–Teacher Relationships and Students’ Externalizing and Internalizing Behaviors: A Cross‐Lagged Study in Secondary Education

Debora L. Roorda, H. Koomen, 2020, Child development.

Teacher-child relationships and interaction processes : Effects on students ' learning behaviors and reciprocal influences between teacher and child

F. Oort, H. Koomen, Helma M. Y. Koomen, 2012 .

Changing interactions between teachers and socially inhibited kindergarten children: An interpersonal approach

F. Oort, H. Koomen, Helma M. Y. Koomen, 2013 .

The development of early attachment behaviours

H. Koomen, Helma M. Y. Koomen, D. V. den, 1996 .