Samenvattingen leerkracht-leerlinginteractie.
Week 1:
Lei, Cui & Chiu (2016).
AffectiveTeacher—StudentRelationshipsandStudents’ExternalizingBehaviorProblems:A Meta-
Analysis
Roorda, Jak, Zee, Oort & Koomen (2017). Affective Teacher–Student Relationships and Students’
Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of
Engagement
Week 2:
Ahnert, Kappler, Schneiderwind & Fischer (2013). The impact of teacher-child Relationships on
child cognitive performance as explored by a priming paradigm.
Koomen & Jellesma (2015). Can Closeness, conflict, and dependecny be used to characterize
students perceptions of the affective relationship with their teacher?
Split, Koomen, Thijs & van der Leij (2012). Supporting teacher relationships with disruptive
children: the potential of relationships-focused reflection
Week 3:
Akioka & Gilmore (2013) An Intervention to Improve motivation for homework.
Roorda, Terrence, Jorgensen, Koomen (2019). Different teachers, different relationships? Student-
teacher relationship and engagement in secondary education.
Simoes & Alarcoa (2014). Mentors and teachers: tsting the effectiveness of simultaneous roles on
school performance from a basis psychological needs perspective.
Week 4:
Pennings, Brekelmans, Saddler, Claesens, van der Want & van Tartwijk (2018). Interpersonal
adaption in teacher-student interaction.
Roorda, Koomen, Thijs en Oort. Changing interactions between teachers and socially inhibited
kindergarten children: an interpersonal approach.
Wubbels & Mieke (2005). Two decades of research on teacher-student relationships in class
Week 5:
McGrath & Van Bergen (2015). Who, when, why and to what end? Student at risk of negative
student-teacher relationships and their outcomes
Roorda, Zee & Koomen (2020). Don’t forget student-teacher dependency! A meta-analysis on
assocations with students school adjustment and the moderating role of student and teacher
charactics
Week 6:
Zee, Bree, Hakvoort & Koomen (2020).Exploring relationships between teachers and students with
diagnoses disabilities: A multi-informant approach.
Week 1:
Lei, Cui & Chiu (2016).
AffectiveTeacher—StudentRelationshipsandStudents’ExternalizingBehaviorProblems:A Meta-
Analysis
Roorda, Jak, Zee, Oort & Koomen (2017). Affective Teacher–Student Relationships and Students’
Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of
Engagement
Week 2:
Ahnert, Kappler, Schneiderwind & Fischer (2013). The impact of teacher-child Relationships on
child cognitive performance as explored by a priming paradigm.
Koomen & Jellesma (2015). Can Closeness, conflict, and dependecny be used to characterize
students perceptions of the affective relationship with their teacher?
Split, Koomen, Thijs & van der Leij (2012). Supporting teacher relationships with disruptive
children: the potential of relationships-focused reflection
Week 3:
Akioka & Gilmore (2013) An Intervention to Improve motivation for homework.
Roorda, Terrence, Jorgensen, Koomen (2019). Different teachers, different relationships? Student-
teacher relationship and engagement in secondary education.
Simoes & Alarcoa (2014). Mentors and teachers: tsting the effectiveness of simultaneous roles on
school performance from a basis psychological needs perspective.
Week 4:
Pennings, Brekelmans, Saddler, Claesens, van der Want & van Tartwijk (2018). Interpersonal
adaption in teacher-student interaction.
Roorda, Koomen, Thijs en Oort. Changing interactions between teachers and socially inhibited
kindergarten children: an interpersonal approach.
Wubbels & Mieke (2005). Two decades of research on teacher-student relationships in class
Week 5:
McGrath & Van Bergen (2015). Who, when, why and to what end? Student at risk of negative
student-teacher relationships and their outcomes
Roorda, Zee & Koomen (2020). Don’t forget student-teacher dependency! A meta-analysis on
assocations with students school adjustment and the moderating role of student and teacher
charactics
Week 6:
Zee, Bree, Hakvoort & Koomen (2020).Exploring relationships between teachers and students with
diagnoses disabilities: A multi-informant approach.
