Zobrazeno 1 - 10
of 19
pro vyhledávání: '"Sarah Doumen"'
Publikováno v:
European Journal of Developmental Psychology. 12:243-260
Teacher–child relationships are increasingly considered as contexts for children's development. While teacher reports are mostly used to study the developmental consequences of the three attachment-based dimensions of closeness, conflict and depend
Publikováno v:
Educational Psychology. 34:385-402
Although invested study time is expected to relate to exam performance, research findings have been mixed. Therefore, the current study examined a) the role of self-study time above and beyond relevant student characteristics, affective-motivational
Publikováno v:
Social Development. 22:242-258
Contingent self-esteem (i.e., the degree to which one's self-esteem is dependent on meeting particular conditions) has been shown to predict a wide range of psychosocial and academic problems. This study extends previous research on contingent self-e
Publikováno v:
Attachment & Human Development. 14:233-248
This study tested the unique and joint effects of three significant relationships in young children's social lives, namely their relationships with mother, teacher, and peers, on three dimensions of self-concept (general, academic, and social). A sam
Publikováno v:
Journal of School Psychology, 50(1), 61-76. Elsevier
Most studies regarding the role of teacher-child relationships for children's early school adjustment use only teacher ratings of relationship quality. The current study examines (a) the agreement between teacher and observer ratings, (b) whether sim
Publikováno v:
Social Development. 20:664-684
This study examined the intervening role of empathy in the relations between identity styles (i.e., information‐oriented, normative, and diffuse‐avoidant styles), and inter‐personal behaviors (i.e., prosocial behavior, self‐ and other‐orien
Publikováno v:
Social Development. 20:33-50
Based on attachment theory, two aims were addressed. Firstly, we tested whether close teacher–child relationships may buffer children who are less securely attached to their mothers against negative outcomes, such as aggressive behavior. Secondly,
Publikováno v:
Infant and Child Development. 18:502-520
Two studies extended psychometric research on the Student–Teacher Relationship Scale (STRS) with kindergarten and preschool children (N1 = 60–71; N2 = 35) and their teachers. These studies used a multi-method approach to replicate and extend prev
Publikováno v:
Journal of School Psychology. 46:367-391
Young children with problem behavior in the classroom are at risk for developing more conflictual and less close relationships with their teachers. Two studies in kindergarten (N=3798; N=237) shed light on some aspects of classroom climate that can m
Autor:
Hilde Colpin, Luc Goossens, Karine Verschueren, Eleonora Vervoort, Steven De Laet, Karla Van Leeuwen, Sarah Doumen
Publikováno v:
Developmental psychology. 51(9)
The present longitudinal study examined how relationships with teachers and peers jointly shape the development of children’s behavioral engagement in late elementary school. A sample of 586 children (46% boys, Mage = 9.26 years at Wave 1) was foll