Helma M.Y. Koomen
University of Amsterdam
Self-efficacyDevelopmental psychologyMathematics educationPsychologyMeasurement invarianceInterpersonal communicationHuman factors and ergonomicsPedagogyStudent engagementBehavior managementPerceptionEmotional securityTest (assessment)Scale (ratio)Quality (business)ClosenessPoison controlStudent teacherMultilevel modelScale (social sciences)Clinical psychologyStructural equation modelingSocial psychologyInterpersonal relationship
113Publications
25H-index
3,530Citations
Publications 114
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#1Rianne J. Bosman (UvA: University of Amsterdam)H-Index: 2
#2Marjolein Zee (UvA: University of Amsterdam)H-Index: 12
Last. Helma M.Y. Koomen (UvA: University of Amsterdam)H-Index: 25
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Abstract null null The present study evaluated whether LLInC (Leerkracht-Leerling Interactie Coaching in Dutch, or Teacher-Student Interaction Coaching), a teacher-based coaching-intervention, yielded improvements in dyadic affective teacher–child relationships in elementary school (Grades 2–6). Based on attachment theory, LLInC aims to foster more flexible and differentiated mental representations of teachers' relationships with individual children with whom they experience relationship difficu...
1 CitationsSource
#1Debora L. Roorda (UvA: University of Amsterdam)H-Index: 10
#2Marjolein Zee (UvA: University of Amsterdam)H-Index: 12
Last. Helma M.Y. Koomen (UvA: University of Amsterdam)H-Index: 25
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Abstract The present study examined differences in student–teacher relationship quality and engagement with schoolwork between boys from regular education and boys from special education for students with autism spectrum disorders (ASD). We also investigated whether the strength of associations between student–teacher relationship quality and engagement differed across boys from regular and special education. Third-to-sixth grade boys from regular education (N = 182) and special education for AS...
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Last. Helma M.Y. KoomenH-Index: 25
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#1Debora L. Roorda (UvA: University of Amsterdam)H-Index: 10
#2Helma M.Y. Koomen (UvA: University of Amsterdam)H-Index: 25
The present study examined reciprocal influences between student-teacher relationship quality and students' externalizing and internalizing behaviors in secondary education. Our sample included 1,219 secondary school students (49.1% boys; Mage = 13.53, SD = 1.77) from seventh, eighth, tenth, and eleventh grade. Students reported about their externalizing and internalizing behaviors and the quality of the relationships (closeness, conflict) with their Dutch and math teachers at three occasions wi...
4 CitationsSource
ABSTRACTThis short-term longitudinal study explored the unique role of proximal classroom factors (teachers’ student-specific self-efficacy, autonomy-supportive behaviors, and student-teacher relat...
4 CitationsSource
#1Janneke A. de Ruiter (UvA: University of Amsterdam)H-Index: 2
#2Astrid M. G. Poorthuis (UU: Utrecht University)H-Index: 8
Last. Helma M.Y. Koomen (UvA: University of Amsterdam)H-Index: 25
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Abstract Students' disruptive behavior during classroom events can elicit strong emotions in teachers and impact teachers' occupational wellbeing. This research was the first to test the proposition that teachers' emotional responses depend not solely on the specific classroom events themselves, but also on the perceived history of disruptive behavior of the student involved. Two complimentary studies examined whether teachers' perceptions of students' past disruptive behavior moderated the link...
5 CitationsSource
#1Debora L. Roorda (UvA: University of Amsterdam)H-Index: 10
#2Marjolein Zee (UvA: University of Amsterdam)H-Index: 12
Last. Helma M.Y. Koomen (UvA: University of Amsterdam)H-Index: 25
view all 3 authors...
A meta-analytic approach was used to examine associations between student-teacher dependency and students' school adjustment (engagement, achievement, externalizing behavior, internalizing behavior, and prosocial behavior). Furthermore, we investigated whether associations between dependency and school adjustment were moderated by student and teacher characteristics. In total, the meta-analysis included 28 studies (N = 7849 students) from preschool to upper elementary school. The results showed ...
7 CitationsSource
#1Karine Verschueren (Katholieke Universiteit Leuven)H-Index: 39
#2Helma M.Y. Koomen (UvA: University of Amsterdam)H-Index: 25
Within an attachment perspective on teacher-child relationships three affective relationship dimensions have been identified: closeness, conflict, and dependency. Whereas a lot of research is available on relational closeness and conflict, far less is known about the construct of dependency. In this paper, we aim to further the conceptualization of child-teacher dependency in several ways. First, we define dependency as a relational construct, not a stable child characteristic. Second, we review...
3 CitationsSource
#1Marjolein Zee (UvA: University of Amsterdam)H-Index: 12
#2Elise de Bree (UvA: University of Amsterdam)H-Index: 13
Last. Helma M.Y. Koomen (UvA: University of Amsterdam)H-Index: 25
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Abstract This study explored unique associations of student disabilities (ADHD, ASD, dyslexia) with teacher-, student- and peer-perceptions of student–teacher relationship quality. Sixty-three teachers, 510 students, and classmates from 24 Dutch mainstream elementary schools completed questionnaires about the student–teacher relationship quality. Teachers indicated whether students were diagnosed with disabilities. Multilevel models indicated that both teachers and classmates, but not students w...
5 CitationsSource