Practitioner Review: Dyadic teacher–child relationships: comparing theories, empirical evidence and implications for practice-Reference-Cited by-同舟云学术

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

Published:2022-01-30 Issue:7 Volume:63 Page:724-733
ISSN:0021-9630
Container-title:Journal of Child Psychology and Psychiatry
language:en
Short-container-title:Child Psychology Psychiatry

Author:

Spilt Jantine L.¹^ORCID,Verschueren Karine¹,Minderhout Mirella B. W. M.²,Koomen Helma M.Y.³

Affiliation:

1. Faculty of Psychology and Educational Sciences KU Leuven – University of Leuven Leuven Belgium

2. Bureau Mind: Advice, Guidance, and Training in Education and Student Guidance Utrecht The Netherlands

3. Research Institute of Child Development and Education University of Amsterdam Amsterdam The Netherlands

Publisher

Wiley

Subject

Psychiatry and Mental health,Developmental and Educational Psychology,Pediatrics, Perinatology and Child Health

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcpp.13573

Reference64 articles.

1. Social Support from Parents, Friends, Classmates, and Teachers in Children and Adolescents Aged 9 to 18 Years: Who Is Perceived as Most Supportive?

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

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

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1. “We tend to underestimate the children!” – a qualitative analysis of preschool teachers’ views on child-parent-teacher relationship-building during preschool transition;Scandinavian Journal of Educational Research;2024-09-02

2. Relationship quality in student-teacher-dyads: Comparing student and teacher determinants in multicultural classrooms;International Journal of Intercultural Relations;2024-07

3. Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education;Frontiers in Education;2024-03-22

4. The relation between teacher–student interaction and executive function performance in children: A cross-cultural meta-analysis;Educational Psychologist;2024-03-14

5. Cultural universality and specificity of teacher-student relationship: a qualitative study in Belgian, Chinese, and Italian primary school teachers;Frontiers in Psychology;2023-11-14

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