A5032386472- Behavioral and Psychological Studies
- Early Childhood Education and Development
- Child and Adolescent Psychosocial and Emotional Development
- Parental Involvement in Education
- Bullying, Victimization, and Aggression
- Educational Practices and Policies
- Education, Achievement, and Giftedness
- Clinical practice guidelines implementation
- Motivation and Self-Concept in Sports
- Education and Critical Thinking Development
- Family and Disability Support Research
- Attention Deficit Hyperactivity Disorder
- Emotional Intelligence and Performance
- Education in Diverse Contexts
- Youth Development and Social Support
- Evaluation and Performance Assessment
- Dutch Social and Cultural Studies
Vrije Universiteit Amsterdam
2022-2025
Leiden University
2022
Radboud University Nijmegen
2019
Entrea
2017
This longitudinal study examined bidirectional associations between special education pupils’ teacher–child relationship characteristics (quality, satisfaction, and conflict), classroom structure, behavioral problems (externalizing attention-hyperactivity). A secondary goal was to investigate the extent which severity of moderated prospective associations. Participants were 586 pupils (86% boys) in Grades 4 6 ( M age time 1 = 10.82 years, SD 0.86) from 13 schools Netherlands their teachers....
This study investigated the role of behavioral norms on concurrent links between problem behaviors (externalizing problems, internalizing attention–hyperactivity problems) and social status (acceptance, rejection) in special education classrooms at four time points within across school years. Two opposing models were considered, “person–group similarity model,” suggesting moderation norms, “social skill no moderation. The sample included a total 580 pupils (88% boys, M age Time1 = 10.82...
This four-wave longitudinal study examined bidirectional associations among pupils’ social status (preference and popularity) teacher–child relationship characteristics (quality, support, satisfaction, conflict) in special education. Participants included 586 pupils (86% boys) initially attending Grades 4 5 ( M age Wave 1 = 10.82 years, SD 0.86) their teachers. Reports of relationships were collected from teachers through questionnaires. Peer nominations used to assess preference popularity....
This longitudinal study investigated bidirectional associations between pupils’ social competence and their interpersonal relationships classroom climate in segregated special education schools for pupils with emotional behavioral disorders the Netherlands. Participants were Grade 4 5 School Year 1 ( N = 441) 6 2 504) M age Time1 10.82, SD 0.86). Digital surveys administered to teachers twice each school year gather information about peers, (structure, atmosphere), competence. Structural...
Abstract This cross-sectional study aimed to compare positive and corrective teacher feedback toward children with attention-deficit/hyperactivity disorder (ADHD) typically developing children, examine whether the quality of teacher–student relationship moderated associations between child behavior feedback. We observed coded classroom ADHD behaviors 55 34 (TDC; 6–12 years), as well levels they received. Teachers rated closeness conflict using Student–Teacher Relationship Scale in group....