Marjolein Zee

University of Amsterdam | UVA · Research Intitute of Child Development and Education

Student-teacher relationship drawings were employed to investigate how students’ mental representations of student-teacher relationships were affected by their gender, age, and shyness across the Netherlands and China. The sample included 752 third- to sixth-graders (48.5% boys; Mage = 9.96) from the Netherlands and 574 third- to- sixth-graders...

Introduction Studies pinpoint the importance of exploring factors in the classroom environment that might foster students’ SRL-skills in various domains. This study explored specific teacher and classroom factors, including self-efficacy for SRL-skills (TSE) and teacher–student interactions in relation to students’ self-regulated learning skills in...

Ample evidence has been found for the association between affective, dyadic student–teacher relationships and students’ engagement with schoolwork in Western, individualistic countries. There are far fewer studies, however, examining this association in Eastern, collectivistic countries. As maintaining harmony in interpersonal relationships plays a...

One of the most important competencies to become a life-long learner is considered to be self-regulated learning (SRL). In this narrative review study, we describe research on the relationships between classroom- and dyad-level student-teacher interactions and the components of elementary students’ SRL. These components include metacognition and th...

This study explored the dimensionality and measurement invariance of a multidimensional measure for evaluating teachers’ perceptions of the quality of their relationships with principals at the dyadic level. Participants were 630 teachers (85.9% female) from 220 primary and 204 secondary schools across the Netherlands. Teachers completed the 10-ite...

This study focused on (1) whether dimensions of relationship quality (i.e., closeness, conflict, and dependency) jointly form distinct relationship patterns in a normative sample of upper elementary schoolers (N = 1078), (2) the extent to which patterns observed in the normative sample could be found in a problematic sample (N = 241) consisting of...

To contain the COVID-19 pandemic schools have been closed in many countries. Children stayed at home and were assisted by their parents with their schoolwork. Evidently, homeschooling puts extra demands on parents. We presumed that parents' sense of efficacy in teaching would play a key role in how they cope with this extra task of homeschooling. I...

Student-teacher relationship scale Confirmatory factor analysis Dependency Collectivistic culture Elementary school A B S T R A C T The Student-Teacher Relationship Scale (STRS) is widely used to evaluate the quality of student-teacher relationships in terms of Closeness, Conflict, and Dependency. The main purpose of this study was to examine facto...

Teachers play a crucial role in the assessment of children's internalizing symptoms but may not always succeed in accurately identifying such symptoms in class. Using a multilevel structural equation modeling (MSEM) approach, this study aimed to explore teacher and child characteristics that may explain measurement bias in teachers' ratings of inte...

The present study examined the psychometric properties of Student–Teacher Relationship Drawings (STRDs) to assess student–teacher relationship quality in a cross-cultural context. A sample of upper elementary school students from both the Netherlands (N = 752) and China (N = 574) was included. Results showed sufficient inter-rater reliabilities of...

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 diffe...

To contain the COVID-19 pandemic schools have been closed in many countries. Children stayed at home and were assisted by their parents with their schoolwork. Evidently, homeschooling puts extra demands on parents. We presumed that parents’ sense of self-efficacy in teaching would play a key role in how they cope with this extra task of homeschooli...

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 dif...

Students' shyness was found to harm teacher-student relationship quality in Western contexts, whereas less is known about how shyness is associated with teacher-student relationships in Eastern contexts. The present study therefore examined cultural differences in the association between students' shyness and affective teacher-student relationships...

Listening comprehension is important for daily communication and at school, yet relatively little is known about the variables contributing to listening comprehension, especially in the upper elementary years. The aim of this study was to explore whether vocabulary, verbal memory, but also self-efficacy and self-reported concentration contribute to...

This 3-wave longitudinal study explored the complex ways in which students’ motivation (motivational attitudes and beliefs), relationships with teachers (closeness, conflict, and dependency), and academic achievement (reading comprehension and math performance) inform one another from kindergarten through 6th grade. The sample included students (N...

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 teach...

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 i...

This short-term longitudinal study explored the unique role of proximal classroom factors (teachers’ student-specific self-efficacy, autonomy-supportive behaviors, and student-teacher relationships) in students’ emotional and behavioral engagement, and the moderating role of grade level. Participants were 472 students and 63 teachers (grades 4–6)....

The present study examined how different externalizing child behaviors (i.e., hyperactivity, conduct problems) were uniquely associated with teachers' mental representations of relationships with individual children. Participants were 61 teacher–child dyads from typical Dutch elementary schools. Using a two-wave design, teachers first reported abou...

The affective quality of teacher-student relationships (TSRs) has mostly been studied in Western contexts and little is known how findings generalize to Eastern contexts. Therefore, the present study examined measurement invariance, mean differences, and agreement in teachers' and students' perceptions of relationship quality between the Netherland...

-We used multilevel modeling to examine the relationship between teachers’ prejudice reduction practices & students’ engagement -Teachers’ explicit multicultural attitudes and implicit attitudes towards ethnic minorities were examined as possible moderators -For teachers with above-average positive explicit attitudes, prejudice reduction can increa...

h i g h l i g h t s Using multilevel models, we examined the relationship between teachers' prejudice reduction practices and students' engagement. Prejudice reduction practices focused on engaging in dialogue about diversity and confronting intergroup bias. Teachers' explicit multicultural attitudes and implicit attitudes towards ethnic minorities...

This longitudinal study examines whether children in late childhood (age 7–12) project their ethnic attitudes on their classroom peer group, by using these attitudes to predict children's perceptions of the descriptive ethnic norms in their classroom. Children's norm perceptions were relatively unstable over a half year period, and their ethnic min...

This study explored the unique contributions of students' self-reported internalizing behaviors (shyness, anxiety, and emotional problems) to teachers' perceptions of the quality of student–teacher relationships (closeness, conflict, and dependency). In total, 269 third-to-sixth grade students (50.9% girls) and 35 teachers (74.7% females) from 8 Du...

Despite the common idea that teachers’ self-efficacy (TSE) is associated with achievement, research findings in this area are ambiguous at best. In the current study, we took a multilevel perspective on the relationship between TSE and students’ academic achievement and evaluated how different levels of conceptualization and measurement of TSE may...

‘De Beeldschermgeneratie beweegt niet meer!’ ‘Onderwijs past niet bij ontwikkeling van jongens’ ‘ADHD’ers en autisten lopen vast in het reguliere onderwijs’ Dit soort koppen, die dagelijks in elke willekeurige krant in binnen- en buitenland zouden kunnen verschijnen, geven blijk van de vele maatschappelijke en onderwijskundige uitdagingen waar lee...

The present study investigated the role of early oral language and family risk for dyslexia in the two developmental pathways toward reading comprehension, through word reading and through oral language abilities. The sample contained 237 children (164 at family risk for dyslexia) from the Dutch Dyslexia Program. Longitudinal data were obtained on...

Deze studie onderzocht de self-efficacy van basisschoolleerkrachten (LSE) binnen verschillende domeinen van lesgeven en in relatie tot individuele leerlingen met verschillende soorten gedrag. Deelnemers waren 526 leerlingen en 69 leerkrachten uit groep 5 tot en met 8 van het basisonderwijs. Zowel LSE als leerlinggedrag werd gerapporteerd door leerk...

The present study took a meta-analytic approach to investigate whether students' engagement acts as a mediator in the association between affective teacher-student relationships and students' achievement. Furthermore, we examined whether results differed for primary and secondary school and whether similar results were found in a longitudinal subsa...

Data gathered from a longitudinal study within regular upper elementary schools were used to evaluate a theoretical model within which teachers’ perceptions of conflict and closeness in the student–teacher relationship were considered as the intermediary mechanisms by which individual students’ externalizing behavior generates changes in teachers’...

The present study aimed to advance insight into similarities and dissimilarities between teachers' and students' views of closeness and conflict in their dyadic relationship, and personal teacher and student attributes that contribute to these views. In total, 464 students (50.2% girls) and 62 teachers (67.5% females) from grades 4 to 6 participate...

Among the many beliefs teachers might hold, few are as important for their classroom behaviors as their sense of self-efficacy (TSE). Theorists have indicated that TSE, or teachers’ judgments of capability, may determine the type of activities teachers choose to get into, the effort they expend in such activities, and the extent to which they perse...

The affective nature of student–teacher relationships has been acknowledged to play a role in students’ social-emotional adjustment in elementary school. Research indicates that students who are exposed to relationships marked by high levels of positive affect (closeness) tend to develop better social skills and are show less signs of social withdr...

Disruptive students bring behaviors to class that challenge teachers’ ability to complete their professional duties. Cross-sectional studies show that disrup-tive behaviors take time away from instruction, hamper teachers’ efforts to sustain a positive learning climate, and consequently weaken teachers’ self-efficacy beliefs (TSE) to effectively de...

In this study, we explored both direct and indirect contributions of students’ perceptions of the student–teacher relationship quality (i.e., closeness and conflict) to domains of self-regulation (i.e., task-orientation and metacognition) and basic reading and math skills (i.e., timed word reading and math performance) in middle childhood. Particip...

Diversity in elementary classrooms nowadays seems to be the rule rather than the exception. Since the inception of inclusive and appropriate education in the Netherlands, the number of students with behavioral, learning, and other educational disabilities in regular elementary classes has increased slowly but surely. Although some teachers handle t...

This study explored inter- and intra-individual differences in teachers' self-efficacy (TSE) by adapting Tschannen-Moran and Woolfolk Hoy's (2001) Teachers' Sense of Efficacy Scale (TSES) to the domain- and student-specific level. Multilevel structural equation modeling was used to evaluate the factor structure underlying this adapted instrument, a...

The present study examined teachers’ domain-specific self-efficacy (TSE) in relation to individual students with a variety of social–emotional behaviors in class. Using a sample of 526 third- to sixth-grade students and 69 teachers, multilevel modeling was conducted to examine students’ externalizing, internalizing, and prosocial behaviors as predi...

This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for analysis. Results suggest that TSE shows positive links...

The growing popularity of teacher self-efficacy (TSE) studies has induced a myriad of studies meriting the measurement of TSE and its underlying dimensions. Most studies treat TSE as a relatively stable teacher characteristic that fluctuates between teachers and various teaching domains. However, TSE can also be perceived as a mutable state within...

In this study, we aimed to examine the associations between child-perceived teacher–child relationships, children's appraisals of interactions with their teacher, and internalizing problems. Five hundred third- to sixth-graders reported about their experiences of closeness, conflict, and negative expectations in the relationship with their teacher....

Medical schools have recently witnessed a call for authentic research activities that equip students with the skills required for evidence-based medicine (EBM) and research. Because it is not always possible to make such activities available as a part of the curriculum, evaluating the effectiveness of the various choices of traditional and authenti...

This study tested a theoretical model considering students' personality traits as predictors of student-teacher relationship quality (closeness, conflict, and dependency), the effects of student-teacher relationship quality on students' math and reading achievement, and the mediating role of students' motivational beliefs on the association between...