mw. dr. H.M.Y. (Helma) Koomen


  • Faculteit der Maatschappij- en Gedragswetenschappen
    Programmagroep: Onderwijsleerprocessen en Onderwijsleerproblemen (O&O)
  • Bezoekadres
    REC-D
    Nieuwe Achtergracht 127  Amsterdam
  • Postadres:
    Postbus  15780
    1001 NG  Amsterdam
  • H.M.Y.Koomen@uva.nl
    T: 0205251524

2016

  • Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research. DOI: 10.3102/0034654315626801 [details]
  • Zee, M., Koomen, H. M. Y., Jellesma, F. C., Geerlings, J., & de Jong, P. F. (2016). Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration. Journal of School Psychology, 55, 39-56. DOI: 10.1016/j.jsp.2015.12.003 [details]
  • Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2016). Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation. Journal of Educational Psychology, 108(7), 1013-1027. DOI: 10.1037/edu0000106 [details]
  • de Jong, E. M., Jellesma, F. C., Koomen, H. M. Y., & de Jong, P. F. (2016). A values-affirmation intervention does not benefit negatively stereotyped immigrant students in the Netherlands. Frontiers in Psychology, 7, 691. DOI: 10.3389/fpsyg.2016.00691 [details]
  • Hartz, K., Williford, A., & Koomen, H. M. Y. (2016). Teachers’ perceptions of teacher-child relationships: Links with children’s observed interactions. Early Education and Development. DOI: 10.1080/10409289.2016.1246288 [details]

2015

  • Jellesma, F. C., Zee, M., & Koomen, H. M. Y. (2015). Children’s perceptions of the relationship with the teacher: Associations with appraisals and internalizing problems in middle childhood. Journal of Applied Developmental Psychology, 36, 30-38. DOI: 10.1016/j.appdev.2014.09.002 [details]
  • Koomen, H. M. Y., & Jellesma, F. C. (2015). Can closeness, conflict, and dependency be used to characterize students’ perceptions of the affective relationship with their teacher? Testing a new child measure in middle childhood. British Journal of Educational Psychology, 85(4), 479-497. DOI: 10.1111/bjep.12094 [details]
  • Spilt, J. L., Koomen, H. M. Y., & Harrison, L. J. (2015). Language development in the early school years: The importance of close relationships with teachers. Developmental Psychology, 51(2), 185-196. DOI: 10.1037/a0038540 [details] [PDF]

2014

  • Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., Thijs, J. T., & Oort, F. J. (2014). Leerkrachtkindinteractie: het verband met externaliserend en internaliserend gedrag. Kind en Adolescent, 35(4), 239-254. DOI: 10.1007/s12453-014-0061-0 [details]
  • Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2014). De invloed van affectieve leraar-leerlingrelaties op het schools leren van leerlingen: Verschillen tussen basis- en voortgezet onderwijs. Pedagogische Studiën, 91(2), 97-112. [details]
  • Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2014). Probleemgedrag en leraarstress: het belang van een relationele benadering. Pedagogische Studiën, 91(6), 366-382. [details]
  • Zijlstra, A. H., Koomen, H. M. Y., Regtvoort, A. G. F. M., & van der Leij, D. A. V. (2014). Effects of quantitative and qualitative treatment fidelity of an individualized computer-supported early reading intervention delivered by non-professional tutors. Learning and Individual Differences, 33, 55-62. DOI: 10.1016/j.lindif.2014.04.004 [details]

2013

  • Jak, S., Oort, F. J., Roorda, D. L., & Koomen, H. M. Y. (2013). Meta-analytic structural equation modelling with missing correlations. Netherlands Journal of Psychology, 67(4), 132-139. [details / files]
  • Koomen, H., & Bos, H. (2013). Het gaat de verkeerde kant op met ons universitair onderwijs. Kind en Adolescent, 34(2), 109-111. DOI: 10.1007/s12453-013-0010-3 [details]
  • Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., Thijs, J. T., & Oort, F. J. (2013). Interpersonal behaviors and complementarity in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviors. Journal of School Psychology, 51(1), 143-158. DOI: 10.1016/j.jsp.2012.12.001 [details]
  • Roorda, D. L., Koomen, H. M. Y., Thijs, J. T., & Oort, F. J. (2013). Changing interactions between teachers and socially inhibited kindergarten children: An interpersonal approach. Journal of Applied Developmental Psychology, 34(4), 173-184. DOI: 10.1016/j.appdev.2013.03.002 [details]
  • Zee, M., Koomen, H. M. Y., & van der Veen, I. (2013). Student-teacher relationship quality and academic adjustment in upper elementary school: The role of student personality. Journal of School Psychology, 51(4), 517-533. DOI: 10.1016/j.jsp.2013.05.003 [details]
  • Zijlstra, H., Wubbels, T., Brekelmans, M., & Koomen, H. M. Y. (2013). Child perceptions of teacher interpersonal behavior and associations with mathematics achievement in Dutch early grade classrooms. The Elementary School Journal, 113(4), 517-540. DOI: 10.1086/669618 [details]

2012

  • Koomen, H. M. Y., Verschueren, K., van Schooten, E., Jak, S., & Pianta, R. C. (2012). Validating the student-teacher relationship scale: testing factor structure and measurement invariance across child gender and age in a Dutch sample. Journal of School Psychology, 50(2), 215-234. DOI: 10.1016/j.jsp.2011.09.001 [details]
  • Roorda, D. L., Koomen, H. M. Y., & Oort, F. J. (2012). An observational study of teachers' affiliation and control behaviours towards kindergarten children: Associations with teacher-child relationship quality. In T. Wubbels, P. den Brok, J. van Tartwijk, & J. Levy (Eds.), Interpersonal relationships in education: an overview of contemporary research. (pp. 51-65). (Advances in learning environments research; No. 3). Rotterdam: Sense Publishers. DOI: 10.1007/978-94-6091-939-8_4 [details]
  • Spilt, J. L., & Koomen, H. M. Y. (2012). Understanding discordant relationships between teachers and disruptive kindergarten children: An observational study of teachers' pedagogical practices. In T. Wubbels, P. den Brok, J. van Tartwijk, & J. Levy (Eds.), Interpersonal relationships in education: an overview of contemporary research. (pp. 37-49). (Advances in learning environments research; No. 3). Rotterdam: Sense Publishers. DOI: 10.1007/978-94-6091-939-8_3 [details]
  • Spilt, J. L., Koomen, H. M. Y., & Jak, S. (2012). Are boys better off with male and girls with female teachers? A multilevel investigation of measurement invariance and gender match in teacher-student relationship quality. Journal of School Psychology, 50(3), 363-378. DOI: 10.1016/j.jsp.2011.12.002 [details]
  • Spilt, J. L., Koomen, H. M. Y., Thijs, J. T., & van der Leij, A. (2012). Supporting teachers' relationships with disruptive children: the potential of relationship-focused reflection. Attachment & Human Development, 14(3), 305-318. DOI: 10.1080/14616734.2012.672286 [details]
  • Thijs, J., Westhof, S., & Koomen, H. M. Y. (2012). Ethnic incongruence and the student-teacher relationship: the perspective of ethnic majority teachers. Journal of School Psychology, 50(2), 257-273. DOI: 10.1016/j.jsp.2011.09.004 [details]
  • Roeden, J. M., Maaskant, M. A., Koomen, H. M. Y., Candel, M. J. J. M., & Curfs, L. M. G. (2012). Assessing client-caregiver relationships and the applicability of the 'student-teacher relationship scale' for people with intellectual disabilities. Research in Developmental Disabilities, 33(1), 104-110. DOI: 10.1016/j.ridd.2011.08.027 [details]
  • Verschueren, K., & Koomen, H. M. Y. (2012). Teacher-child relationships from an attachment perspective. Attachment & Human Development, 14(3), 205-211. DOI: 10.1080/14616734.2012.672260 [details]
  • dr Doumen, S., Koomen, H. M. Y., Buyse, E., Wouters, S., & Verschueren, K. (2012). Teacher and observer views on student-teacher relationships: convergence across kindergarten and relations with student engagement. Journal of School Psychology, 50(1), 61-76. DOI: 10.1016/j.jsp.2011.08.004 [details]

2011

  • Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students' school engagement and achievement: a meta-analytic approach. Review of Educational Research, 81(4), 493-529. DOI: 10.3102/0034654311421793 [details]
  • Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: the importance of teacher-student relationships. Educational Psychology Review, 23(4), 457-477. DOI: 10.1007/s10648-011-9170-y [details] [PDF]
  • Spilt, J. L., Koomen, H. M. Y., Stoel, R. D., Thijs, J. T., & van der Leij, A. (2011). Teachers’ assessment of physical aggression with the preschool behavior questionnaire: a multitrait-multimethod evaluation of convergent and discriminant validity. Journal of Psychoeducational Assessment, 29(5), 407-417. DOI: 10.1177/0734282910388881 [details]
  • Thijs, J., Koomen, H., Roorda, D., & ten Hagen, J. (2011). Explaining teacher-student interactions in early childhood: an interpersonal theoretical approach. Journal of Applied Developmental Psychology, 32(1), 34-43. DOI: 10.1016/j.appdev.2010.10.002 [details]
  • van Haandel, F. A. J., Spilt, J. L., & Koomen, H. M. Y. (2011). Affectieve relaties tussen leerkrachten en nieuwkomers in Nederland: zijn cultuurverschillen van invloed op de kwaliteit van de relatie? Orthopedagogiek: Onderzoek en praktijk, 50(7/8), 307-318. [details]

2010

  • Spilt, J. L., & Koomen, H. M. Y. (2010). Het Leerkracht Relatie Interview: interviews met leerkrachten over hun relaties met kleuters met gedragsproblemen. Kind en Adolescent, 31(2), 58-70. [details]
  • Spilt, J. L., Koomen, H. M. Y., & Mantzicopoulos, P. (2010). Young children's perceptions of teacher‐child relationships: an evaluation of two instruments and the role of child gender in kindergarten. Journal of Applied Developmental Psychology, 31(6), 428-438. DOI: 10.1016/j.appdev.2010.07.006 [details]
  • Spilt, J. L., Koomen, H. M. Y., Thijs, J. T., Stoel, R. D., & van der Leij, A. (2010). Teachers’ assessment of antisocial behavior in kindergarten: physical aggression and measurement bias across gender. Journal of Psychoeducational Assessment, 28(2), 129-138. DOI: 10.1177/0734282909340236 [details]
  • Spilt, J. L., Koomen, H. M. Y., Thijs, J. T., Stoel, R. D., & van der Leij, A. (2010). Teachers’ assessment of antisocial behavior in kindergarten: physical aggression and measurement bias across gender. Journal of Psychoeducational Assessment, 28(2), 129-138. DOI: 10.1177/0734282909340236 [details]

2009

  • Spilt, J. L., & Koomen, H. M. Y. (2009). Widening the view on teacher-child relationships: teachers’ narratives concerning disruptive versus nondisruptive children. School Psychology Review, 38(1), 86-101. [details] [PDF]
  • Thijs, J., & Koomen, H. M. Y. (2009). Toward a further understanding of teachers' reports of early teacher-child relationships: examining the roles of behavior appraisals and attributions. Early Childhood Research Quarterly, 24(2), 186-197. DOI: 10.1016/j.ecresq.2009.03.001 [details]

2008

  • Thijs, J. T., & Koomen, H. M. Y. (2008). Task-related interactions between kindergarten children and their teachers: the role of emotional security. Infant and Child Development, 17(2), 181-197. DOI: 10.1002/icd.552 [details]
  • Thijs, J. T., Koomen, H. M. Y., & van der Leij, A. (2008). Teacher-child relationships and pedagogical practices: considering the teacher’s perspective. School Psychology Review, 37(2), 244-260. [details]

2016

  • Spilt, J. L., Koomen, H. M. Y., Verschueren, K., & Buyse, E. (2016). Interacties tussen leerkrachten en individuele leerlingen. In K. Verschueren, & H. Koomen (Eds.), Handboek Diagnostiek in de leerlingenbegeleiding: Kind en context. (pp. 301-319). Antwerpen-Apeldoorn: Garant. [details]

2010

  • Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2010). The influence of affective teacher‐student relationships on students’ school engagement and achievement: a meta‐analytic approach. NWO PROO. [details]

2016

  • Koomen, H. M. Y., & Pameijer, N. (2016). Diagnostisch proces in het onderwijs: De rol van contextfactoren, veranderbaarheid en positieve elementen. In K. Verschueren, & H. Koomen (Eds.), Handboek Diagnostiek in de leerlingenbegeleiding: Kind en context. (pp. 15-50). Antwerpen-Garant: Garant. [details]
  • Vernooy, K., van Minderhout, M., & Koomen, H. M. Y. (2016). Didactisch en pedagogisch handelen van leerkrachten. In K. Verschueren, & H. Koomen (Eds.), Handboek Diagnostiek in de leerlingenbegeleiding: Kind en context. (pp. 273-299). Antwerpen-Apeldoorn: Garant. [details]

2015

  • Spilt, J. L., & Koomen, H. M. Y. (2015). Het Leerkracht Relatie Interview als hulpmiddel voor handelingsgerichte diagnostiek: Zicht op de invloed van de leerkracht bij gedragsproblemen van leerlingen. Tijdschrift voor Orthopedagogiek, Kinderpsychiatrie en Klinische Kinderpsychologie, 40(1), 17-27. [details]
  • Bernaerts, I., Magez, W., d' Haenens, E., Koomen, H., & Verschueren, K. (2015). Leerling Leerkracht Relatie Vragenlijst: Normering Vlaams Basisonderwijs. Houten: Bohn Stafleu Van Loghum. [details]
  • Verschueren, K., Bernaerts, I., Magez, W., & Koomen, H. (2015). Vlaamse normen voor de Leerling Leerkracht Relatie Vragenlijst. Caleidoscoop, 27(3), 34-36. [details]

2014

  • Spilt, J., & Koomen, H. (2014). Een cruciaal verschil: Gedragsproblemen van kinderen of relatieproblemen met kinderen. Mensenkinderen, 29(141), 4-8. [details]
  • Simon, K., & Koomen, H. (2014). Hoe ver reikt de invloed van de leraar? Onderzoek naar het functioneren van jongens met gedragsproblemen in het Voortgezet Speciaal Onderwijs. (Horizon-reeks). Amsterdam: Uitgeverij SWP. [details]

2013

  • Koomen, H. (2013). [Bespreking van: A. Crott (2013) Jongens zijn 't:: van Pietje Bell tot probleemgeval]. Kind en Adolescent, 34(4), 228-230. DOI: 10.1007/s12453-013-0029-5 [details]
  • Koomen, H., & Spilt, J. (2013). Relatiegerichte reflectie in het basisonderwijs met behulp van het Leerkracht Relatie Interview: trainingshandleiding. Amsterdam: Universiteit van Amsterdam, Vrije Universiteit. [details]
  • Spilt, J., & Koomen, H. (2013). Relatiegerichte reflectie in het basisonderwijs met behulp van het Leerkracht Relatie Interview: werkboek. Amsterdam: Universiteit van Amsterdam, Vrije Universiteit. [details]

2012

  • Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2012). De invloed van persoonlijke relaties met leraren op het schools leren van leerlingen. De Cascade, 9(21), 33-34. [details]

2011

  • Koomen, H., & Spilt, J. (2011). Emotionele en gedragsproblemen. In P. de Jong, & H. Koomen (Eds.), Interventie bij onderwijsleerproblemen. (pp. 111-130). Antwerpen: Garant. [details]

2008

  • Resing, W. C. M., Evers, A., Koomen, H. M. Y., Pameijer, N. K., & Bleichrodt, N. (2008). Indicatiestelling speciaal onderwijs en leerlinggebonden financiering: condities en instrumentarium (derde herziene druk). Amsterdam: Boom Test Uitgevers. [details]

2011

  • Koomen, H. M. Y., & Spilt, J. L. (2011). Child problem behavior in relation to teaching stress: the role of teacher-student relationships.. Poster session presented at Poster presented at Biennial Meeting SRCD (Society for Research in Child Development), . [details]
  • Spilt, J. L., Koomen, H. M. Y., Thijs, J. T., & van der Leij, D. A. V. (2011). Building strong teacher-student relationships: Preliminary support for relationship-focused reflection. Poster session presented at Poster presented at Biennial Meeting SRCD (Society for Research in Child Development), . [details]

Wetenschappelijke positie

  • Koomen, H.M.Y. (member) (2016): Journal of School Psychology (External organisation).
  • Koomen, H.M.Y. (member) (2016): Kind en Adolescent: Tijdschrift voor pedagogiek, psychiatrie en psychologie (External organisation).
  • Koomen, H.M.Y. (member) (2013): Kind en Adolescent (External organisation).
  • Koomen, H.M.Y. (member) (2011): Kind & Adolescent (External organisation).
  • Koomen, H.M.Y. (member) (2011-2015): Journal of School Psychology (External organisation).
  • Koomen, H.M.Y. (member) (2011-2015): Kind & Adolescent (Tijdschrift voor pedagogiek, psychiatrie en psychologie) (External organisation).

Andere

  • Koomen, H.M.Y. (participant) (20-7-2016 - 23-7-2016): Discussant Paper Symposium of the International Annual Conference of the International School Psychology Association (ISPA) 2016, Amsterdam (participating in a conference, workshop, ...).
  • Spilt, J.L. (organiser) & Koomen, H.M.Y. (organiser) (20-7-2016 - 23-7-2016): ISPA 2016 Conference, Amsterdam (organising a conference, workshop, ...).
  • Koomen, H.M.Y. (organiser) & , (organiser) (19-3-2015 - 21-3-2015): Organisation and chair symposium at SRCD Biennial Meeting (Society for Research in Child Development), Philadelphia (PA), USA (organising a conference, workshop, ...).
  • Koomen, H.M.Y. (participant) & , (participant) (15-1-2010): BSL-congres voor onderwijsbegleiders, intern begeleiders etc., Houten (participating in a conference, workshop, ...).

Tijdschriftredactie

  • , (editor) & Koomen, H.M.Y. (editor) (2012): Attachment & Human Development (Journal).
  • Koomen, H.M.Y. (editor) (2012): Journal of School Psychology (Journal).
  • Koomen, H.M.Y. (editor) (2011-2012): Kind en Adolescent (Journal).

Boekredactie

  • Verschueren, K., & Koomen, H. M. Y. (2016). Handboek Diagnostiek in de leerlingenbegeleiding: Kind en context. Antwerpen-Apeldoorn: Garant. [details]
  • de Jong, P., & Koomen, H. (2011). Interventie bij onderwijsleerproblemen. Antwerpen - Apeldoorn: Garant. [details]
This list of publications is extracted from the UvA-Current Research Information System. Questions? Ask the library or the Pure staff of your faculty / institute. Log in to Pure to edit your publications.
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