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Dr. D.L. (Debora) Roorda
Faculty of Social and Behavioural Sciences
Programme group: Developmental Disorders and Special Education
Chen, M., Zee, M., & Roorda, D. L. (2021). Assessing student–teacher relationship quality in cross-cultural contexts: Psychometric properties of student–teacher relationship drawings. European Journal of Developmental Psychology, 1-15. https://doi.org/10.1177/0143034320985889
Chen, M., Zee, M., & Roorda, D. L. (2021). Students' shyness and affective teacher-student relationships in upper elementary schools: A cross-cultural comparison. Learning and Individual Differences, 86, [101979]. https://doi.org/10.1016/j.lindif.2021.101979[details]
Roorda, D. L., & Koomen, H. M. Y. (2021). Student–Teacher Relationships and Students’ Externalizing and Internalizing Behaviors: A Cross-Lagged Study in Secondary Education. Child Development, 92(1), 174–188. https://doi.org/10.1111/cdev.13394[details]
Roorda, D. L., Zee, M., Bosman, R. J., & Koomen, H. M. Y. (2021). Student–teacher relationships and school engagement: Comparing boys from special education for autism spectrum disorders and regular education. Journal of Applied Developmental Psychology, 74, [101277]. https://doi.org/10.1016/j.appdev.2021.101277[details]
Roorda, D. L., Zee, M., & Koomen, H. M. Y. (2020). Don’t forget student-teacher dependency! A Meta-analysis on associations with students’ school adjustment and the moderating role of student and teacher characteristics. Attachment & Human Development, 23(5), 490-503. https://doi.org/10.1080/14616734.2020.1751987
Zee, M., Moritz Rudasill, K., & Roorda, D. L. (2020). “Draw me a picture”: Student-teacher relationship drawings by children displaying externalizing, internalizing, or prosocial behavior. The Elementary School Journal, 120(4), 636-666. https://doi.org/10.1086/708661[details]
Chen, M., Zee, M., Koomen, H. M. Y., & Roorda, D. L. (2019). Understanding cross-cultural differences in affective teacher student relationships: A comparison between Dutch and Chinese primary school teachers and students. Journal of School Psychology, 76, 89-106. https://doi.org/10.1016/j.jsp.2019.07.011[details]
Papieska, J., Spilt, J. L., Roorda, D. L., & Laevers, F. (2019). Promoting socioemotional competence in primary school classrooms: Intervention effects of the EMOscope. The European Journal of Developmental Psychology, 16(1), 97-112. https://doi.org/10.1080/17405629.2017.1342620[details]
Roorda, D. L., Jorgensen, T. D., & Koomen, H. M. Y. (2019). Different teachers, different relationships? Student-teacher relationships and engagement in secondary education. Learning and Individual Differences, 75, [101761]. https://doi.org/10.1016/j.lindif.2019.101761[details]
Bosman, R. J., Roorda, D. L., van der Veen, I., & Koomen, H. M. Y. (2018). Teacher-student relationship quality from kindergarten to sixth grade and students' school adjustment: A person-centered approach. Journal of School Psychology, 68, 177-194. https://doi.org/10.1016/j.jsp.2018.03.006[details]
Zee, M., & Roorda, D. L. (2018). Student–teacher relationships in elementary school: The unique role of shyness, anxiety, and emotional problems. Learning and Individual Differences, 67, 156-166. https://doi.org/10.1016/j.lindif.2018.08.006[details]
de Jong, E. M., Koomen, H. M. Y., Jellesma, F. C., & Roorda, D. L. (2018). Teacher and child perceptions of relationship quality and ethnic minority children's behavioral adjustment in upper elementary school: A cross-lagged approach. Journal of School Psychology, 70, 27-43. https://doi.org/10.1016/j.jsp.2018.06.003[details]
Koomen, H. M. Y., Roorda, D. L., & Spilt, J. L. (2017). Zonder relatie geen prestatie: Het belang van een persoonlijke relatie met de leerkracht gedurende de schoolloopbaan. In R. van Steensel, & E. Segers (Eds.), Succesvol lezen in het onderwijs (pp. 3-13). (Edit Stichting Lezen reeks; Vol. 28). Eburon. https://www.lezen.nl/sites/default/files/succesvol_lezen_in_het_onderwijs.pdf[details]
Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. Y. (2017). Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement. School Psychology Review, 46(3), 239-261 . https://doi.org/10.17105/SPR-2017-0035.V46-3[details]
Roorda, D. L., Spilt, J. L., & Koomen, H. M. Y. (2017). Teacher-child interactions and kindergartners' task behaviors: Observations based on interpersonal theory. Journal of Applied Developmental Psychology, 53, 74-85. https://doi.org/10.1016/j.appdev.2017.09.004[details]
Lietaert, S., Roorda, D., Laevers, F., Verschueren, K., & De Fraine, B. (2015). The gender gap in student engagement: The role of teachers’ autonomy support, structure, and involvement. British Journal of Educational Psychology, 85(4), 498-518. https://doi.org/10.1111/bjep.12095[details]
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. https://doi.org/10.1007/s12453-014-0061-0[details]
Roorda, D. L., Verschueren, K., Vancraeyveldt, C., Van Craeyevelt, S., & Colpin, H. (2014). Teacher-child relationships and behavioral adjustment: Transactional links for preschool boys at risk. Journal of School Psychology, 52(5), 495-510. https://doi.org/10.1016/j.jsp.2014.06.004[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. https://doi.org/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. https://doi.org/10.1016/j.appdev.2013.03.002[details]
2012
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. https://doi.org/10.1007/978-94-6091-939-8_4[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. https://doi.org/10.3102/0034654311421793[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. https://doi.org/10.1016/j.appdev.2010.10.002[details]
2014
van der Veen, I., Hornstra, T. E., Roorda, D., & Peetsma, T. T. D. (2014). Differences in motivation and the effects of autonomy support on motivation and achievement of students from non-western ethnic minorities and ethnic majority students. Amsterdam: Kohnstamm Institute.
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]
2014
van der Veen, I., Hornstra, L., Roorda, D., & Peetsma, T. (2014). Motivatie herkennen. Didaktief, 44(7), 45. [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]
2021
Chen, M., Zee, M., & Roorda, D. L. (2021). Student-teacher relationship drawings and student characteristics: A cross-cultural comparison. Paper presented at the19th Biennial Conference for Research on Learning and Instruction (EARLI 2021) [online], Gothenburg, Denmark.
2019
Roorda, D. L., Zee, M., & Koomen, H. M. Y. (2019). Relationships between teachers and students with Autism Spectrum Disorder and students’ engagement. Paper presented at 18th biennial conference of the European Association for Research in Learning and Instruction (EARLI 2019), Aachen, Germany.
2018
Roorda, D. L., & Koomen, H. M. Y. (2018). Do they agree? Homeroom teachers’ and secondary school students’ perceptions of relationship quality and student engagement. Paper presented at SRA 2018, Biennial Meeting of the Society for Research on Adolescence, Minneapolis, United States.
2017
Bosman, R. J., Roorda, D. L., van der Veen, I., & Koomen, H. M. Y. (2017). Teacher-Student Relationships From Kindergarten to Sixth Grade and Students’ School Adjustment. Poster session presented at EARLI, Tampere, Finland.
Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. Y. (2017). Teacher-student relationships and achievement:A meta-analysis on the mediating role of engagement. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. Y. (2017). Teacher-student relationships and students’ achievement: Using a meta-analytic approach to test the mediating role of engagement. Poster session presented at Biennial Meeting of the Society for Research in Child Development (SRCD) 2017, Austin, United States.
2016
Roorda, D. L., & Koomen, H. M. Y. (2016). Do they agree? Teachers’ and students’ perceptions of relationship quality and school engagement. Poster session presented at 24th Biennial Meeting of the International Society for the Study of Behavioural Development (ISSBD), Vilnius, Lithuania.
2015
Roorda, D. L., Koomen, H. M. Y., & Simon, K. (2015). The impact of teacher-student relationships on the academic adjustment of youth with severe levels of externalizing behavior. Paper presented at Biennial Meeting of the Society for Research on Child Development (SRCD) 2015 , Philadelphia, United States.
2012
Roorda, D. L. (2012). Teacher-child relationships and interaction processes: Effects on students' learning behaviors and reciprocal influences between teacher and child. [details]
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