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Dr. M. (Marjolein) Zee

Faculty of Social and Behavioural Sciences
Programme group: Developmental Disorders and Special Education
Visiting address
  • Nieuwe Achtergracht 127
Postal address
  • Postbus 15776
    1001 NG Amsterdam
Contact details
Social media
  • Publications

    2022

    • Vahidi, E., Ghanbari, S., Koomen, H., Akbari Zardkhane, S., & Zee, M. (2022). Examining factorial validity of the student–teacher relationship scale in the Iranian educational setting. Studies in Educational Evaluation, 72, [101125]. https://doi.org/10.1016/j.stueduc.2022.101125

    2021

    • Bosman, R. J., Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2021). Using relationship-focused reflection to improve teacher–child relationships and teachers' student-specific self-efficacy. Journal of School Psychology, 87, 28-47. https://doi.org/10.1016/j.jsp.2021.06.001 [details]
    • 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., 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]
    • Zee, M., & Moritz Rudasill, K. (2021). Catching sight of children with internalizing symptoms in upper elementary classrooms. Journal of School Psychology, 87, 1-17. https://doi.org/10.1016/j.jsp.2021.05.002 [details]
    • Zee, M., Moritz Rudasill, K., & Bosman, R. J. (2021). A Cross-Lagged Study of Students’ Motivation, Academic Achievement, and Relationships With Teachers From Kindergarten to 6th Grade. Journal of Educational Psychology, 113(6), 1208–1226. https://doi.org/10.1037/edu0000574 [details]
    • de Bree, E., & Zee, M. (2021). The unique role of verbal memory, vocabulary, concentration and self-efficacy in children’s listening comprehension in upper elementary grades. First Language, 41(2), 129-153. https://doi.org/10.1177/0142723720941680 [details]

    2020

    • 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., & Koomen, H. (2020). Engaging children in the upper elementary grades: Unique contributions of teacher self-efficacy, autonomy support, and student-teacher relationships. Journal of Research in Childhood Education, 34(4), 477-495. https://doi.org/10.1080/02568543.2019.1701589 [details]
    • 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]
    • Zee, M., de Bree, E., Hakvoort, B., & Koomen, H. M. Y. (2020). Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach. Journal of Applied Developmental Psychology, 66, [101101]. https://doi.org/10.1016/j.appdev.2019.101101 [details]

    2019

    2018

    2017

    • 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]
    • Zee, M., & Koomen, H. M. Y. (2017). Similarities and dissimilarities between teachers' and students' relationship views in upper elementary school: The role of personal teacher and student attributes. Journal of School Psychology, 64, 43-60. https://doi.org/10.1016/j.jsp.2017.04.007 [details]
    • Zee, M., & de Bree, E. (2017). Students’ self-regulation and achievement in basic reading and math skills: The role of student–teacher relationships in middle childhood. The European Journal of Developmental Psychology, 14(3), 265-280. https://doi.org/10.1080/17405629.2016.1196587 [details]
    • Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2017). From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship. Contemporary Educational Psychology, 51, 37-50. https://doi.org/10.1016/j.cedpsych.2017.06.009 [details]

    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, 86(4), 981-1015. https://doi.org/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. https://doi.org/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. https://doi.org/10.1037/edu0000106 [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. https://doi.org/10.1016/j.appdev.2014.09.002 [details]

    2014

    • Zee, M., de Boer, M., & Jaarsma, A. D. C. (2014). Acquiring evidence-based medicine and research skills in the undergraduate medical curriculum: three different didactical formats compared. Perspectives on Medical Education, 3(5), 357-370. https://doi.org/10.1007/s40037-014-0143-y [details]

    2013

    • 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. https://doi.org/10.1016/j.jsp.2013.05.003 [details]

    2021

    • Zee, M. (2021). Leerkracht-leerlingrelaties verbeteren: Een universele aanpak. De Wereld van het Jonge Kind, 6, 32-35.
    • de Bree, E. H., & Zee, M. (2021). Sociale interactie met klasgenootjes: Spel stimuleert t5aalontwikkeling. De Wereld van het Jonge Kind, 10, 18-21.

    2020

    • Hanna, F., & Zee, M. (2020). Passend onderwijs en leerkrachtidentiteit. In H. Broekkamp, F. Hanna, F. Kaspers, & M. van de Koppel (Eds.), Empathie en passend onderwijs (pp. 75-79). OCO. [details]
    • Harkmans, M., & Zee, M. (2020). Klasinteractieprofielen als basis. Jeugd in School en Wereld, 104(8), 18-31. [details]

    2019

    2018

    • Hanna, F., & Zee, M. (2018). Sleutel tot beter leren: [Bespreking van: R.J. Marzano, D.J. Pickering (2016) Betrokkenheid! De sleutel tot beter leren: 16 strategieën voor in de klas]. Didactief, 48(5), 49. [details]
    • Hanna, F., & Zee, M. (2018). Trauma’s in het vizier. Didactief, 46, 49.
    • Hanna, F., & Zee, M. (2018). Universal Design for Learning: Een weinig concrete ontwerpmethodiek. Didactief, 46, 49.
    • Weeland, J., & Zee, M. (2018). Zet de buitenles niet buitenspel! Kind en Adolescent, 39(1), 61-64. https://doi.org/10.1007/s12453-018-0167-x [details]
    • Zee, M. (2018). Relatietekening als hulpmiddel. De Wereld van het Jonge Kind, 46(3), 4. [details]
    • Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2018). Omgaan met verschillende soorten gedrag in de klas: De rol van self-efficacy van de leerkracht. Kind en Adolescent, 39(1), 1-21. https://doi.org/10.1007/s12453-017-0162-7 [details]

    2013

    • Zee, M., Verberg, C. P. M., & Jaarsma, A. D. C. (2013). Deelproject Studiesucces: Docentprofessionalisering: Ontwikkeling, implementatie en evaluatie van een training voor begeleiders van derdejaarsstudenten Geneeskunde tijdens de Bachelorthesis.
    • Zee, M., de Boer, M., & Jaarsma, A. D. C. (2013). Deelproject Studiesucces: Inhoud en positionering KWM/Bachelorthesis: Een retrospectieve multi-methodestudie naar de verwerving van wetenschappelijke vaardigheden tijdens de bacheloropleiding Geneeskunde. Amsterdam: AMC-UvA, Center for Evidence-Based Education.
    • Zee, M., de Boer, M., Jaarsma, A. D. C., & Fijn van Draat, C. J. (2013). Deelproject Studiesucces: Uitstelgedrag in de Bachelorthesis: Een retrospectieve studie naar de verbetering van het zelfregulerend vermogen van derdejaarsstudenten Geneeskunde tijdens de bachelorthesis. AMC-UvA, Center for Evidence-Based Education.

    2017

    2016

    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

    • Bosman, R. J., Zee, M., & Koomen, H. M. Y. (2018). Teachers’ mental representations of their relationship with children showing different types of externalizing behavior. Paper presented at 25th Biennial Meeting of the International Society for the Study of Behavioural Development (ISSBD2018), .
    • Zee, M., Koomen, H. M. Y., & de Jong, P. F. (2018). How different forms of aggregation may affect the relationship between teacher self-efficacy and students’ academic achievement. Paper presented at Biennial CYFS Summit on Research in Early Childhood, Lincoln, United States.

    2017

    • 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.
    • Zee, M., & Koomen, H. M. Y. (2017). Does dependency in the student–teacher relationship uniquely predict students’ social-emotional functioning in middle childhood?. Paper presented at Biennial Meeting of the Society for Research in Child Development (SRCD) 2017, Austin, United States.
    • Zee, M., Koomen, H. M. Y., & de Jong, P. F. (2017). A multilevel view on the association between teacher self-efficacy and students’ academic achievement. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2017). The importance of general versus student-specific teacher self-efficacy in predicting students’ academic achievement in middle childhood.. Paper presented at Biennial Meeting of the Society for Research in Child Development (SRCD) 2017, Austin, United States.
    • de Jong, P. F., van Viersen, S., de Bree, E. H., Zee, M., Maassen, B., & van der Leij, D. A. V. (2017). Pathways into literacy: The role of early oral language abilities and family risk for dyslexia.. Paper presented at 24th annual meeting of the Society for the Scientific Study of Reading (SSSR), Halifax, Canada.
    • van Viersen, S., de Bree, E. H., Zee, M., Maassen, B., van der Leij, D. A. V., & de Jong, P. F. (2017). Pathways into literacy: The role of early oral language abilities and family risk for dyslexia. Poster session presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.

    2016

    • Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2016). Individual students’ disruptive behavior and teachers’ student-specific self-efficacy: The mediating role of the student–teacher relationship. Poster session presented at 24th Biennial Meeting of the International Society for the Study of Behavioural Development (ISSBD), Vilnius, Lithuania.

    2015

    • Zee, M., & Koomen, H. M. Y. (2015). Student-specific teacher self-efficacy: Investigating the factorial, convergent, and concurrent validity of a new instrument. Poster session presented at Biennial Meeting of the Society for Research on Child Development (SRCD) 2015 , Philadelphia, United States.
    • Zee, M., Koomen, H. M. Y., Jellesma, F. C., & de Jong, P. F. (2015). Teachers’ self-efficacy in relation to individual students: Exploring differences via problematic and prosocial student behaviors. Paper presented at Biennial Meeting of the Society for Research on Child Development (SRCD) 2015 , Philadelphia, United States.

    Media appearance

    Talk / presentation

    • Zee, M. (speaker) (1-10-2021). Managing individual student behaviors and needs: The role of teachers' self-efficacy beliefs and relationship representations, IDeA-Retreat, Friedrichsdorf.
    • Bosman, R. (speaker), Zee, M. (speaker) & Koomen, H. (speaker) (15-7-2021). How do teacher–child relationship patterns relate to teachers’ student-specific self-efficacy beliefs?, ISPA Conference.
    • Zee, M. (speaker) (5-3-2018). Studenten motiveren: Het belang van zelfregulatie, Creative Business Leernetwerk Inholland, Den Haag.
    • Zee, M. (speaker) (30-11-2017). Motivatie en eigenaarschap vanuit een relationeel kader, Inholland University of Applied Sciences.
    • Zee, M. (speaker), de Jong, P. F. (speaker) & Koomen, H. M. Y. (speaker) (26-5-2016). Van algemene naar leerling-specifieke leerkracht self-efficacy, Nederlands Vlaamse Interacademiale Leerproblemen (NVIAL) 2016, Nijmegen.
    • Bosman, R. J. (speaker), Zee, M. (speaker) & Koomen, H. M. Y. (speaker) (2016). Teachers' relationships with disruptive students: The impact of hyperactivity vs. conduct problems [poster], VNOP-ISED-CAS Research Days.
    • Zee, M. (speaker), de Boer, M. (speaker) & Jaarsma, A. D. C. (speaker) (8-11-2015). Uitstelgedrag in de Bachelorthesis: Een retrospectieve studie naar de verbetering van het zelfregulerend vermogen van derdejaars geneeskundestudenten., Paper gepresenteerd op het NVMO Congres, Egmond aan Zee.
    • Zee, M. (speaker), de Boer, M. (speaker) & Jaarsma, A. D. C. (speaker) (7-11-2013). Academische vorming in de bacheloropleiding Geneeskunde: een curriculumanalyse., Poster gepresenteerd op het NVMO Congres (Poster Award), Egmond aan Zee.
    • Zee, M. (speaker), Koomen, H. M. Y. (speaker) & van der Veen, I. (speaker) (11-10-2013). Student–teacher relationship quality and academic adjustment in upper elementary school: The role of student personality., Presentation held for the research group of School Psychology & Child and Adolescent Development, KU Leuven, Belgium., Leuven.
    • Zee, M. (speaker), de Boer, M. (speaker) & Jaarsma, A. D. C. (speaker) (15-11-2012). Het effect van de Bachelorthesis op het verwerven van academische vaardigheden., Poster gepresenteerd op het NVMO Congres, Maastricht.

    Others

    • Zee, M. (visiting researcher) (3-2020 - 4-2020). Virginia Commonwealth University (visiting an external institution).
    • Zee, M. (visiting researcher) (4-2018 - 5-2018). University of Nebraska - Lincoln (visiting an external institution).

    2020

    2016

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