Dr. R.J. (Rianne) Bosman
Faculteit der Maatschappij- en Gedragswetenschappen
Programme group: Developmental Disorders and Special Education
Bezoekadres
- Nieuwe Achtergracht 127
Postadres
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Postbus 15776
1001 NG Amsterdam
Contactgegevens
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Publicaties
2023
Thijs, J., Miklikowska, M., & Bosman, R. (2023). Motivations to respond without prejudice and ethnic outgroup attitudes in late childhood: Change and stability during a single school year. Developmental Psychology, 59(9), 1691–1702. https://doi.org/10.1037/DEV0001565 [details]
2022
- Bosman, R. J., Koomen, H. M. Y., Zee, M., & de Jong, P. F. (2022). Patterns of problematic teacher–child relationships in upper elementary school. Journal of Applied Developmental Psychology, 83(November-December), Article 101478. https://doi.org/10.1016/j.appdev.2022.101478 [details]
- Roorda, D. L., & Bosman, R. J. (2022). What if I don’t like all of them? A person-centered approach to examine student–teacher relationships in the first year of secondary school. Journal of Early Adolescence, 42(8), 1026-1051. Advance online publication. https://doi.org/10.1177/02724316221088755 [details]
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]
- 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, Article 101277. Advance online publication. https://doi.org/10.1016/j.appdev.2021.101277 [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]
2019
- Bosman, R. J., Zee, M., & Koomen, H. M. Y. (2019). Do Teachers Have Different Mental Representations of Relationships With Children in Cases of Hyperactivity Versus Conduct Problems? School Psychology Review, 48(4), 333-347. https://doi.org/10.17105/SPR-2018-0086.V48-4 [details]
- Wierstra, M. J., Bosman, R. J., Mensink, J., & Bostelaar, E. C. (2019). Peercoaching voor studenten met een autismespectrumstoornis in het hoger onderwijs. Wetenschappelijk Tijdschrift Autisme, 18(3), 31-41. http://wta.swptijdschriften.nl/Magazine/Article/3556 [details]
2018
- 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]
2023
- Bosman, R., & van Minderhout, M. (2023). ‘Goed zorg dragen voor de leerling, is goed zorg dragen voor de leerkracht’: in Katern Leer-Kracht. Basis, 130(9), L10-L16. [details]
- Koomen, H. M. Y., Bosman, R. J., Roorda, D. L., Spilt, J. L., Van Minderhout, M. B. W. M., & Zee, M. (2023). Relatieonderzoek UvA. Digital or Visual Products, Research Institute of Child Development and Education, University of Amsterdam. https://www.relatieonderzoek-uva.nl
2019
- de Ruiter, J., Bosman, R., Poorthuis, A., & Koomen, H. (2019). Emoties in interactie: Emotionele reacties van leerkrachten op storende leerlingen. Zorgbreed, 16(4 (64)), 2-6. [details]
2018
- Bosman, R. (2018). Goede leerkracht-kind relaties: Belangrijk voor kind én leerkracht. De Wereld van het Jonge Kind, 45(8), 17-19. https://www.hjk-online.nl/nummer/april-2018/ [details]
2023
- Roorda, D. L., & Bosman, R. J. (2023). Student-Teacher Relationship Trajectories and Secondary Students’ School Adjustment.
2019
- Bosman, R. J. (2019). Using relationship-focused reflection to improve teacher-child relationships and teachers' student-specific self-efficacy.. Paper presented at 41st Annual conference of the International School Psychology Association, Basel, Switzerland.
- Bosman, R. J., de Jong, P. F., & Koomen, H. M. Y. (2019). Verbeteren van leerkracht-leerling relaties: een case study. Paper presented at Onderwijs Research Dagen (ORD) 2019, Heerlen, Netherlands.
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), .
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.
Mediaoptreden
- Bosman, R. (14-10-2018). Sociale interacties op de basisschool kruipen onder de huid. [Radio]. Sociale interacties op de basisschool kruipen onder de huid.. http://www.radioswammerdam.nl/sociale-interacties-op-de-basisschool-kruipen-onder-de-huid-onderwijs-iv/
Spreker
- Bosman, R. (speaker) (7-7-2022). Reducing Teachers’ Inefficacy in Relationships with Individual Students, International School Psychology Association Conference, Leuven.
- 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.
- Bosman, R. (speaker) (28-9-2017). Teacher-Student Relationship Quality from Kindergarten to Sixth Grade and Students' School Adjustment: A Person-Centered Approach, EARLI, Tampere.
- 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.
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Nevenwerkzaamheden
- Geen nevenwerkzaamheden
Thijs, J., Miklikowska, M., & Bosman, R. (2023). Motivations to respond without prejudice and ethnic outgroup attitudes in late childhood: Change and stability during a single school year. Developmental Psychology, 59(9), 1691–1702.