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

Professor
Faculteit der Maatschappij- en Gedragswetenschappen
Programme group: Developmental Disorders and Special Education
Fotograaf: Kirsten van Santen
Bezoekadres
  • Nieuwe Achtergracht 127
  • Kamernummer: D 8.17
Postadres
  • Postbus 15776
    1001 NG Amsterdam
Contactgegevens
Social media
  • Publicaties

    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), [101478]. https://doi.org/10.1016/j.appdev.2022.101478 [details]
    • Spilt, J. L., & Koomen, H. M. Y. (2022). Looking beyond challenging student behavior: Utilising the teacher relationship interview. Journal of Psychologists and Counsellors in Schools. https://doi.org/10.1017/jgc.2022.14
    • Spilt, J. L., & Koomen, H. M. Y. (2022). Three decades of research on individual teacher-child relationships: A chronological review of prominent attachment-based themes. Frontiers in Education, 7, [920985]. https://doi.org/10.3389/feduc.2022.920985 [details]
    • Spilt, J. L., Verschueren, K., Van Minderhout, M. B. W. M., & Koomen, H. M. Y. (2022). Practitioner review: Dyadic teacher–child relationships: comparing theories, empirical evidence and implications for practice. Journal of Child Psychology and Psychiatry and Allied Disciplines, 63(7), 724-733. https://doi.org/10.1111/jcpp.13573 [details]
    • 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 [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., & 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]
    • de Ruiter, J. A., Poorthuis, A. M. G., & Koomen, H. M. Y. (2021). Teachers’ emotional labor in response to daily events with individual students: The role of teacher–student relationship quality. Teaching and Teacher Education, 107, [103467]. https://doi.org/10.1016/j.tate.2021.103467 [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
    • Verschueren, K., & Koomen, H. M. Y. (2020). Dependency in teacher-child relationships: Deepening our understanding of the construct. Attachment & Human Development, 23(5), 481. https://doi.org/10.1080/14616734.2020.1751986
    • 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., 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]
    • de Ruiter, J. A., Poorthuis, A. M. G., Aldrup, K., & Koomen, H. M. Y. (2020). Teachers' emotional experiences in response to daily events with individual students varying in perceived past disruptive behavior. Journal of School Psychology, 82, 85-102. https://doi.org/10.1016/j.jsp.2020.08.005 [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]
    • 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]
    • 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]
    • de Ruiter, J. A., Poorthuis, A. M. G., & Koomen, H. M. Y. (2019). Relevant classroom events for teachers: A study of student characteristics, student behaviors, and associated teacher emotions. Teaching and Teacher Education, 86, [102899]. https://doi.org/10.1016/j.tate.2019.102899 [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]
    • Zee, M., Koomen, H. M. Y., & de Jong, P. F. (2018). How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement. Contemporary Educational Psychology, 55, 189-200. https://doi.org/10.1016/j.cedpsych.2018.09.006 [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]

    2017

    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]
    • 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]. https://doi.org/10.3389/fpsyg.2016.00691 [details]

    2015

    2014

    • 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. https://doi.org/http://pedagogischestudien.nl/download?type=document&identifier=616626 [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]
    • 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. https://doi.org/10.1016/j.lindif.2014.04.004 [details]

    2013

    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. https://doi.org/10.1016/j.jsp.2011.09.001 [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. https://doi.org/10.1016/j.ridd.2011.08.027 [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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/10.1016/j.jsp.2011.09.004 [details]
    • Verschueren, K., & Koomen, H. M. Y. (2012). Teacher-child relationships from an attachment perspective. Attachment & Human Development, 14(3), 205-211. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/10.1007/s10648-011-9170-y [details]
    • 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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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]
    • 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. https://doi.org/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. https://doi.org/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., Koomen, H., 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 (6 ed., pp. 301-319). Garant. [details]
    • Verschueren, K., & Koomen, H. (2016). Handboek Diagnostiek in de leerlingenbegeleiding: Kind en context. (6 ed.) Antwerpen: Garant. [details]

    2011

    • de Jong, P., & Koomen, H. (2011). Interventie bij onderwijsleerproblemen. 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]

    2022

    • Koomen, H. (2022). Professionele pedagogische relaties vragen meer dan een warm hart. [details]

    2021

    • Pronk, S., Beld, M., & Koomen, H. (2021). Interventies op school. In J. Hendriks, G. J. Stams, & J. Asscher (Eds.), Handboek forensische orthopedagogiek (pp. 293-303). (Ortho: inleidingen, monografieën en leerboeken op het gebied van de orthopedagogiek). Lemniscaat. [details]

    2019

    • de Ruiter, J. A., Bosman, R. J., Poorthuis, A. M. G., & Koomen, H. M. Y. (2019). Emoties in interactie: Emotionele reacties van leerkrachten op storende leerlingen. Zorgbreed, 64(16), 2-6.

    2018

    2016

    • Koomen, H., & 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 (6 ed., pp. 15-50). Antwerpen: Garant. [details]
    • Vernooy, K., van Minderhout, M., & Koomen, H. (2016). Didactisch en pedagogisch handelen van leerkrachten. In K. Verschueren, & H. Koomen (Eds.), Handboek diagnostiek in de leerlingenbegeleiding: Kind en context (6 ed., pp. 273-299). Antwerpen: Garant. [details]

    2015

    • Bernaerts, I., Magez, W., d' Haenens, E., Koomen, H., & Verschueren, K. (2015). Leerling Leerkracht Relatie Vragenlijst: Normering Vlaams Basisonderwijs. Bohn Stafleu van Loghum. http://testweb.bsl.nl/tests/llrv/handleiding-llrv-vlaamse-normering-2015-definitief.pdf [details]
    • 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]
    • Verschueren, K., Bernaerts, I., Magez, W., & Koomen, H. (2015). Vlaamse normen voor de Leerling Leerkracht Relatie Vragenlijst. Caleidoscoop, 27(3), 34-36. [details]

    2014

    • 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]
    • Spilt, J., & Koomen, H. (2014). Een cruciaal verschil: Gedragsproblemen van kinderen of relatieproblemen met kinderen. Mensenkinderen, 29(141), 4-8. [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. https://doi.org/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]

    2021

    • de Ruiter, J. A., Poorthuis, A. M. G., & Koomen, H. M. Y. (2021). De emotionele arbeid van leerkrachten tijdens dagelijkse interacties met individuele leerlingen: De rol van de leerkracht-leerlingrelatie. Paper presented at Onderwijs Research Dagen, 2021, Utrecht.

    2019

    • 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.
    • 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.
    • de Ruiter, J. A., Poorthuis, A. M. G., & Koomen, H. M. Y. (2019). Teachers' appraisals and emotions in daily events with students varying in externalizing behavior.. 402. 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), .
    • 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.
    • 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

    • 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.
    • 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 Ruiter, J. A., Poorthuis, A., & Koomen, H. M. Y. (2017). How do students’ gender and behaviors predict teachers’ appraisals and emotions during key classroom events. Paper presented at Biennial Meeting of the Society for Research in Child Development (SRCD) 2017, Austin, United States.

    2016

    • Koomen, H. M. Y., van Minderhout, M., & Spilt, J. L. (2016). The Teacher-Student Interaction Reflection Program (TSIRP): Improving teachers’ relationships with individual problem students. Paper presented at ISPA 2016 Conference, Amsterdam, Netherlands.
    • 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.
    • 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.
    • de Ruiter, J. A., Poorthuis, A., & Koomen, H. M. Y. (2016). Teachers' emotion-relevant daily classroom experiences regarding individual students. Paper presented at ISPA 2016 Conference, Amsterdam, . https://doi.org/10.13140/RG.2.2.20448.64008

    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.
    • 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.

    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), .
    • 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), .

    Lidmaatschap / relevante positie

    • Koomen, H. M. Y. (2013). Member Editorial board, Kind en Adolescent.
    • Koomen, H. M. Y. (2011-2015). Editorial Board Member, Journal of School Psychology.
    • Koomen, H. M. Y. (2011). Member Editorial Board, Kind & Adolescent.
    • Koomen, H. M. Y. (2011-2015). Editorial Board Member, Kind & Adolescent (Tijdschrift voor pedagogiek, psychiatrie en psychologie).

    Tijdschriftredactie

    • Koomen, H. M. Y. (member of editorial board) (2016). Kind en Adolescent (Journal).
    • Koomen, H. M. Y. (member of editorial board) (2016). Journal of School Psychology (Journal).
    • Koomen, H. M. Y. (editor) (2012). Journal of School Psychology (Journal).
    • Verschueren, K. (editor) & Koomen, H. M. Y. (editor) (2012). Attachment & Human Development (Journal).
    • Koomen, H. M. Y. (editor) (2011-2012). Kind en Adolescent (Journal).

    Spreker

    • 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.

    Andere

    • Spilt, J. L. (organiser) & Koomen, H. M. Y. (organiser) (22-7-2016). Symposium 'Interacting with (difficult) students: New insights from research on teachers’ everyday emotional experiences' at ISPA 2016 Conference, Amsterdam. This symposium brings together research on teacher emotions fromfour universities in Belgium, Germany, and The Netherlands. Teacheremotions are (…) (organising a conference, workshop, ...).
    • 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. Teacher-student interactions: importance for young children’s academic and psychosocial development. (participating in a conference, workshop, ...).
    • Koomen, H. M. Y. (organiser) & Thijs, J. T. (organiser) (19-3-2015 - 21-3-2015). Organisation and chair symposium at SRCD Biennial Meeting (Society for Research in Child Development), Philadelphia (PA), USA. Teachers’ self-efficacy and dealings with diversity in the classroom (organising a conference, workshop, ...).
    • Koomen, H. M. Y. (participant) & Verschueren, K. (participant) (15-1-2010). BSL-congres voor onderwijsbegleiders, intern begeleiders etc., Houten. Inhoudelijke organisatie en dagvoorzitterschap Congres Leerling-Leerkracht Interactie (participating in a conference, workshop, ...).
    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. Log in to Personal Page Publication Selection tool to manage the visibility of your publications on this list.
  • Nevenwerkzaamheden
    • Journal of School Psychology
      Lidmaatschap Editorial Board van Journal of School Psychology
    • RINO Amsterdam
      Hoofdopleider Orthopedagoog Generalist (OG)
    • Bureau Mind
      Nascholing
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