Koomen, Helma M. Y.

The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement: A Meta-Analytic Approach

Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011) · Review of Educational Research

Educational Environments and Student OutcomesEducation, Achievement, and Giftedness

Cited by 2,370

Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research

Zee, M., & Koomen, H. M. Y. (2016) · Review of Educational Research

Teacher Education and Leadership StudiesEducation, Achievement, and Giftedness

Cited by 1,774

Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement

Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. Y. (2017) · School Psychology Review

Educational Environments and Student OutcomesEducation, Achievement, and Giftedness

Cited by 612

Teachers' emotional experiences in response to daily events with individual students varying in perceived past disruptive behavior

de Ruiter, J. A., Poorthuis, A. M. G., Aldrup, K., & Koomen, H. M. Y. (2020) · Journal of School Psychology

Emotional Labor in ProfessionsEarly Childhood Education and Development

Cited by 70

A Values-Affirmation Intervention Does Not Benefit Negatively Stereotyped Immigrant Students in the Netherlands

de Jong, E. M., Jellesma, F. C., Koomen, H. M. Y., & de Jong, P. F. (2016) · Frontiers in Psychology

Social and Intergroup PsychologyEducation, Achievement, and Giftedness

Cited by 26