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

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

    Pedagogical relationships are my central theme. Together with colleagues, I’ve spent years focusing on interactions and affective relationships between teachers and primary and secondary school children. Teachers’ pedagogical practices are investigated in relation to different aspects of children’s school adjustment. A second area of interest is: assessment and diagnostic processes. These areas come together in the development and psychometric evaluation of questionnaires measuring teacher and child perceptions of relationships. In addition, we focus on the side of the teacher's, by examining their self-efficacy, emotional processes and the development of stress and well-being. This research also includes the creation, evaluation, and implementation of the LLInC (Leerling Leerkracht Interactie Coaching [Student-Teacher Interaction Coaching]) intervention and a corresponding training programme for remedial educationalists and school psychologists, developed in cooperation with practitioners.

    As professor in the Kohnstamm Chair, I’m recently broadening my focus to include professional caregiver-child relationships in other pedagogical fields, such as childcare and mental health.

    My teaching includes diagnostics, social-emotional functioning, disorders, intervention in educational contexts, teacher-child interaction, and  the supervision of Master’s theses and internships. In addition, as head teacher, I’m closely involved in organising, developing and implementing the new clinical post-Master's program NVO Remedial Educationalist Generalist at RINO amsterdam. 

    Administrative Role

    • Coordinator learning line “substantive pedagogical modules” (inhoudelijke pedagogische modules) of Bachelor Pedagogical Sciences University of Amsterdam
    • Department trust person for PhD-students
    • Head teacher post-master’s degree clinical program NVO Remedial Educationalist Generalist (under development at RINO Amsterdam)  

    Expertise and Research Fields

    • Professional caregiver-child interactions and relationships
    • Child emotional wellbeing, social adjustment, problem behaviours, disorders, school engagement, academic performance
    • Teacher self-efficacy, emotional processes, development of stress and wellbeing
    • Assessment and diagnostic processes
    • Development and psychometric evaluation of scales measuring teacher and child perceptions of (individual) student-teacher relationships
    • Intervention of teacher-child interactions primary and secondary education
    Website Relatieonderzoek voor professionals in pedagogische werkvelden en wetenschappelijk onderzoekers
  • Research

    Research Methods

    • Teacher- and student perceptions of mutual relationships and interactions, of teacher practices, and of student behaviours
    • Independent observation and moment-to-moment analysis of reciprocal interactive behaviours of teacher and child
    • Narrative interviews and qualitative coding of teacher beliefs and emotions
    • Diary research focusing on emotion-relevant events and teachers’ daily emotional processes
    • Scale construction research
    • Intervention research using quasi-experimental and single case designs
    • Review and meta-analysis

    Current Research Projects

    • Abbas-project: Test development of Student Perception of Affective Relationship with Teacher Scale. Project group: Helma Koomen, Marjolein Zee, Debora Roorda, Andries van der Ark (UvA)
    • Yield-signature project, part-project: Self-regulated learning in the elementary classroom. Project group: Brenda Janssen, Helma Koomen, Jaap Schuitema, Marjolein Zee, Rutmer Ebbes (UvA)
    • UvA-CSC project Scholarship Mengdi Chen: Understanding affective teacher-student relationships in early and middle childhood from a cross-cultural perspective
    • UvA-CSC Scholarship Qingqing Du: The role of personality similarity in student-teacher relationships and engagement in upper elementary school across the Netherlands and China
    • Project Universität zu Köln (Tatjana Leidig) and Bergische Universität Wuppertal (Gino Casale): Cross-cultural adaptation and validation of Dutch SPARTS for German classrooms
    • Project Shahid Beheshti University (EBU), Teheran, Iran: Teacher-student interactions and teacher reflection. Project group: Saeed Ghanbari, Saeed Akbari Zardkhane, Elahe Vahidi, Marjolein Zee, Helma Koomen

    Research Grants & Honours

    • 2021 Research proposal UvA-CSC Scholarship (Qingqing Du), 4 year PhD grant: A teacher like me: The role of personality similarity in student-teacher relationships and engagement in upper elementary school across the Netherlands and China. Co-applicant.
    • 2018 Research proposal UvA-CSC Scholarship (Mengdi Chen), 4 year PhD grant: Understanding affective teacher-student relationships in early and middle childhood from a cross-cultural perspective: A comparison between teachers and students in the Netherlands and China. Co-applicant.
    • 2018 Yield-signature project UvA: part-project, 4 year PhD grant (Janssen, Koomen, Schuitema, & Zeguers): Self-regulated learning in the elementary classroom. Member supervision team.
    • 2017 Stichting Abbas fonds, Ontwikkelingssubsidie 2017, 1 year grant (Koomen, Zee, Roorda & van der Ark): Test development (validation and empirical standardizing) of the Student Perception of Affective Relationship with Teacher Scale (Relatie Vragenlijst Leerling). Main applicant and project leader.
    • 2016 Research Institute of Child Development and Education (Koomen & de Jong). Changing relationships with disruptive students: the role of teacher self-efficacy and self-reflection. Additional grant for an extra PhD-project, partly based on part-Project NWO/NRO Teachers dealing with diversity in the classroom: The role of teacher self-efficacy and relationships with individual students (see below). Main applicant and project leader.
    • 2014 NWO/NRO, PROO-programme for interlinked projects, 4 year PhD grant (Koomen, Mainhard, & Poorthuis): Emotion-relevant interactions and teachers' emotional labour: transactional links with teacher wellbeing and student adjustment. Interlinked research project with two part projects (UVA and University Utrecht). Main applicant and project leader.
    • 2014 OC&W (Government) project, 3 year grant, (Koomen) Supporting Novice Teachers (Begeleiding Startende Leraren), partproject 1 UvA/VU: Beginning teachers: understanding the development of stress (De startende leraar: inzicht in ontwikkeling van stress). Main applicant and project leader.
    • 2013 NWO/NRO, PROO-programme, 4 year PhD grant (Koomen, Thijs, Jellesma, & de Jong): Teachers dealing with diversity in the classroom: The role of teacher self-efficacy and relationships with individual students. Interlinked research project with two part projects (UVA and University Utrecht). Main applicant and project leader.
    • 2010 OC&W, Onderwijsbewijs-programme, 3 year grant (Jellesma, de Jong, & Koomen): Yes I can! Becoming resilient against negative stereotypes. Co-applicant and co-supervisor project.
    • 2004 NWO, PROO-program, 3 year Post-doc grant (Van der Leij & Koomen).  Dynamic development of interpersonal interaction with the teacher in relation to child wellbeing, emotional engagement, and task behavior in kindergarten. Co-applicant and project leader.
    • 2003/2004: UvA Pedagogiek en Onderwijskunde, 4 year PhD internal peer-reviewed grant (Koomen & van der Leij). Interpersonal behavior of teachers toward kindergartners with externalizing behavior. (Het interpersoonlijk handelen van leraren ten aanzien van kleuters met externaliserend gedrag.) Main applicant and project leader.
    • 2000: NWO, PROO-programme, 4 year PhD grant (Koomen, van der Leij & de Jong): Interpersonal behaviour of teachers toward socially inhibited kindergartners. Main applicant and project leader.

    Current Cooperation with Organisations and/or Persons

    • Partnership Bureau Mind, KU Leuven, and UvA: collaboration Helma Koomen (UvA), Mirella van Minderhout (Bureau Mind) and Jantine Spilt (KU Leuven) aimed at implementation (in consultation practice) of the Teacher-Student Interaction Reflection Programme for teachers (Dutch name: Leerling Leerkracht Interactie Coaching; LLInC) and corresponding training program for remedial educationalists and school psychologists.
    • Collaboration Karine Verschueren (KU Leuven) and Helma Koomen (UvA): Joint editorship of (a) handbook on assessment in the field of educational counseling: Handboek Diagnostiek in de Leerlingenbegeleiding. Kind en Context, Garant, 2016 (thoroughly revised edition; first edition: 2007), and (b) two special issues on teacher-child relationships of journal Attachment and Human Development (2012 and 2020).
    • Collaboration ROC Twente (Inge Zweers and Manon Toonen, researchers, Healthcare Department, Practoraat Versterken Leerproces Niveau 2), and UvA (Debora Roorda and Helma Koomen): Adapting the Dutch STRS (Student-Teacher Relationship Scale, Koomen et al., 2012) and SPARTS (Student Perception of Affective Relationships with Teachers Scale, Koomen & Jellesma, 2015) for use in the ROC (secondary vocational education). Preparation for PhD-grant for teachers (Manon Toonen).
    • Collaboration on FWO Aspirant Beurs KU Leuven (Liedewij Borremans, under supervision of Jantine Spilt), together with Teacher Training Institutions in Belgium: Increasing teacher resilience in teaching children with behaviour problems: a focus on relationship building.
    • Collaboration with Universität zu Köln (Tatjana Leidig; Lehrstuhl für Erziehungshilfe und sozial-emotionale Entwicklungsförderung) and Bergische Universität Wuppertal (Gino Casale, professor for Methods and Didactics in Special Education): several projects related to student-teacher relationships, including an agreement to realise the translation and regulate the use of TRI materials in a German research context.
    • Collaborator and member advisory board on Early Career Award project of Francisca Romo, Assistant professor Early Childhood Education Program (Faculty of Education) at Universidad Diego Portales, Santiago, Chile. General objective: Identifying the role of early childhood teachers’ emotional and cognitive process in predicting the quality of teacher-child interaction (children of 2 and 3 years old).
    • Partnerschip Hogeschool Inholland / Erasmus Universiteit /Yulius, UvA, and KU Leuven: participation in RCT Multi Method Coaching Teachers (Dr. N. Tick & Prof. D. van der Veen); joint ownership of part of the data and of the Multi Method Coaching intervention by Helma Koomen (UvA) and Jantine Spilt (KU Leuven).

    UvA Research Priority Area 

  • Teaching & PhD-supervision

    Courses

    • Master course ‘Van Diagnostiek naar Behandeling deel 1’ (From Diagnostics to Treatment, part 1) in the clinical professional mastertrack Orthopedagogiek and the Research Master Child Development and Education (Graduate School of Child Development and Education): coordination and teaching
    • Master Thesis supervision, Research Master Thesis supervision, and Research Master Internship supervision  (Graduate School of Child Development and Education)
    • Clinical internship supervision in the professional mastertrack Orthopedagogiek (Graduate School of Child Development and Education)

    PhD Supervision

    • Promotor PhD-project Understanding Affective Teacher-Child Relationships in Early and Middle Childhood from a Cross-Cultural Perspective: A Comparison between Teachers and Students in the Netherlands and China (Mengdi Chen, UvA)
    • Promotor PhD Yield-signature part-project Self-regulated learning in the elementary classroom (Rutmer Ebbes, UvA)
    • Co-supervisor PhD-project Supporting teacher-child relationships (Elahe Vahidi, Educational Psychology, Shahid Beheshti University, Teheran, Iran)
    • Promotor PhD-project A teacher like me: The role of personality similarity in student-teacher relationships and engagement in upper elementary school across the Netherlands and China (Qingqing Du, UvA)
  • Publications

    2024

    • Bosman, R. J., de Jong, P. F., & Koomen, H. M. Y. (2024). Improving Teacher-Child Relationships Using Relationship-Focused Reflection: A Case Study. Evaluation & the Health Professions, 1-14.
    • Chen, M., Koomen, H. M. Y., & Roorda, D. L. (2024). Young children’s and teachers’ perceptions of affective teacher-child relationships: A cross-cultural comparison between the Netherlands and China. Early Education and Development, 35(6), 1176-1193. https://doi.org/10.1080/10409289.2023.2214186
    • Ebbes, R., Schuitema, J. A., Koomen, H. M. Y., Jansen, B. R. J., & Zee, M. (2024). Self-regulated learning: Validating a task-specific questionnaire for children in elementary school. Studies in Educational Evaluation, 81, Article 101339. https://doi.org/10.1016/j.stueduc.2024.101339
    • Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2024). The relational side of teachers' self-efficacy: Assimilation and contrast effects of classroom relational climate on teachers' self-efficacy. Journal of School Psychology, 103, Article 101297. https://doi.org/10.1016/j.jsp.2024.101297

    2023

    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]
    • 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, Article 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, Article 101125. Advance online publication. 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. Advance online publication. 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, Article 101277. Advance online publication. https://doi.org/10.1016/j.appdev.2021.101277 [details]
    • Verschueren, K., & Koomen, H. (2021). Dependency in teacher-child relationships: Deepening our understanding of the construct. Attachment & Human Development, 23(5), 481-489. https://doi.org/10.1080/14616734.2020.1751986 [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, Article 103467. Advance online publication. https://doi.org/10.1016/j.tate.2021.103467 [details]

    2020

    • 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. Advance online publication. 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, Article 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. Advance online publication. 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. Advance online publication. 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, Article 101761. Advance online publication. 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, Article 102899. Advance online publication. 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. Advance online publication. 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. Advance online publication. 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, Article 691. https://doi.org/10.3389/fpsyg.2016.00691 [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]
    • Koomen, H. M. Y., & Jellesma, F. C. (2015). Can closeness, conflict, and dependency be used to characterize students’ perceptions of the affective relationship with their teacher? Testing a new child measure in middle childhood. British Journal of Educational Psychology, 85(4), 479-497. Advance online publication. https://doi.org/10.1111/bjep.12094 [details]
    • Spilt, J. L., Koomen, H. M. Y., & Harrison, L. J. (2015). Language development in the early school years: The importance of close relationships with teachers. Developmental Psychology, 51(2), 185-196. Advance online publication. https://doi.org/10.1037/a0038540 [details]

    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). 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). 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. (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. Advance online publication. 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. Advance online publication. https://doi.org/10.1177/0734282909340236 [details]

    2009

    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]

    2023

    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. (Eds.) (2016). Handboek Diagnostiek in de leerlingenbegeleiding: Kind en context. (6 ed.) Garant. [details]

    2011

    • de Jong, P., & Koomen, H. (2011). Interventie bij onderwijsleerproblemen. Antwerpen - Apeldoorn: Garant. [details]

    2010

    2023

    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., 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

    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). 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

    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. Universiteit van Amsterdam, Vrije Universiteit. [details]
    • Spilt, J., & Koomen, H. (2013). Relatiegerichte reflectie in het basisonderwijs met behulp van het Leerkracht Relatie Interview: werkboek. Universiteit van Amsterdam, Vrije Universiteit. [details]

    2012

    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]

    2022

    • Du, Q., Koomen, H. M. Y., Roorda, D. L., & Zee, M. (2022). The role of personality traits in children’s relationships with significant others: A systematic review. Poster session presented at 26th Biennial Meeting of the International Society for the Study of Behavioural Development (ISSBD), Rhodes, Greece.

    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), .

    Membership / relevant position

    • 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).

    Journal editor

    • 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).

    Talk / presentation

    • 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.

    Others

    • 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.
  • Ancillary activities
    • RINO Amsterdam
      Hoofdopleider Orthopedagoog Generalist (OG)
    • Bureau Mind
      Nascholing
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