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

Associate Professor
Faculteit der Maatschappij- en Gedragswetenschappen
Programme group: Developmental Disorders and Special Education
Bezoekadres
  • Nieuwe Achtergracht 127
  • Kamernummer:D 8.17
Postadres
  • Postbus 15776
    1001 NG Amsterdam
Contactgegevens
  • Profile

    Research areas:
    • Teacher-student interactions and relationships
    • Student emotional wellbeing, social adjustment, problem behaviors, school engagement, and achievement
    • ​Teacher self-efficacy, emotional processes, and 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-student interactions
    • Primary and secondary education

    Area of expertise:

     

    • Child Development and Education

     

    Profile:


    Helma Koomen conducts research and teaches. Her research program focuses on interactions and relationships of teachers with individual students in primary and secondary education. In this program, teachers’ pedagogical practices are investigated in relation to students’ emotional wellbeing, social adjustment, problem behaviors, school engagement, motivation, and achievement. A second area of interest is: assessment, and diagnostic processes. These two research interests come together in the development and psychometric evaluation of scales measuring teacher and child perceptions of individual student-teacher relationships.

    Most recently, she started a new line of research focusing more explicitly on the side of the teacher, examining teachers’ self-efficacy, emotional processes, and the development of stress and wellbeing. The latter line of research also includes the development and testing of an intervention program based on teachers’ self-reflection, as well as the implementation and refinement of this intervention, and tailored training program for school psychologists and consultants, in cooperation with practice institutions.

    She teaches about teacher-student interactions and relationships, and about diagnostic processes and assessment in bachelor and master courses of the College and Graduate School of Child Development and Education.

    Administrative roles:

     

    • Program Coordinator (manager) of the Master Orthopedagogiek (Clinical master Child Development and Education)
       
    • Department trust person for PhD-students
       
    • Member of development team ‘revision bachelor program Development and Education’ (College of Child Development and Education; Pedagogische wetenschappen)

     

    More information:

    Researchgate Helma Koomen

  • Research

    Research areas:

     

    • Teacher-student interactions and relationships

    • Student emotional wellbeing, social adjustment, problem behaviors, school engagement, and achievement

    • Teacher self-efficacy, emotional processes, and 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-student interactions

    • Primary and secondary education

    Research methods:

     

    • Teacher- and student perceptions of mutual relationships and interactions, of teacher practices, and of student behaviors

    • Independent observation and moment-to-moment analysis of reciprocal interactive behaviors 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
    Project groups/projects:

     

    • NRO-project: Emotion-relevant interactions and teachers' emotional labor: transactional links with teacher wellbeing and student adjustment . Project group: Helma Koomen, Janneke de Ruiter (UvA); Astrid Poorthuis, Tim Mainhardt, Tamara van Gog, Monika Donker (University Utrecht)

    • NRO-project:  Teachers dealing with diversity in the classroom: The role of teacher self-efficacy and relationships with individual students. Part-project: Changing relationships with disruptive students: the role of teacher self-efficacy and self-reflection. Project group: Helma Koomen, Peter de Jong, Marjolein Zee, Rianne Bosman (UvA); Jochem Thijs, Jolien Geerlings (UU)

    • OC&W-project and NRO proposal: Supporting novice teachers (Begeleiding startende leraren), partproject UvA  Beginning teachers: understanding the development of stress; continuation in NRO practice-based research proposal Work engagement, stress, and self-perceived competence in secondary education. Project group: Debora Roorda, Helma Koomen, Lisa Gaikhorst, (UvA)  Michelle Helms-Lorenz (UG), Anneke Dekker, Martijn Meerhoff (Esprit schools).

    • Abbas-project:  Test development (validation and empirical standardizing) of the Student Perception of Affective Relationship with Teacher Scale (Relatie Vragenlijst Leerling). 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, Maaike Zeguers (UvA)

     
    Research grants & honours:

     

    • 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.
       
    • 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-program for interlinked projects, 4 year PhD grant, (Koomen, Mainhard, & Poorthuis): Emotion-relevant interactions and teachers' emotional labor: 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-program, 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-program, 3 year grant (Jellesma, de Jong, & Koomen): Yes I can! Becoming resilient against negative stereotypes. Co-applicant and co-supervision 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-program, 4 year PhD grant (Koomen, van der Leij & de Jong): Interpersonal behavior of teachers toward socially inhibited kindergartners. Main applicant and project leader.
    Partnerships:

     

    • 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 Program for teachers (Dutch name: Leerling Leerkracht Interactie Coaching; LLInC) and tailored training program for school psychologists and consultants.
       
    • Collaboration Bureau Mind, UvA, and ABC Education advice center: training pilot Teacher-Student Interaction Reflection Program (Leerling Leerkracht Interactie Coaching; LLInC) for 13 ABC school psychologists (onderwijsbegeleiders; supervision Fleur Runeman) by Mirella van Minderhout (Bureau Mind), and Helma Koomen (UvA). 
       
    • 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).
       
    • 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) special issues on teacher-child relationships of journal Attachment and Human Development (2012 and 2018).
    Research priority area:

     

    • Yield
  • Education & PhD-supervision

    List of courses/modules:

     

    • Bachelor course ‘Diagnostiek’ (Diagnostics / Assessment) in the Bachelor Pedagogische Wetenschappen (College of Child Development and Education)
       
    • Master course ‘Van Diagnostiek naar Behandeling deel 1’ (From Diagnostics to Treatment, part 1) in the mastertrack Orthopedagogiek and the Research Master Child Development and Education (Graduate School of Child Development and Education)
       
    • Master course ‘Leerkracht-leerlingrelaties’ (Teacher-student relationships) in master tracks in Initial Teacher Training (Graduate School of Child Development and Education)
       
    • Master course ‘Learning and social-emotional disorders’ in the Research  Master Child Development and Education (Graduate School of Child Development and Education)
       
    • Master Thesis supervision, Research Master Thesis supervision, and Research Master Internship supervision  (Graduate School of Child Development and Education)

    Phd/supervise projects:

     

    • Daily supervision PhD-project Changing relationships with disruptive students: the role of teacher self-efficacy and self-reflection (Rianne Bosman, UvA)

    • Daily supervision PhD-project Teachers’ daily emotional processes in response to disruptive students: transactional links with teacher wellbeing and student adjustment (Janneke de Ruiter, UvA)
  • Publicaties

    2020

    • Roorda, D. L., & Koomen, H. M. Y. (2020). Student–teacher relationships and students’ externalizing and internalizing behaviors: A cross-lagged study in secondary education. Child Development, 1-15. https://doi.org/10.1111/cdev.13394
    • 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. https://doi.org/10.1080/14616734.2020.1751987
    • Verschueren, K. (Guest ed.), & Koomen, H. M. Y. (Guest ed.) (2020). Dependency in Teacher-Child Relationships. Attachment & Human Development.
    • Verschueren, K., & Koomen, H. M. Y. (2020). Dependency in teacher-child relationships: Deepening our understanding of the construct. Attachment & Human Development. 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
    • 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]

    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. Houten: Bohn Stafleu Van Loghum. [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]

    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

    • 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.
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