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Debora L. Roorda
Researcher at University of Amsterdam
Publications - 33
Citations - 2568
Debora L. Roorda is an academic researcher from University of Amsterdam. The author has contributed to research in topics: Prosocial behavior & Closeness. The author has an hindex of 11, co-authored 27 publications receiving 1895 citations. Previous affiliations of Debora L. Roorda include Katholieke Universiteit Leuven.
Papers
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The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement A Meta-Analytic Approach
TL;DR: In this article, a meta-analytic approach was used to investigate the associations between affective qualities of teacher-student relationships (TSRs) and students' school engagement and achievement, based on 99 studies, including students from preschool to high school.
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Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement
TL;DR: In this paper, a meta-analytic approach was used to investigate whether students' engagement acts as a mediator in the association between affective teacher-student relationships and students' achievement.
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The Gender Gap in Student Engagement: The Role of Teachers' Autonomy Support, Structure, and Involvement.
TL;DR: Although involvement and autonomy support partly explained the gender gap in engagement (mediation hypothesis), more support was found for differential effects of autonomy support on boys' versus girls' engagement (differential effects hypothesis).
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Teacher-child relationships and behavioral adjustment: Transactional links for preschool boys at risk
Debora L. Roorda,Karine Verschueren,Caroline Vancraeyveldt,Sanne Van Craeyevelt,Hilde Colpin +4 more
TL;DR: Investigation of transactional links between teacher-child relationships and behavioral adjustment in preschool boys at risk for developing externalizing problems suggest that interventions may be most effective if they adjust their focus and strategy depending on children's specific behavioral and relational needs.
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Explaining teacher-student interactions in early childhood: an interpersonal theoretical approach
TL;DR: This paper used an interpersonal theoretical perspective to examine the interactions between Dutch teachers and kindergartners during a dyadic interaction task and found that teachers showed complementarity for control and children showed complementary behaviors for affiliation.