H
Helma M.Y. Koomen
Researcher at University of Amsterdam
Publications - 90
Citations - 6394
Helma M.Y. Koomen is an academic researcher from University of Amsterdam. The author has contributed to research in topics: Closeness & Student engagement. The author has an hindex of 28, co-authored 83 publications receiving 4777 citations. Previous affiliations of Helma M.Y. Koomen include Katholieke Universiteit Leuven & Utrecht University.
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Journal ArticleDOI
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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Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being A Synthesis of 40 Years of Research
Marjolein Zee,Helma M.Y. Koomen +1 more
TL;DR: In this article, the consequences of teacher self-efficacy for the quality of classroom processes, students' academic adjustment, and teachers' psychological well-being were explored. But, negative associations were found between TSE and burnout factors.
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Teacher Wellbeing: The Importance of Teacher–Student Relationships
TL;DR: In this paper, the authors consider the importance of teacher-student relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping of Lazarus (1991) based on theories on interpersonal relationships, it is postulated that teachers have a basic need for relatedness with the students in their class.
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Teacher–child relationships from an attachment perspective
TL;DR: It is argued that the teacher can be regarded as an ad hoc attachment figure with a safe haven and secure base function, although for most children the relationship with the teacher is probably not an attachment bond.
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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.