J
Jantine L. Spilt
Researcher at Katholieke Universiteit Leuven
Publications - 60
Citations - 3785
Jantine L. Spilt is an academic researcher from Katholieke Universiteit Leuven. The author has contributed to research in topics: Special education & Computer science. The author has an hindex of 16, co-authored 54 publications receiving 2981 citations. Previous affiliations of Jantine L. Spilt include VU University Amsterdam & University of Amsterdam.
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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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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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Dynamics of Teacher-Student Relationships: Stability and Change across Elementary School and the Influence on Children's Academic Success.
TL;DR: The probability of school failure increased as a function of the timing and length of time children were exposed to relational adversity and the proportion of children with early behavioral, academic, or social risks were underrepresented in the normative trajectory groups.
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Supporting teachers’ relationships with disruptive children: the potential of relationship-focused reflection
TL;DR: A relationship-focused reflection program (RFRP) was developed that targeted teachers’ mental representations of relationships with specific children, and significant increases were found in observed sensitivity.
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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.
TL;DR: The findings challenge society's presumption that male teachers have better relationships with boys than women teachers and control for possible measurement non-invariance across student and teacher gender.