1
2
Chen, M., Koomen, H.M.Y., Roorda, D.L.
Veröffentlicht in: Chen , M , Koomen , H M Y & Roorda , D L 2023 , ' Young children's social withdrawal and teacher–child relationship quality: A cross-cultural comparison between the Netherlands and China ' , Social Development , vol. 32 , no. 4 , pp. 1318-1334 . https://doi.org/10.1111/sode.12694;
2023
Veröffentlicht in: Chen , M , Koomen , H M Y & Roorda , D L 2023 , ' Young children's social withdrawal and teacher–child relationship quality: A cross-cultural comparison between the Netherlands and China ' , Social Development , vol. 32 , no. 4 , pp. 1318-1334 . https://doi.org/10.1111/sode.12694;
2023
3
Chen, M., Zee, M., Koomen, H.M.Y., Roorda, D.L.
Veröffentlicht in: 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 , vol. 76 , pp. 89-106 . https://doi.org/10.1016/j.jsp.2019.07.011;
2019
Veröffentlicht in: 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 , vol. 76 , pp. 89-106 . https://doi.org/10.1016/j.jsp.2019.07.011;
2019
4
de Jong, E.M., Jellesma, F.C., Koomen, H.M.Y., de Jong, P.F.
Veröffentlicht in: 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 , vol. 7 , 691 . https://doi.org/10.3389/fpsyg.2016.00691;
2016
Veröffentlicht in: 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 , vol. 7 , 691 . https://doi.org/10.3389/fpsyg.2016.00691;
2016