Marjolein ZeeUniversity of Amsterdam | UVA · Research Intitute of Child Development and Education
Marjolein Zee
23.88
·
Doctor of Philosophy
About
34
Publications
8,183
Reads
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639
Citations
Introduction
Skills and Expertise
Research Experience
June 2017 - June 2017
University of Amsterdam
Position
- Professor (Assistant)
September 2013 - January 2016
University of Amsterdam
Position
- PhD Candidate
September 2013 - present
Research Insititue of Child Development and Education, University of Amsterdam
Position
- PhD Candidate
Publications
Publications (34)
Listening comprehension is important for daily communication and at school, yet relatively little is known about the variables contributing to listening comprehension, especially in the upper elementary years. The aim of this study was to explore whether vocabulary, verbal memory, but also self-efficacy and self-reported concentration contribute to...
A meta-analytic approach was used to examine associations between student-teacher dependency and students’ school adjustment (engagement, achievement, externalizing behavior, internalizing behavior, and prosocial behavior). Furthermore, we investigated whether associations between dependency and school adjustment were moderated by student and teach...
This study explored unique associations of student disabilities (ADHD, ASD, dyslexia) with teacher-, student- and peer-perceptions of student–teacher relationship quality. Sixty-three teachers, 510 students, and classmates from 24 Dutch mainstream elementary schools completed questionnaires about the student–teacher relationship quality. Teachers i...
This short-term longitudinal study explored the unique role of proximal classroom factors (teachers’ student-specific self-efficacy, autonomy-supportive behaviors, and student-teacher relationships) in students’ emotional and behavioral engagement, and the moderating role of grade level. Participants were 472 students and 63 teachers (grades 4–6)....
The present study examined how different externalizing child behaviors (i.e., hyperactivity, conduct problems) were uniquely associated with teachers' mental representations of relationships with individual children. Participants were 61 teacher–child dyads from typical Dutch elementary schools. Using a two-wave design, teachers first reported abou...
The affective quality of teacher-student relationships (TSRs) has mostly been studied in Western contexts and little is known how findings generalize to Eastern contexts. Therefore, the present study examined measurement invariance, mean differences, and agreement in teachers' and students' perceptions of relationship quality between the Netherland...
-We used multilevel modeling to examine the relationship between teachers’ prejudice reduction practices & students’ engagement
-Teachers’ explicit multicultural attitudes and implicit attitudes towards ethnic minorities were examined as possible moderators
-For teachers with above-average positive explicit attitudes, prejudice reduction can increa...
h i g h l i g h t s Using multilevel models, we examined the relationship between teachers' prejudice reduction practices and students' engagement. Prejudice reduction practices focused on engaging in dialogue about diversity and confronting intergroup bias. Teachers' explicit multicultural attitudes and implicit attitudes towards ethnic minorities...
This longitudinal study examines whether children in late childhood (age 7–12) project their ethnic attitudes on their classroom peer group, by using these attitudes to predict children's perceptions of the descriptive ethnic norms in their classroom. Children's norm perceptions were relatively unstable over a half year period, and their ethnic min...
This study explored the unique contributions of students' self-reported internalizing behaviors (shyness, anxiety, and emotional problems) to teachers' perceptions of the quality of student–teacher relationships (closeness, conflict, and dependency). In total, 269 third-to-sixth grade students (50.9% girls) and 35 teachers (74.7% females) from 8 Du...
Despite the common idea that teachers’ self-efficacy (TSE) is associated with achievement, research findings in this area are ambiguous at best. In the current study, we took a multilevel perspective on the relationship between TSE and students’ academic achievement and evaluated how different levels of conceptualization and measurement of TSE may...
‘De Beeldschermgeneratie beweegt niet meer!’
‘Onderwijs past niet bij ontwikkeling van jongens’
‘ADHD’ers en autisten lopen vast in het reguliere onderwijs’
Dit soort koppen, die dagelijks in elke willekeurige krant in binnen- en buitenland zouden kunnen verschijnen, geven blijk van de vele maatschappelijke en onderwijskundige uitdagingen waar lee...
The present study investigated the role of early oral language and family risk for dyslexia in the two developmental pathways toward reading comprehension, through word reading and through oral language abilities. The sample contained 237 children (164 at family risk for dyslexia) from the Dutch Dyslexia Program. Longitudinal data were obtained on...
Deze studie onderzocht de self-efficacy van basisschoolleerkrachten (LSE) binnen verschillende domeinen van lesgeven en in relatie tot individuele leerlingen met verschillende soorten gedrag. Deelnemers waren 526 leerlingen en 69 leerkrachten uit groep 5 tot en met 8 van het basisonderwijs. Zowel LSE als leerlinggedrag werd gerapporteerd door leerk...
The present study took a meta-analytic approach to investigate whether students' engagement acts as a mediator in the association between affective teacher-student relationships and students' achievement. Furthermore, we examined whether results differed for primary and secondary school and whether similar results were found in a longitudinal subsa...
Data gathered from a longitudinal study within regular upper elementary schools were used to evaluate a theoretical model within which teachers’ perceptions of conflict and closeness in the student–teacher relationship were considered as the intermediary mechanisms by which individual students’ externalizing behavior generates changes in teachers’...
The present study aimed to advance insight into similarities and dissimilarities between teachers'
and students' views of closeness and conflict in their dyadic relationship, and personal teacher
and student attributes that contribute to these views. In total, 464 students (50.2% girls) and 62
teachers (67.5% females) from grades 4 to 6 participate...
Among the many beliefs teachers might hold, few are as important for their classroom behaviors as their sense of self-efficacy (TSE). Theorists have indicated that TSE, or teachers’ judgments of capability, may determine the type of activities teachers choose to get into, the effort they expend in such activities, and the extent to which they perse...
The affective nature of student–teacher relationships has been acknowledged to play a role in students’ social-emotional adjustment in elementary school. Research indicates that students who are exposed to relationships marked by high levels of positive affect (closeness) tend to develop better social skills and are show less signs of social withdr...
Disruptive students bring behaviors to class that challenge teachers’ ability to complete their professional duties. Cross-sectional studies show that disrup-tive behaviors take time away from instruction, hamper teachers’ efforts to sustain a positive learning climate, and consequently weaken teachers’ self-efficacy beliefs (TSE) to effectively de...
In this study, we explored both direct and indirect contributions of students’ perceptions of the student–teacher relationship quality (i.e., closeness and conflict) to domains of self-regulation (i.e., task-orientation and metacognition) and basic reading and math skills (i.e., timed word reading and math performance) in middle childhood. Particip...
Diversity in elementary classrooms nowadays seems to be the rule rather than the exception. Since the inception of inclusive and appropriate education in the Netherlands, the number of students with behavioral, learning, and other educational disabilities in regular elementary classes has increased slowly but surely. Although some teachers handle t...
This study explored inter- and intra-individual differences in teachers' self-efficacy (TSE) by adapting Tschannen-Moran and Woolfolk Hoy's (2001) Teachers' Sense of Efficacy Scale (TSES) to the domain- and student-specific level. Multilevel structural equation modeling was used to evaluate the factor structure underlying this adapted instrument, a...
The present study examined teachers’ domain-specific self-efficacy (TSE) in relation to individual students with a variety of social–emotional behaviors in class. Using a sample of 526 third- to sixth-grade students and 69 teachers, multilevel modeling was conducted to examine students’ externalizing, internalizing, and prosocial behaviors as predi...
This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for analysis. Results suggest that TSE shows positive links...
The growing popularity of teacher self-efficacy (TSE) studies has induced a myriad of studies meriting the measurement of TSE and its underlying dimensions. Most studies treat TSE as a relatively stable teacher characteristic that fluctuates between teachers and various teaching domains. However, TSE can also be perceived as a mutable state within...
In this study, we aimed to examine the associations between child-perceived teacher–child relationships, children's appraisals of interactions with their teacher, and internalizing problems. Five hundred third- to sixth-graders reported about their experiences of closeness, conflict, and negative expectations in the relationship with their teacher....
Medical schools have recently witnessed a call for authentic research activities that equip students with the skills required for evidence-based medicine (EBM) and research. Because it is not always possible to make such activities available as a part of the curriculum, evaluating the effectiveness of the various choices of traditional and authenti...
This study tested a theoretical model considering students' personality traits as predictors of student-teacher relationship quality (closeness, conflict, and dependency), the effects of student-teacher relationship quality on students' math and reading achievement, and the mediating role of students' motivational beliefs on the association between...
Projects
Projects (4)
This project investigates (1) cultural differences in affective teacher-student relationship quality (TSRs) (2) how the quality of TSRs are affected by child's behaviors (e.g., shyness) differently in the Netherlands (an Western, individualistic country) and China (a Eastern, collectivistic country). Data about teachers and students both in upper elementary schools and kindergartens are included in the current project.
Within the next 10 years up to 70% of children worldwide will grow up in cities. However, we know relatively little about the possible risks of growing up in such urban (vs. rural or greener) environments. Correlational research on adults suggests that a natural “green” environment (hereafter called nature) has beneficial effects on (mental) health. This implies that an urban environment might have aversive affects, specifically on core components of externalizing psychopathology such as deficits in attention, affect and self-regulation. However, clear-cut experimental evidence for the potential benefits of nature on child development does not exist. The literature is scattered over different disciplines and has important limitations concerning causality and generalizability to children. Moreover, we know even less about how nature might benefit child development (the underlying mechanisms). Thus, we are in need of a new research paradigm for testing effects of nature (vs. an urban environment) on externalizing psychopathology in children, as well as of how this works (e.g., by decreasing deficits in attention and self-regulation). This research paradigm should encompass a triangulation of research strategies including a meta-analysis, longitudinal data, and experimental studies.
