Karoline Koeppen
Biographic Data
| ID | 2818784 |
|---|---|
| NAME | Karoline Koeppen |
| GIVEN NAMES | Karoline |
| FAMILY NAME | Koeppen |
| SIGNATURE | KOEPPEN K |
| AFFILIATIONS | Freie Universität Berlin |
| ORCID | 0000-0002-2174-9120 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Effects of teacher behavior in the teacher–student dyad on the student’s integration into the class’ cooperation peer network
In schools, cooperative peer relationships wherein students collaborate on classroom assignments serve as an invaluable resource, promoting equitable exchange and supportive academic development. We investigated whether a teacher’s interpersonal behavior in teacher–student dyads influences a student’s integration into the classroom’s cooperation peer network. Based on social learning and social referencing frameworks, we hypothesized that a stude…
A Circumplex Approach to Identify Complementarity in Dyadic Teacher Behaviors Depending on Student Communion and Competence
Interpersonal teacher behavior can be described with the Interpersonal Circumplex on the dimensions of communion (warmth, sensitivity) and agency (initiative, control). In an observational study, we investigated whether a teacher's interpersonal behavior in dyadic interactions with a student is complementary to the student's communion and scholastic competence: Does the teacher act communal to the extent that the student behaves communal, and doe…
Communal and agentic teacher behavior in teacher-child dyads. A new self-report scale based on a circumplex approach
Introduction The goal of this study was to develop a self-report scale measuring the teacher’s interpersonal behavior in teacher-child dyads in elementary schools and to provide evidence of the scale’s validity. Using the framework of interpersonal theory, the Questionnaire on Dyadic Interpersonal Teacher Behavior (DITeB) models teacher behavior in an interpersonal circumplex that allows for the simultaneous analysis of teacher behavior along the…
Kompetenzmodellierung
Importance of Personal Goals in People with Independent Versus Interdependent Selves
This paper investigates how the importance attached to personal goals differs according to the person's independent or interdependent self. Results of one questionnaire study and two priming studies showed that, overall, independents considered their goals more important than interdependents. A closer analysis revealed, however, that interdependents assigned more relevance to social goals (e.g., harmony with others), than to individual goals (e.g…
Importance of Personal Goals in People with Independent Versus Interdependent Selves
This paper investigates how the importance attached to personal goals differs according to the person's independent or interdependent self. Results of one questionnaire study and two priming studies showed that, overall, independents considered their goals more important than interdependents. A closer analysis revealed, however, that interdependents assigned more relevance to social goals (e.g., harmony with others), than to individual goals (e.g…
Importance of Personal Goals in People with Independent Versus Interdependent Selves
This paper investigates how the importance attached to personal goals differs according to the person's independent or interdependent self. Results of one questionnaire study and two priming studies showed that, overall, independents considered their goals more important than interdependents. A closer analysis revealed, however, that interdependents assigned more relevance to social goals (e.g., harmony with others), than to individual goals (e.g…
Kompetenzmodellierung
Communal and agentic teacher behavior in teacher-child dyads. A new self-report scale based on a circumplex approach
Introduction The goal of this study was to develop a self-report scale measuring the teacher’s interpersonal behavior in teacher-child dyads in elementary schools and to provide evidence of the scale’s validity. Using the framework of interpersonal theory, the Questionnaire on Dyadic Interpersonal Teacher Behavior (DITeB) models teacher behavior in an interpersonal circumplex that allows for the simultaneous analysis of teacher behavior along the…
A Circumplex Approach to Identify Complementarity in Dyadic Teacher Behaviors Depending on Student Communion and Competence
Interpersonal teacher behavior can be described with the Interpersonal Circumplex on the dimensions of communion (warmth, sensitivity) and agency (initiative, control). In an observational study, we investigated whether a teacher's interpersonal behavior in dyadic interactions with a student is complementary to the student's communion and scholastic competence: Does the teacher act communal to the extent that the student behaves communal, and doe…
Effects of teacher behavior in the teacher–student dyad on the student’s integration into the class’ cooperation peer network
In schools, cooperative peer relationships wherein students collaborate on classroom assignments serve as an invaluable resource, promoting equitable exchange and supportive academic development. We investigated whether a teacher’s interpersonal behavior in teacher–student dyads influences a student’s integration into the classroom’s cooperation peer network. Based on social learning and social referencing frameworks, we hypothesized that a stude…
Psychology (3 works) · Social Psychology (3 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Interpersonal communication (2 works) · Interpersonal relationship (2 works) · Parental Involvement in Education (2 works) · Teacher Education and Leadership Studies (2 works) · Anger (1 work) · Bullying, Victimization, and Aggression (1 work)