Debora L Roorda
Biographic Data
| ID | 4460127 |
|---|---|
| NAME | Debora L Roorda |
| GIVEN NAMES | Debora L |
| FAMILY NAME | Roorda |
| SIGNATURE | ROORDA D L |
| AFFILIATIONS | University of Amsterdam |
| ORCID | 0000-0002-0824-1154 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The more similar the better? Investigating the role of personality traits and personality similarity in student–teacher relationships in upper elementary schools
In the present study, we investigated the unique role of teachers' and students' personality traits as well as the personality (dis)similarity between personality traits of both partners in the affective quality of dyadic student-teacher relationships (i.e., closeness and conflict). To explore these associations, we used a Chinese sample of 4638 upper elementary students and their 104 class teachers who reported about their own personality traits…
Under pressure? Exploring the moderating and mediating role of principal–teacher relationships in primary and secondary school teachers’ burnout symptoms
Identifying protective factors against increased work pressure is crucial to prevent teachers from experiencing burnout complaints. Two studies with 363 primary (Study 1; 95.0% female) and 419 secondary school teachers (Study 2; 80.4% female) tested whether dyad-level principal–teacher relationships (closeness, conflict) moderated or mediated the associations between work pressure and burnout symptoms. In both studies, closeness and conflict part…
Mapping Young Minds: Adapting and Validating a Brief Big Five Inventory for Chinese Children in Upper Elementary School
This paper describes the adaptation and validation of a brief Big Five Inventory for upper elementary school children in China. Two independent samples, comprising 1884 and 2245 children from Grade 4 to Grade 6, were used to pilot and cross‐validate the adapted questionnaire. We first explored the underlying factor structure and composite reliability of the questionnaire, which included five hypothesized factors as follows: Extraversion, Agreeabl…
Young Children’s and Teachers’ Perceptions of Affective Teacher-Child Relationships: A Cross-Cultural Comparison Between the Netherlands and China
Research Findings: The present study focused on the affective quality of dyadic relationships between teachers and young children in China and the Netherlands. We examined whether there were cross-cultural differences in teachers’ and children’s relationship perceptions, as well as the degree to which teachers and children agreed on their relationship perceptions. The Dutch sample included 234 kindergartners and first-graders (47.7% girls; Mage =…
Gender match in secondary education: The role of student gender and teacher gender in student-teacher relationships
We conducted three studies focusing on gender differences in the quality of student-teacher relationships (i.e., closeness and conflict) in the first 2 years of secondary education. Furthermore, we examined whether boys shared more favorable relationships with male teachers and whether girls shared more favorable relationships with female teachers (i.e., gender match hypothesis). Students (N = 812 in Study 1, N = 789 in Study 2, N = 484 in Study …
Is Mistrust in Early Adolescence Referent-specific? Looking at the Validity of Different Mistrust Referents in Sixth Graders
This study examined whether social mistrust in early adolescence was general or referent-specific. We used a multi-trait multi-method approach to examine the validity of mistrust measures across social referents (mistrust toward people in general, toward peers, and toward teachers), using questionnaires and an online task. Sixth graders ( N = 1243, ca. 11–13 years) in southern China reported about mistrust (i.e., general, teacher and peer), their…
Young children's social withdrawal and teacher–child relationship quality: A cross‐cultural comparison between the Netherlands and China
The present study investigated how young children's (5‐to‐8‐year‐olds) social inhibition and solitary behavior were associated with teacher–child relationship quality and whether these associations differed across the Netherlands and China. The Dutch sample included 35 teachers and 201 children (49% girls). The Chinese sample consisted of 19 teachers and 152 children (50% girls). Teachers rated children's social inhibition and solitary behavior, …
What if I Don’t Like All of Them? A Person-Centered Approach to Examine Student–Teacher Relationships in the First Year of Secondary School
Person-centered analyses were used to identify relationship profiles based on seventh graders’ perceptions of relationships with three of their teachers (homeroom teacher, teacher of the easiest subject, teacher of the hardest subject). Furthermore, we investigated whether students’ characteristics (gender and academic track) could explain relationship profile membership and how these relationship profiles were associated with students’ school en…
Student–Teacher Relationships and Students’ Externalizing and Internalizing Behaviors: A Cross-Lagged Study in Secondary Education
The present study examined reciprocal influences between student–teacher relationship quality and students’ externalizing and internalizing behaviors in secondary education. Our sample included 1,219 secondary school students (49.1% boys; Mage = 13.53, SD = 1.77) from seventh, eighth, tenth, and eleventh grade. Students reported about their externalizing and internalizing behaviors and the quality of the relationships (closeness, conflict) with t…
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement
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 subsample. Our sample consisted of 189 studies (249,198 students in total) that included students from pr…
The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement
BackgroundThe gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap.AimsThis study investigated, for Dutch language classes, (1) how boys and girls differ in behavioural engagement, (2) which teacher support dimensions (autonomy support, structure,…
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement: A Meta-Analytic Approach
A meta-analytic approach was used to investigate the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement. Results were based on 99 studies, including students from preschool to high school. Separate analyses were conducted for positive relationships and engagement ( k = 61 studies, N = 88,417 students), negative relationships and engagement ( k = 18, N = 5,847), positive…
The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement
BackgroundThe gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap.AimsThis study investigated, for Dutch language classes, (1) how boys and girls differ in behavioural engagement, (2) which teacher support dimensions (autonomy support, structure,…
Under pressure? Exploring the moderating and mediating role of principal–teacher relationships in primary and secondary school teachers’ burnout symptoms
Identifying protective factors against increased work pressure is crucial to prevent teachers from experiencing burnout complaints. Two studies with 363 primary (Study 1; 95.0% female) and 419 secondary school teachers (Study 2; 80.4% female) tested whether dyad-level principal–teacher relationships (closeness, conflict) moderated or mediated the associations between work pressure and burnout symptoms. In both studies, closeness and conflict part…
What if I Don’t Like All of Them? A Person-Centered Approach to Examine Student–Teacher Relationships in the First Year of Secondary School
Person-centered analyses were used to identify relationship profiles based on seventh graders’ perceptions of relationships with three of their teachers (homeroom teacher, teacher of the easiest subject, teacher of the hardest subject). Furthermore, we investigated whether students’ characteristics (gender and academic track) could explain relationship profile membership and how these relationship profiles were associated with students’ school en…
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement: A Meta-Analytic Approach
A meta-analytic approach was used to investigate the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement. Results were based on 99 studies, including students from preschool to high school. Separate analyses were conducted for positive relationships and engagement ( k = 61 studies, N = 88,417 students), negative relationships and engagement ( k = 18, N = 5,847), positive…
The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement
BackgroundThe gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap.AimsThis study investigated, for Dutch language classes, (1) how boys and girls differ in behavioural engagement, (2) which teacher support dimensions (autonomy support, structure,…
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement
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 subsample. Our sample consisted of 189 studies (249,198 students in total) that included students from pr…
Student–Teacher Relationships and Students’ Externalizing and Internalizing Behaviors: A Cross-Lagged Study in Secondary Education
The present study examined reciprocal influences between student–teacher relationship quality and students’ externalizing and internalizing behaviors in secondary education. Our sample included 1,219 secondary school students (49.1% boys; Mage = 13.53, SD = 1.77) from seventh, eighth, tenth, and eleventh grade. Students reported about their externalizing and internalizing behaviors and the quality of the relationships (closeness, conflict) with t…
What if I Don’t Like All of Them? A Person-Centered Approach to Examine Student–Teacher Relationships in the First Year of Secondary School
Person-centered analyses were used to identify relationship profiles based on seventh graders’ perceptions of relationships with three of their teachers (homeroom teacher, teacher of the easiest subject, teacher of the hardest subject). Furthermore, we investigated whether students’ characteristics (gender and academic track) could explain relationship profile membership and how these relationship profiles were associated with students’ school en…
Young children's social withdrawal and teacher–child relationship quality: A cross‐cultural comparison between the Netherlands and China
The present study investigated how young children's (5‐to‐8‐year‐olds) social inhibition and solitary behavior were associated with teacher–child relationship quality and whether these associations differed across the Netherlands and China. The Dutch sample included 35 teachers and 201 children (49% girls). The Chinese sample consisted of 19 teachers and 152 children (50% girls). Teachers rated children's social inhibition and solitary behavior, …
Young Children’s and Teachers’ Perceptions of Affective Teacher-Child Relationships: A Cross-Cultural Comparison Between the Netherlands and China
Research Findings: The present study focused on the affective quality of dyadic relationships between teachers and young children in China and the Netherlands. We examined whether there were cross-cultural differences in teachers’ and children’s relationship perceptions, as well as the degree to which teachers and children agreed on their relationship perceptions. The Dutch sample included 234 kindergartners and first-graders (47.7% girls; Mage =…
Gender match in secondary education: The role of student gender and teacher gender in student-teacher relationships
We conducted three studies focusing on gender differences in the quality of student-teacher relationships (i.e., closeness and conflict) in the first 2 years of secondary education. Furthermore, we examined whether boys shared more favorable relationships with male teachers and whether girls shared more favorable relationships with female teachers (i.e., gender match hypothesis). Students (N = 812 in Study 1, N = 789 in Study 2, N = 484 in Study …
Is Mistrust in Early Adolescence Referent-specific? Looking at the Validity of Different Mistrust Referents in Sixth Graders
This study examined whether social mistrust in early adolescence was general or referent-specific. We used a multi-trait multi-method approach to examine the validity of mistrust measures across social referents (mistrust toward people in general, toward peers, and toward teachers), using questionnaires and an online task. Sixth graders ( N = 1243, ca. 11–13 years) in southern China reported about mistrust (i.e., general, teacher and peer), their…
Under pressure? Exploring the moderating and mediating role of principal–teacher relationships in primary and secondary school teachers’ burnout symptoms
Identifying protective factors against increased work pressure is crucial to prevent teachers from experiencing burnout complaints. Two studies with 363 primary (Study 1; 95.0% female) and 419 secondary school teachers (Study 2; 80.4% female) tested whether dyad-level principal–teacher relationships (closeness, conflict) moderated or mediated the associations between work pressure and burnout symptoms. In both studies, closeness and conflict part…
Mapping Young Minds: Adapting and Validating a Brief Big Five Inventory for Chinese Children in Upper Elementary School
This paper describes the adaptation and validation of a brief Big Five Inventory for upper elementary school children in China. Two independent samples, comprising 1884 and 2245 children from Grade 4 to Grade 6, were used to pilot and cross‐validate the adapted questionnaire. We first explored the underlying factor structure and composite reliability of the questionnaire, which included five hypothesized factors as follows: Extraversion, Agreeabl…
The more similar the better? Investigating the role of personality traits and personality similarity in student–teacher relationships in upper elementary schools
In the present study, we investigated the unique role of teachers' and students' personality traits as well as the personality (dis)similarity between personality traits of both partners in the affective quality of dyadic student-teacher relationships (i.e., closeness and conflict). To explore these associations, we used a Chinese sample of 4638 upper elementary students and their 104 class teachers who reported about their own personality traits…
Developmental psychology (11 works) · Early Childhood Education and Development (11 works) · Psychology (11 works) · Closeness (7 works) · Social Psychology (7 works) · Parental Involvement in Education (6 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Mathematics education (5 works) · Student engagement (4 works) · Bullying, Victimization, and Aggression (3 works)