Marjolein Zee
Biographic Data
| ID | 4460128 |
|---|---|
| NAME | Marjolein Zee |
| GIVEN NAMES | Marjolein |
| FAMILY NAME | Zee |
| SIGNATURE | ZEE M |
| AFFILIATIONS | University of Amsterdam |
| ORCID | 0000-0003-2523-8755 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Exploring the context-specificity of teacher self-efficacy: A multilevel analysis of class characteristics in secondary schools
Teacher self-efficacy (TSE) is supposed to positively affect teachers’ well-being, instructional quality and students’ motivation. However, the extent to which secondary school teachers’ TSE is shaped by their social teaching environment—particularly the different classes they teach—remains largely unexplored. This pre-registered study exploratorily investigated to what extent TSE can be considered a context-specific construct that varies within …
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…
The role of transformational leadership and an experienced team in sustaining a technology enhanced learning intervention in schools
Studies on school factors contributing to sustaining innovations hardly focused on differences across schools. We investigated school factors that are associated with the sustained implementation of a technology enhanced intervention across 59 Dutch elementary schools. Educational professionals of these schools ( n = 551) rated various school factors and the sustained implementation of the intervention. Data were analyzed by two-level regression …
Promoting self-regulated learning during the covid-mandated remote learning period: Insights from interviews with primary school teachers
The Covid-19 pandemic challenged teachers to foster self-regulated learning (SRL) in remote education contexts where direct guidance was limited. This study explored how Dutch primary school teachers adapted their SRL support under these conditions. Semi-structured interviews with 10 teachers revealed major challenges, including monitoring student engagement, supporting emotional well-being, and differentiating instruction. Teachers relied mainly…
Navigating urban classrooms: The role of diversity-related stress and intentions to leave in preservice teachers’ self-efficacy
This three-wave study examined relationships between preservice teachers' diversity-related stress, teaching self-efficacy (TSE), and intentions to leave the profession. Participants ( N = 386) from four Dutch teacher training programs completed surveys on diversity-related stress, intentions to leave, and TSE over 18 months. Random intercept cross-lagged panel models showed that higher diversity-related stress predicted lower TSE and increased i…
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…
Understanding the interplay between teacher self-efficacy, teacher–student interactions, and students’ self-regulated learning skills at different levels of classroom ecology
Introduction Studies pinpoint the importance of exploring factors in the classroom environment that might foster students’ SRL-skills in various domains. This study explored specific teacher and classroom factors, including self-efficacy for SRL-skills (TSE) and teacher–student interactions in relation to students’ self-regulated learning skills in various domains (metacognitive, motivational, and behavioral). Additionally, the moderating role of…
The relational side of teachers' self-efficacy: Assimilation and contrast effects of classroom relational climate on teachers' self-efficacy
Although much is known about the sources of teachers' self-efficacy (TSE), less attention has been paid to the social-contextual specificity of TSE and the processes influencing the relevance of TSE information sources. This study investigated both dyad-level relationships and the classroom relational climate as predictors of TSE at the student and classroom level. Additionally, we explored two competing hypotheses-assimilation and contrast-artic…
Self-regulated learning: Validating a task-specific questionnaire for children in elementary school
This paper describes the development and initial validation of the Cognition and Emotion/Motivation Regulation (CEMOR) questionnaire, a task-specific questionnaire for upper elementary school students that measures self-regulated learning (SRL). Using a multistep procedure, 22 items were developed, divided over five theory-informed dimensions (Planning, Monitoring, Cognition Control, Emotion/Motivation Control, and Reflecting). The CEMOR was appl…
Student teachers’ future time perspective and teacher identity: A longitudinal study about students who will become primary school teachers
This three-wave study examined associations between a motivational construct future time perspective (FTP) and teachers’ identity (TI) in a sample of Dutch student teachers (N = 368). Additionally, gender and educational level were included as factors affecting FTP and TI. Random intercept cross-lagged panel models indicated that FTP and TI were moderately and positively correlated at the between-person level. At the within-person level, positive…
Examining factorial validity of the student–teacher relationship scale in the Iranian educational setting
Catching sight of children with internalizing symptoms in upper elementary classrooms
Teachers play a crucial role in the assessment of children's internalizing symptoms but may not always succeed in accurately identifying such symptoms in class. Using a multilevel structural equation modeling (MSEM) approach, this study aimed to explore teacher and child characteristics that may explain measurement bias in teachers' ratings of internalizing symptoms at the between- and within-teacher level. Upper elementary school teachers (N = 9…
Using relationship-focused reflection to improve teacher–child relationships and teachers' student-specific self-efficacy
The present study evaluated whether LLInC (Leerkracht-Leerling Interactie Coaching in Dutch, or Teacher-Student Interaction Coaching), a teacher-based coaching-intervention, yielded improvements in dyadic affective teacher-child relationships in elementary school (Grades 2-6). Based on attachment theory, LLInC aims to foster more flexible and differentiated mental representations of teachers' relationships with individual children with whom they …
A cross-lagged study of students’ motivation, academic achievement, and relationships with teachers from kindergarten to 6th grade
This 3-wave longitudinal study explored the complex ways in which students’ motivation (motivational attitudes and beliefs), relationships with teachers (closeness, conflict, and dependency), and academic achievement (reading comprehension and math performance) inform one another from kindergarten through 6th grade. The sample included students (N = 1,267; 49.3% boys) and 207 teachers participating in the Dutch triennial COOL cohort study. At all…
The unique role of verbal memory, vocabulary, concentration and self-efficacy in children’s listening comprehension in upper elementary grades
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 listening comprehension. The authors assessed oral text comprehension, as well as the concurrent co…
Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement
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…
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research
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 with students’ academic adjustment, patterns of teacher behavior and practices related to classroom…
Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement
Student teachers’ future time perspective and teacher identity: A longitudinal study about students who will become primary school teachers
This three-wave study examined associations between a motivational construct future time perspective (FTP) and teachers’ identity (TI) in a sample of Dutch student teachers (N = 368). Additionally, gender and educational level were included as factors affecting FTP and TI. Random intercept cross-lagged panel models indicated that FTP and TI were moderately and positively correlated at the between-person level. At the within-person level, positive…
Navigating urban classrooms: The role of diversity-related stress and intentions to leave in preservice teachers’ self-efficacy
This three-wave study examined relationships between preservice teachers' diversity-related stress, teaching self-efficacy (TSE), and intentions to leave the profession. Participants ( N = 386) from four Dutch teacher training programs completed surveys on diversity-related stress, intentions to leave, and TSE over 18 months. Random intercept cross-lagged panel models showed that higher diversity-related stress predicted lower TSE and increased i…
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…
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research
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 with students’ academic adjustment, patterns of teacher behavior and practices related to classroom…
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…
Practice what you preach: The moderating role of teacher attitudes on the relationship between prejudice reduction and student engagement
Catching sight of children with internalizing symptoms in upper elementary classrooms
Teachers play a crucial role in the assessment of children's internalizing symptoms but may not always succeed in accurately identifying such symptoms in class. Using a multilevel structural equation modeling (MSEM) approach, this study aimed to explore teacher and child characteristics that may explain measurement bias in teachers' ratings of internalizing symptoms at the between- and within-teacher level. Upper elementary school teachers (N = 9…
Using relationship-focused reflection to improve teacher–child relationships and teachers' student-specific self-efficacy
The present study evaluated whether LLInC (Leerkracht-Leerling Interactie Coaching in Dutch, or Teacher-Student Interaction Coaching), a teacher-based coaching-intervention, yielded improvements in dyadic affective teacher-child relationships in elementary school (Grades 2-6). Based on attachment theory, LLInC aims to foster more flexible and differentiated mental representations of teachers' relationships with individual children with whom they …
A cross-lagged study of students’ motivation, academic achievement, and relationships with teachers from kindergarten to 6th grade
This 3-wave longitudinal study explored the complex ways in which students’ motivation (motivational attitudes and beliefs), relationships with teachers (closeness, conflict, and dependency), and academic achievement (reading comprehension and math performance) inform one another from kindergarten through 6th grade. The sample included students (N = 1,267; 49.3% boys) and 207 teachers participating in the Dutch triennial COOL cohort study. At all…
The unique role of verbal memory, vocabulary, concentration and self-efficacy in children’s listening comprehension in upper elementary grades
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 listening comprehension. The authors assessed oral text comprehension, as well as the concurrent co…
Examining factorial validity of the student–teacher relationship scale in the Iranian educational setting
Student teachers’ future time perspective and teacher identity: A longitudinal study about students who will become primary school teachers
This three-wave study examined associations between a motivational construct future time perspective (FTP) and teachers’ identity (TI) in a sample of Dutch student teachers (N = 368). Additionally, gender and educational level were included as factors affecting FTP and TI. Random intercept cross-lagged panel models indicated that FTP and TI were moderately and positively correlated at the between-person level. At the within-person level, positive…
Understanding the interplay between teacher self-efficacy, teacher–student interactions, and students’ self-regulated learning skills at different levels of classroom ecology
Introduction Studies pinpoint the importance of exploring factors in the classroom environment that might foster students’ SRL-skills in various domains. This study explored specific teacher and classroom factors, including self-efficacy for SRL-skills (TSE) and teacher–student interactions in relation to students’ self-regulated learning skills in various domains (metacognitive, motivational, and behavioral). Additionally, the moderating role of…
The relational side of teachers' self-efficacy: Assimilation and contrast effects of classroom relational climate on teachers' self-efficacy
Although much is known about the sources of teachers' self-efficacy (TSE), less attention has been paid to the social-contextual specificity of TSE and the processes influencing the relevance of TSE information sources. This study investigated both dyad-level relationships and the classroom relational climate as predictors of TSE at the student and classroom level. Additionally, we explored two competing hypotheses-assimilation and contrast-artic…
Self-regulated learning: Validating a task-specific questionnaire for children in elementary school
This paper describes the development and initial validation of the Cognition and Emotion/Motivation Regulation (CEMOR) questionnaire, a task-specific questionnaire for upper elementary school students that measures self-regulated learning (SRL). Using a multistep procedure, 22 items were developed, divided over five theory-informed dimensions (Planning, Monitoring, Cognition Control, Emotion/Motivation Control, and Reflecting). The CEMOR was appl…
The role of transformational leadership and an experienced team in sustaining a technology enhanced learning intervention in schools
Studies on school factors contributing to sustaining innovations hardly focused on differences across schools. We investigated school factors that are associated with the sustained implementation of a technology enhanced intervention across 59 Dutch elementary schools. Educational professionals of these schools ( n = 551) rated various school factors and the sustained implementation of the intervention. Data were analyzed by two-level regression …
Promoting self-regulated learning during the covid-mandated remote learning period: Insights from interviews with primary school teachers
The Covid-19 pandemic challenged teachers to foster self-regulated learning (SRL) in remote education contexts where direct guidance was limited. This study explored how Dutch primary school teachers adapted their SRL support under these conditions. Semi-structured interviews with 10 teachers revealed major challenges, including monitoring student engagement, supporting emotional well-being, and differentiating instruction. Teachers relied mainly…
Navigating urban classrooms: The role of diversity-related stress and intentions to leave in preservice teachers’ self-efficacy
This three-wave study examined relationships between preservice teachers' diversity-related stress, teaching self-efficacy (TSE), and intentions to leave the profession. Participants ( N = 386) from four Dutch teacher training programs completed surveys on diversity-related stress, intentions to leave, and TSE over 18 months. Random intercept cross-lagged panel models showed that higher diversity-related stress predicted lower TSE and increased i…
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…
Exploring the context-specificity of teacher self-efficacy: A multilevel analysis of class characteristics in secondary schools
Teacher self-efficacy (TSE) is supposed to positively affect teachers’ well-being, instructional quality and students’ motivation. However, the extent to which secondary school teachers’ TSE is shaped by their social teaching environment—particularly the different classes they teach—remains largely unexplored. This pre-registered study exploratorily investigated to what extent TSE can be considered a context-specific construct that varies within …
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…
Psychology (15 works) · Early Childhood Education and Development (10 works) · Mathematics education (9 works) · Social Psychology (9 works) · Developmental psychology (8 works) · Pedagogy (7 works) · Closeness (6 works) · Teacher Education and Leadership Studies (6 works) · Multilevel model (5 works) · Parental Involvement in Education (5 works)