Tessa Weyns
Biographic Data
| ID | 5706913 |
|---|---|
| NAME | Tessa Weyns |
| GIVEN NAMES | Tessa |
| FAMILY NAME | Weyns |
| SIGNATURE | WEYNS T |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0002-4012-7837 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
The role of school‐based relationships for school well‐being
BACKGROUND: Relationships with peers and teachers are keys for children's psychosocial development. However, it is unclear whether this also applies for high-ability children. This study adds to the literature by longitudinally examining the role of interpersonal relationships in the educational context for high- and average-ability students. AIMS: In this study, we examined whether high- and average-ability students differ in terms of peer accep…
Teachers-in-training perceptions of gifted children’s characteristics and teacher-child interactions
The relative contribution of peer acceptance and individual and class-level teacher–child interactions to kindergartners’ behavioral development
Teacher Support, Peer Acceptance, and Engagement in the Classroom
Teacher Support, Peer Acceptance, and Engagement in the Classroom
Teachers-in-training perceptions of gifted children’s characteristics and teacher-child interactions
The relative contribution of peer acceptance and individual and class-level teacher–child interactions to kindergartners’ behavioral development
Teacher Support, Peer Acceptance, and Engagement in the Classroom
The relative contribution of peer acceptance and individual and class-level teacher–child interactions to kindergartners’ behavioral development
Teachers-in-training perceptions of gifted children’s characteristics and teacher-child interactions
The role of school‐based relationships for school well‐being
BACKGROUND: Relationships with peers and teachers are keys for children's psychosocial development. However, it is unclear whether this also applies for high-ability children. This study adds to the literature by longitudinally examining the role of interpersonal relationships in the educational context for high- and average-ability students. AIMS: In this study, we examined whether high- and average-ability students differ in terms of peer accep…
Developmental psychology (4 works) · Early Childhood Education and Development (4 works) · Psychology (4 works) · Social Psychology (3 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Parental Involvement in Education (2 works) · Peer acceptance (2 works) · Peer group (2 works) · Social Psychology (2 works) · Bullying, Victimization, and Aggression (1 works)