Jantine L Spilt
Biographic Data
| ID | 5760331 |
|---|---|
| NAME | Jantine L Spilt |
| GIVEN NAMES | Jantine L |
| FAMILY NAME | Spilt |
| SIGNATURE | SPILT J L |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0002-3863-9868 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Supporting teacher-student relationships in secondary education: A comprehensive framework and tool for teacher professional development
High-quality teacher–student relationships are essential for the wellbeing and effective functioning of both teachers and students in secondary education. Despite their importance, no comprehensive tool currently exists to support teachers in purposefully developing these relationships with young adolescents. To address this gap, this design paper presents an in-service professional development tool for early secondary school teachers. The tool i…
Cross-cultural differences in preschool teachers’ perceptions of student-teacher emotional dependency: Evidence from seven European countries
How Do Early Childhood Education Teachers Support Language? Frequency and Variation in Practices Across Activities
High-quality teacher-child language interactions are essential for fostering young children’s language development, yet empirical insight into how teachers in early childhood education implement specific language stimulation (LS) practices in everyday classroom settings remains limited. This study examines the frequency of LS practices across three small-group activities: shared book reading, STEM activities, and snack time. Using structured vide…
Advancing the Science and Practice of School Psychology Internationally: Transnational Leadership Cultivating Diversity, Equity, Innovation, Inclusion, and Global Impact
This paper provides a comprehensive overview of Psychology in the Schools ( PITS ), the second‐longest‐running journal in the field of school psychology. Since its founding in 1964, PITS has served as a central outlet for research and practice focused on the intersection of psychology and education, with an emphasis on advancing the practice of school psychology. The paper highlights the enduring legacy of PITS in advancing school psychology prac…
Teachers' Affiliative Practices to Support Teacher–Student Relationships: Translating Young Adolescents' Voices Into a Student Questionnaire
Positive teacher–student relationships are widely recognized as critical during the transition to secondary education. Grounded in attachment and self‐determination theories, this study examines the role of affiliative teacher behaviors in supporting these relationships. Despite their significance, no comprehensive student questionnaire currently exists to assess teachers' affiliative practices. To address this gap, a mixed‐method study was condu…
Teacher-student interactions as a pathway to strengthen working memory in primary school students: A microtrial study protocol
Executive function refers to a set of cognitive processes essential for effectively managing complex tasks and enabling goal-directed behavior. Working memory (WM), one of the core executive functions, is the ability to temporarily hold and manipulate information. It plays an important role in various cognitive tasks and learning processes, with WM difficulties greatly affecting students’ academic performance and overall learning. Despite clinica…
Committing to all students: Examining teacher competence in relationships with disruptive students
It's a way of being for a teacher”: Multiple perspectives on relationship-building competencies in teacher education
Fostering teacher–student relationship-building competence: A three-year learning trajectory for initial pre-primary and primary teacher education
It is widely acknowledged that high-quality teacher-student relationships contribute to both student and teacher well-being. However, research shows that building these relationships can be challenging for teachers and signals opportunities for teacher education to better prepare them for building high-quality teacher-student relationships. As teachers’ relationship-building competence allows them to establish high-quality relationships with stud…
The impact of an interaction-based classroom program on executive function development in low-SES preschoolers: First support for effectiveness
Studies have shown that children from a low socioeconomic status (SES) family are likely to have lower academic scores, indicating an SES-achievement gap. This inequality already starts in preschool and persists throughout children’s lives. Since executive functions (EFs) have been put forward as contributing factors in this SES-achievement gap, it is crucial to target early EF development to remediate the adverse effects of poverty. In this quas…
Towards a curriculum targeting teachers’ relationship-building competence: Results of a Delphi study
Development of the Competence Measure of Individual Teacher-Student Relationships (Commit): Insight Into the Attitudes, Knowledge, and Self-Efficacy of Pre-service Teachers
The importance of dyadic teacher-student relationships for both teachers and students is widely acknowledged. However, only limited research has explored how competent teachers feel in building these relationships. The current study aimed, first, to deepen the knowledge on relational competence by targeting teachers’ competence in building dyadic teacher-student relationships specifically. To this end, the Competence Measure of Individual Teacher…
Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes
Attachment theory has played a prominent role in the study of affective relationships between teachers and individual children in school settings. This review synthesizes three decades of attachment-based research on teacher-child relationships roughly covering the period between 1992 and 2022. Five key themes were discussed: (1) conceptualization and assessment, (2) secure base and autonomous exploration, (3) safe haven and self-regulation, (4) …
Practitioner Review: Dyadic teacher–child relationships: comparing theories, empirical evidence and implications for practice
BACKGROUND: Research on dyadic teacher-child relationships has grown rapidly. However, a review of relevant theories and its implications for assessment and intervention has been lacking so far. METHODS: A selective review of theories, empirical evidence and interventions was conducted. RESULTS AND CONCLUSIONS: Different theories highlight distinct aspects of teacher-child relationships and have different implications for assessment and intervent…
The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories
This longitudinal study investigated the role of teacher-student closeness and conflict in adolescents' school engagement trajectories, and how school engagement dimensions predict achievement trajectories. A sample of 5,382 adolescents (Mage.wave1 = 13.06, SD = 0.51; 49.6% boys) were followed from Grade 7 to 9. Yearly measures included student reports on school engagement dimensions, teacher reports on closeness and conflict, and standardized te…
Strengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education
Relationships with children with special educational needs can be emotionally challenging for teachers and conflicts may negatively impact both children and teachers. Beginning teachers in particular may struggle with negative teacher-child relationships and the emotions these invoke. A first step in coping with relationship difficulties with specific children is increasing the teacher’s awareness and understanding of relational themes and emotio…
Understanding teachers’ experiences of classroom relationships
Discrepancies in Perceptions of Close Relationships of Young Adolescents: A Risk for Psychopathology
Language development in the early school years: The importance of close relationships with teachers
This longitudinal study examined developmental links between closeness in teacher-child relationships and children's receptive language ability from the end of the preschool years into the early elementary years, while controlling for changes in peer interaction quality and child behavioral functioning. The sample included children and their parents and teachers (N = 4,983) participating in the Longitudinal Study of Australian Children (LSAC) at …
Supporting teachers’ relationships with disruptive children: The potential of relationship-focused reflection
A relationship-focused reflection program (RFRP) was developed that targeted teachers' mental representations of relationships with specific children. Relative effectiveness was examined in a randomized comparative trial with repeated measures. Thirty-two teachers were assigned to the RFRP or the comparison intervention directly aimed at teacher behavior. Per teacher, two children (N = 64) were selected with above-median levels of externalizing b…
Dynamics of Teacher–Student Relationships: Stability and Change Across Elementary School and the Influence on Children’s Academic Success
This study modeled teacher–student relationship trajectories throughout elementary school to predict gains in achievement in an ethnic-diverse sample of 657 academically at-risk students (mean age = 6.57 years, SD = .39). Teacher reports of warmth and conflict were collected in Grades 1–5. Achievement was tested in Grades 1 and 6. For conflict, low-stable (normative), low-increasing, high-declining, and high-stable trajectories were found. For wa…
Teacher Wellbeing: The Importance of Teacher–Student Relationships
Many studies have examined the importance of teacher–student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher–student relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping of Lazarus ( 1991 ). Based on theories on interpersonal relationship…
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…
Language development in the early school years: The importance of close relationships with teachers
This longitudinal study examined developmental links between closeness in teacher-child relationships and children's receptive language ability from the end of the preschool years into the early elementary years, while controlling for changes in peer interaction quality and child behavioral functioning. The sample included children and their parents and teachers (N = 4,983) participating in the Longitudinal Study of Australian Children (LSAC) at …
Discrepancies in Perceptions of Close Relationships of Young Adolescents: A Risk for Psychopathology
Understanding teachers’ experiences of classroom relationships
It's a way of being for a teacher”: Multiple perspectives on relationship-building competencies in teacher education
Towards a curriculum targeting teachers’ relationship-building competence: Results of a Delphi study
Teacher Wellbeing: The Importance of Teacher–Student Relationships
Many studies have examined the importance of teacher–student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher–student relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping of Lazarus ( 1991 ). Based on theories on interpersonal relationship…
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…
Supporting teachers’ relationships with disruptive children: The potential of relationship-focused reflection
A relationship-focused reflection program (RFRP) was developed that targeted teachers' mental representations of relationships with specific children. Relative effectiveness was examined in a randomized comparative trial with repeated measures. Thirty-two teachers were assigned to the RFRP or the comparison intervention directly aimed at teacher behavior. Per teacher, two children (N = 64) were selected with above-median levels of externalizing b…
Dynamics of Teacher–Student Relationships: Stability and Change Across Elementary School and the Influence on Children’s Academic Success
This study modeled teacher–student relationship trajectories throughout elementary school to predict gains in achievement in an ethnic-diverse sample of 657 academically at-risk students (mean age = 6.57 years, SD = .39). Teacher reports of warmth and conflict were collected in Grades 1–5. Achievement was tested in Grades 1 and 6. For conflict, low-stable (normative), low-increasing, high-declining, and high-stable trajectories were found. For wa…
Discrepancies in Perceptions of Close Relationships of Young Adolescents: A Risk for Psychopathology
Language development in the early school years: The importance of close relationships with teachers
This longitudinal study examined developmental links between closeness in teacher-child relationships and children's receptive language ability from the end of the preschool years into the early elementary years, while controlling for changes in peer interaction quality and child behavioral functioning. The sample included children and their parents and teachers (N = 4,983) participating in the Longitudinal Study of Australian Children (LSAC) at …
The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories
This longitudinal study investigated the role of teacher-student closeness and conflict in adolescents' school engagement trajectories, and how school engagement dimensions predict achievement trajectories. A sample of 5,382 adolescents (Mage.wave1 = 13.06, SD = 0.51; 49.6% boys) were followed from Grade 7 to 9. Yearly measures included student reports on school engagement dimensions, teacher reports on closeness and conflict, and standardized te…
Strengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education
Relationships with children with special educational needs can be emotionally challenging for teachers and conflicts may negatively impact both children and teachers. Beginning teachers in particular may struggle with negative teacher-child relationships and the emotions these invoke. A first step in coping with relationship difficulties with specific children is increasing the teacher’s awareness and understanding of relational themes and emotio…
Understanding teachers’ experiences of classroom relationships
Development of the Competence Measure of Individual Teacher-Student Relationships (Commit): Insight Into the Attitudes, Knowledge, and Self-Efficacy of Pre-service Teachers
The importance of dyadic teacher-student relationships for both teachers and students is widely acknowledged. However, only limited research has explored how competent teachers feel in building these relationships. The current study aimed, first, to deepen the knowledge on relational competence by targeting teachers’ competence in building dyadic teacher-student relationships specifically. To this end, the Competence Measure of Individual Teacher…
Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes
Attachment theory has played a prominent role in the study of affective relationships between teachers and individual children in school settings. This review synthesizes three decades of attachment-based research on teacher-child relationships roughly covering the period between 1992 and 2022. Five key themes were discussed: (1) conceptualization and assessment, (2) secure base and autonomous exploration, (3) safe haven and self-regulation, (4) …
Practitioner Review: Dyadic teacher–child relationships: comparing theories, empirical evidence and implications for practice
BACKGROUND: Research on dyadic teacher-child relationships has grown rapidly. However, a review of relevant theories and its implications for assessment and intervention has been lacking so far. METHODS: A selective review of theories, empirical evidence and interventions was conducted. RESULTS AND CONCLUSIONS: Different theories highlight distinct aspects of teacher-child relationships and have different implications for assessment and intervent…
The impact of an interaction-based classroom program on executive function development in low-SES preschoolers: First support for effectiveness
Studies have shown that children from a low socioeconomic status (SES) family are likely to have lower academic scores, indicating an SES-achievement gap. This inequality already starts in preschool and persists throughout children’s lives. Since executive functions (EFs) have been put forward as contributing factors in this SES-achievement gap, it is crucial to target early EF development to remediate the adverse effects of poverty. In this quas…
Towards a curriculum targeting teachers’ relationship-building competence: Results of a Delphi study
Fostering teacher–student relationship-building competence: A three-year learning trajectory for initial pre-primary and primary teacher education
It is widely acknowledged that high-quality teacher-student relationships contribute to both student and teacher well-being. However, research shows that building these relationships can be challenging for teachers and signals opportunities for teacher education to better prepare them for building high-quality teacher-student relationships. As teachers’ relationship-building competence allows them to establish high-quality relationships with stud…
Teacher-student interactions as a pathway to strengthen working memory in primary school students: A microtrial study protocol
Executive function refers to a set of cognitive processes essential for effectively managing complex tasks and enabling goal-directed behavior. Working memory (WM), one of the core executive functions, is the ability to temporarily hold and manipulate information. It plays an important role in various cognitive tasks and learning processes, with WM difficulties greatly affecting students’ academic performance and overall learning. Despite clinica…
Committing to all students: Examining teacher competence in relationships with disruptive students
It's a way of being for a teacher”: Multiple perspectives on relationship-building competencies in teacher education
Supporting teacher-student relationships in secondary education: A comprehensive framework and tool for teacher professional development
High-quality teacher–student relationships are essential for the wellbeing and effective functioning of both teachers and students in secondary education. Despite their importance, no comprehensive tool currently exists to support teachers in purposefully developing these relationships with young adolescents. To address this gap, this design paper presents an in-service professional development tool for early secondary school teachers. The tool i…
Cross-cultural differences in preschool teachers’ perceptions of student-teacher emotional dependency: Evidence from seven European countries
How Do Early Childhood Education Teachers Support Language? Frequency and Variation in Practices Across Activities
High-quality teacher-child language interactions are essential for fostering young children’s language development, yet empirical insight into how teachers in early childhood education implement specific language stimulation (LS) practices in everyday classroom settings remains limited. This study examines the frequency of LS practices across three small-group activities: shared book reading, STEM activities, and snack time. Using structured vide…
Advancing the Science and Practice of School Psychology Internationally: Transnational Leadership Cultivating Diversity, Equity, Innovation, Inclusion, and Global Impact
This paper provides a comprehensive overview of Psychology in the Schools ( PITS ), the second‐longest‐running journal in the field of school psychology. Since its founding in 1964, PITS has served as a central outlet for research and practice focused on the intersection of psychology and education, with an emphasis on advancing the practice of school psychology. The paper highlights the enduring legacy of PITS in advancing school psychology prac…
Teachers' Affiliative Practices to Support Teacher–Student Relationships: Translating Young Adolescents' Voices Into a Student Questionnaire
Positive teacher–student relationships are widely recognized as critical during the transition to secondary education. Grounded in attachment and self‐determination theories, this study examines the role of affiliative teacher behaviors in supporting these relationships. Despite their significance, no comprehensive student questionnaire currently exists to assess teachers' affiliative practices. To address this gap, a mixed‐method study was condu…
Early Childhood Education and Development (19 works) · Psychology (18 works) · Parental Involvement in Education (12 works) · Developmental psychology (11 works) · Mathematics education (11 works) · Social Psychology (11 works) · Child and Adolescent Psychosocial and Emotional Development (8 works) · Teacher Education and Leadership Studies (8 works) · Pedagogy (7 works) · Closeness (5 works)